Jobs

DESHAIES TAKES ON FOOD INSECURITY AT NH HUNGER SOLUTIONS


One Thing after Another recently found out that History-English double-major Brodie Deshaies ’21 (who also earned a Philosophy minor) was recently hired as Communications and Policy Manager at NH Hunger Solutions. This blog is always interested in finding out how our majors have ended up where they have as they travel on their lifelong journeys, so it seemed only natural that OTAA ask Deshaies about his career path.

Q: When you did your last interview for this blog, you were a senior in college, and you were running for the state legislature (your campaign that year culminated in success). Now, three years later, you are the Communications and Policy Manager at NH Hunger Solutions. How did you get from Point A to Point B?

A: I was originally elected to the New Hampshire House in 2020, during my senior year at Saint Anselm College. I enjoyed my service in the state legislature, but it was emotionally taxing. I ended up having a very competitive primary that made statewide news. Governor Chris Sununu and former Congressman and current State Senate President Jeb Bradley endorsed me in that primary. I still lost.

After I lost, I decided to stop working as a contracted worker on political campaigns and find a new job. My fiancée, Grace (Class of 2022), found the position at NH Hunger Solutions on the NH Center for Nonprofits’ website. I had strong connections with NH Hunger Solutions from my work and advocacy as a State Representative to expand access to school meals for children in NH. It was a natural fit.

Q: What exactly are your responsibilities at NH Hunger Solutions? Were there significant ways in which your college experiences prepared you for the position you currently occupy?

A: I am responsible for all our communications efforts and supporting partners’ communications efforts as well. I am also responsible for managing our policy work and advocacy. Saint Anselm College prepared me for this work by improving my communication and writing skills and forcing me to think critically and objectively about problems before solving them. The education I received at Saint Anselm College made me a more well-rounded person.

Q: NH Hunger Solutions lists four priorities on the home page of its website. In what ways do you, as the communications and policy manager, help the organization attain these goals?

A: It is essential we properly frame and communicate the issue of hunger in New Hampshire. If we can’t explain why hunger is an issue in this state and convince people that they should care about hunger, then achieving our mission becomes very difficult. Once we effectively communicate and educate the public and policy makers, we must propose solutions and advocate for systems change to end hunger in New Hampshire. That systems change will help more Granite Staters access nutritious meals.

Q: You are now a library trustee for the Wolfeboro Public Library and a school board member for the Governor Wentworth Regional School District (SAU 49). How and why did you decide to serve in these capacities? Do you see these positions as somehow complementary to the work you do at NH Hunger Solutions?

A: My service as a library trustee and school board member are adjacent to my career, but not directly related. My life is very centered on public service, and I come from a family of locally elected officials. My family’s values and service influenced my decision get involved and support my community.

I am passionate about giving back to my community and volunteering in local government, whether it’s in the previously listed positions, as a ballot clerk helping run municipal elections, or attending local public hearings and participating in local community organizations like Citizens for Wolfeboro. If we sit on the sidelines, others decide how we are governed—and they don’t always make the best decisions.

My role at NH Hunger Solutions allows me to professionally support a great organization and stay involved in state-level policy making and advocacy. I can’t think of a better way to use my skills and connections than ending hunger in NH.

Q: Those of us who live in New Hampshire usually associate Wolfeboro with a) expensive lakefront properties (Mitt Romney is probably the most prominent resident) and b) the Wright Museum of World War II (which is super cool). Tell us something special or attractive about Wolfeboro that the rest of us don’t know about.

A: Wolfeboro actually has a median household income that is about 15% less than the state average. Year-round residents, who are the voters, live like any average Granite Stater.

That previous point aside, I would say there are a number of historical sites in Wolfeboro to visit. Governor John Wentworth’s summer house (1769) and the Libby Museum (1912) are two great attractions. The town docks are always a great place to enjoy an ice cream from Bailey’s Bubble or a grinder from Full Belli Deli.

Rines on the Rewards of Coaching Students in TRIO Programs


One Thing After Another recently caught up with Adam Rines ’13 and asked him what he’s been up to the past several years. What he had to say was really inspiring, and we just had to share it with you.

Q: You graduated from Saint Anselm College as a History major in 2013. What do you remember most clearly from your time on the Hilltop?

A: Hospitality. When I think back to my years at Saint Anselm, I fondly remember being part of a welcoming community filled with kindhearted individuals dedicated to serving others. Whether those connections arose from the intellectual pursuits of the classroom, from the charity of helping others, or from the friendships of fellow students, service defined my experience as an Anselmian. It does not escape me that I choose to reminisce over such a banal sentiment as the spirit of goodwill on campus instead of more evocative memories like the fierce chariot races on the quad or the lamb souvlaki pocket offered every third Monday for lunch—alas, how I miss that pita! However, time and distance have made me appreciate the closeknit community built on the Hilltop, which is so hard to replicate. I have visited and been a part of many other colleges, but I have yet to find an equal to the supportive campus climate at Saint Anselm.

Q: You currently work as an Academic Coach at Horry-Georgetown Technical College. Can you tell us a little more about the job, particularly your work with first generation college students? What do you enjoy most about working in higher education?

A: I work for one of the federal TRIO programs, Student Support Services, which offers academic, personal, and career guidance to first-generation and low-income college students as well as students with disabilities. The sole focus of my job is to help our participants be successful. The definition of success varies from student to student based on their individual situations. Some students struggle in classes, some in managing the bureaucracy of higher education, and others in determining what comes after graduation. Regardless of their unique challenges, our program untangles the complex web of academia and serves as a support system for students who may lack one.

As a community college, we seek to open the doors of possibilities to our students. One of the ways our program does so is by arranging tours of four-year universities to which they may be interested in transferring. We also hope to encourage camaraderie and team building through fun activities ranging from museums and theatrical performances to bowling, paint nights, and everything in between. The best part of TRIO is that everything offered to students is absolutely free!

Helping students to recognize their own potential and to accomplish their goals is the most rewarding aspect of working in higher education. Everyone arrives at college with differing skillsets, academic abilities, and motivations for being there, but each student possesses the capacity to succeed. I work with students of all ages, from recent high school graduates to grandparents. Most of these students are the first generation in their families to seek a college degree and have the daunting task of figuring out academia alone. This inexperience can breed self-doubt; however, I have yet to meet a student who applied himself or herself and failed. College, above all, is a test of endurance, and thus, sincere effort always results in a degree. I revel in cheering my students along their way to graduation and being a source of support whenever they need.

A note to current Anselmians: I recently learned that Saint Anselm was awarded its own SSS TRIO grant and will soon host its own program on campus. I heartily recommend that those who are eligible apply as soon as it launches. It will be a wonderful opportunity to enhance your college experience and join the national TRIO community that spans millions of students from middle to graduate school.

Q: How do you think the History major helped prepare you for your career?

A: While the historical content of my degree has little bearing on my day-to-day tasks—I have yet, surprisingly, to be asked to propound on the origin of the plague of Justinian or been given a chance to explain the nuances of the Spanish Inquisition—the true legacy of my education remains the critical thinking skills honed throughout my time at Saint Anselm. I knew that if I made a claim in a paper or presentation, it needed to withstand the scrutiny of ever-questioning professors who stood ready to poke holes in sloppy arguments. The ability to examine a problem, gather evidence, evaluate conflicting opinions, and form my own conclusions has proven invaluable in resolving issues and understanding the world. History is full of lies, half-truths, and misrepresentations by those who hope to profit from a distorted view of the past. Critical thought shields against those mischievous motives by being curious, but cautious, and refusing to blindly accept easy answers. The great benefit of this approach allows for a flexible mindset that encourages changing beliefs to match the facts, and not the other way around.

Q: What do you remember about your History and general education courses at Saint Anselm? Anything that stood out about them? Any courses that you especially enjoyed?

A: Of all my courses, the one I reflected on the most in the years following graduation was one I dreaded taking at the time. As the only honors theology offered during the second semester of my senior year, I had to take Professor Pilarski’s “Women in the Old Testament” class to fulfill my degree requirements. My apprehension arose from my ignorance of and lack of interest in the topic—both terrible, misguided follies on my part. Professor Pilarski taught with such infectious passion and drive that I was mesmerized. That course became the most meaningful and impactful in my four years at Saint Anselm. It opened my mind to new concepts and allowed me to turn that once feared ignorance into personal and intellectual growth. Examining the Old Testament through the lens of women required careful consideration of small details and inferences which could be used to paint a picture of their lived experiences and roles in society. The skills necessary to perform this exegesis translated directly to the study of secondary figures and groups ignored or dismissed by historical chroniclers. Had I missed taking Professor Pilarski’s class, I would have lost a humbling lesson on the value of the liberal arts and the importance of interdisciplinary study.

While there are so many distinct memories from my history courses, I am invariably reminded of Professor Dubrulle’s senior reading seminar on Britain in WWI whenever I come across a piece of media portraying that period. I am haunted by Wilfred Owen’s poem “Dulce et Decorum est” and its descriptions of the unrelenting horrors of gas shelling and agony inflicted on young men disabused of their former notions of the splendor of war. The despair evident in Owen’s work is further punctuated by the fact that he would die one week before the signing of the Armistice. When we read this poem in class, it did not immediately stand out among the many horrific accounts of trench warfare. Over time, however, this poem found purchase in my mind and refused to leave. It stands as a permanent reminder of the brutality, inhumanity, and desperation felt by young men flung into an unimaginable hellscape. If you have not read the poem—or have not done so in a while—I recommend rectifying that by taking a moment to appreciate the brilliance and tragedy of Wilfred Owen.

Q: What most do you value about a liberal arts education?

A: The liberal arts play a central role in the quality of my education, as I had to study English, philosophy, theology, science, and a foreign language, along with my regular history classes. Without these supplemental courses, I would have been deprived of a richer understanding of the social context of how people thought (philosophy), believed (theology), and conceptualized their world (science). Past events show their vital importance when viewed through the lens of alternative disciplines. The seismic impact of the Reformation, for example, gains new meaning when current discussions in a theology class can be traced back to the writings and debates of Luther and Calvin.

A few years after I started working in higher education, I remember reflecting with a fellow alumnus about our undergraduate experience and how lucky we were to have chosen Saint Anselm. I realized the embarrassment of riches afforded us through our classes and outstanding professors. I am incredibly proud of my degree—as all Anselmians should be—as I know the amount of hard work that went into earning it and the significant accomplishment that it represents.

Speight ’00 on Applied History and Environmental Protection

Another Day at the Office: Tom Speight ’00 poses next to a 14,000-gallon gas tank that had been forgotten since the 1960s.

Recently, History alum Tom Speight ’00 got in touch with Professor Pajakowski. The History Department learned that Speight is now an analyst with the Massachusetts Department of Environmental Protection. How did he land a job in that field, and how does he use the skills he acquired as a History major? Read on as Speight explains his work!

A few years after graduation, I took an opportunity to go into the environmental field for what was supposed to be a temporary position and, somewhat to my own surprise, made a career of it. My main specialty is the investigation and cleanup of contaminated properties, a field which involves elements of geology, chemistry, toxicology, civil engineering . . . and, yes, history.

Most of my work for the first couple of years consisted of “Phase I” projects, which are due-diligence reports done as part of real estate transactions. Since a large component of a Phase I report was researching a site’s historic use, to learn whether it had been a dry cleaner, gas station, mill, landfill, foundry, or shipyard, this was a pretty good fit and also gave me the opportunity to pick up other skills that led me into first working on cleanup projects and then running the projects myself. After fifteen years working for consulting engineering companies, I joined the Massachusetts Department of Environmental Protection in 2019. Most of my work there involves the investigation, closure, and reuse of landfills (they make great solar farms), plus large recycling projects and assisting cities and towns with waste management. What’s usually the quickest way to locate an abandoned landfill? That’s right, historical research. It’s not the easiest or most typical career path, but it can be done.

Some of the ways a major in history prepared me for this work included:

  • documentary research methods
  • experience in quickly taking in, organizing, and understanding large amounts of information
  • writing quickly, concisely, and well—the importance of this can’t be overemphasized in any knowledge-based profession
  • knowledge of history, both in a factual sense and as a process  

There is plenty of room in the environmental field and related disciplines for this kind of “applied history,” and there are firms of consulting historians, archivists, and historic preservation experts who specialize in this kind of work as part of “brownfields” and other public works projects. For example, one former colleague of mine was responsible for compiling a detailed history tracing approximately two hundred years’ worth of industrial uses for the entire neighborhood surrounding the Gowanus Canal in Brooklyn, NY (which is now a Superfund site). This was done for two purposes; the first was to identify potential “hot spots” of contamination, such as forgotten former oil storage depots, and the second was to identify parties who could be held responsible for the cleanup work.

In 2018, I published a book (Manufactured Gas Plant Remediation: A Case Study, Taylor & Francis/CRC Press, Boca Raton, FL, 1084 pages) that I coauthored with a legendary consulting engineer and geologist, Allen Hatheway, on the history and environmental legacy of manufactured gas plants (sometimes called “gasworks” or “MGPs”). The Geological Society of America awarded our book the 2021 Burwell Award for outstanding publication in the field of engineering geology.

The first half of our book discusses the origins, equipment, operations, and business management of the gas industry as it evolved over approximately 150 years. We presented the state of Massachusetts’ gas industry as a case study (in fact, the first state-level case study anyone has done). Most of the references we used for the historical components of the book were original publications by the gas industry, such as professional journals and gasworks operations manuals, which we used to describe the industry in its own words. Some of these dated back to the 1820s. We also used historic maps and other records to locate and map approximately 170 gasworks, waste dumps, and other relevant sites, including a number that hadn’t been discovered yet, and compiled short historical summaries of each site. The second half of the book addresses technical issues such as chemical hazards, environmental regulations, and strategies for cleaning sites up for beneficial use.

For me, this was the perfect intersection of environmental work and history, because some (ok, most) environmental problems need to be put in a human context in order to figure out why something happened. The laws of physics might dictate how dissolved gasoline migrates through groundwater, but loading hazardous waste into a four-horse wagon or dump truck and driving it to the other side of town to be dumped and buried is a human action.

Why Gasworks Mattered In Urban and Industrial Development

Gasworks were industrial facilities operated by gas companies, which distilled coal to produce flammable gas, which was used for illumination (the “gas lights” of the 19th century), heating buildings, and to fuel industries for over a century, much as we use natural gas today. Virtually any city or town of size in the early 1900s had a gasworks, and larger cities often had more than one. Boston, for example, had eight gasworks, and in fact had gas service before it had municipal water service. Gas companies were an important factor in urban development worldwide during the 19th century, as the gas supply literally fueled economic development by enabling the founding of other local businesses and industries which relied on gas, and gas lighting for streets and gas services to homes helped make a town attractive to residents. The gas industry also inspired developments in engineering, business, and even law—most of the regulatory system we currently use for utilities and telecommunications was originally developed partly to regulate gas companies.

Unfortunately, while they were useful, gasworks were not pleasant places. They ran day and night, were noisy, filthy, foul-smelling, and had an unnerving potential to explode, so gasworks were usually confined to industrial areas or low-income neighborhoods on the “wrong side of the tracks.” The Springfield, MA, gasworks partly inspired the polluting Thneed factory from Dr. Seuss’ The Lorax.

The Springfield, MA Gas Light Company gasworks in the 1930s.

Making gas out of coal also generated large quantities of byproducts which provided the starting point for most of the modern chemical industry, including coke, a smokeless fuel and an essential ingredient in steelmaking, plus ammonium sulfate (a valuable fertilizer) and coal tar, which could be distilled into an amazing variety of chemicals, including creosote for preserving wood, laboratory solvents and reagents, dyes for paper and cloth (notably the “Prussian blue” pigment used in old blueprints), and pharmaceuticals. For everyone who’s seen the movie A Christmas Story, the infamous foul-tasting red soap is made with carbolic acid, a.k.a. phenol, a coal tar derivative and widely-used disinfectant.  

Why Gasworks Matter Now

The manufactured gas industry largely shut down in the United States during the 1950s, as pipelines for distributing natural gas became feasible and gas companies switched over. Most of the gasworks were demolished and the properties redeveloped for utility, industrial, or even residential use during the 1960s and 1970s. There’s an ongoing campaign to save one of the few remaining gasworks buildings in New England at the former Concord gasworks. Some of the sites that became residences helped draw attention federal and state environmental agencies’ attention to gasworks during the early 1980s, including the notorious Costa’s Dump site in Lowell, MA, where a housing complex was built on a dump site of cyanide-containing waste.

Unfortunately, most of the gas industry’s byproducts were toxic, carcinogenic or otherwise unpleasant, and gasmaking was a messy process, so gasworks operations typically created significant long-term environmental problems, including pollution of lakes and rivers, contamination of drinking water sources, contamination of soil, and off-gassing volatile compounds such as benzene (a carcinogen) into nearby buildings. State and federal laws passed after the early 1980s required the utility companies whose corporate ancestors had operated the gasworks to take responsibility for the work to address risks these sites posed to human and environmental health.

Many of the formerly wrong-side-of-the-tracks gasworks properties are now potentially valuable urban real estate, for example the Genzyme building in Cambridge, MA (formerly the Cambridge Gas Light Company), or the “Edison on the Charles” apartment complex in Waltham, MA. Given the environmental problems associated with former gasworks, however, redevelopment of these properties involves extensive remediation work to protect human health and the environment.

The Manchester, NH, gasworks, from an 1897 fire insurance map.

As a case in point (and to tie in with St A’s “A River Runs Through Us” program) Manchester’s main gasworks was located on Gas Street, close to the bank of the Merrimack River. This plant supplied the Queen City’s light, heat, and power needs from 1852 to 1952, when the city’s gas system was converted to natural gas. Coal tar discharges from the plant’s wastewater during this period contaminated the river. Cleanup work included dredging nine thousand cubic yards of coal tar-contaminated sediment from the riverbed in 2007 (enough to cover the Grappone football field in a layer of tarry muck five feet deep) plus excavating another several thousand yards of contaminated soil from the gasworks site itself. Other remedial work is still going on.

So, that’s where I am, and that’s how I got here. I hope you found it interesting. I certainly did.

Pierce the Park Ranger Talks about Public History

For some time, One Thing after Another knew that History-International Relations double-major Aidan Pierce ’22 spent his summers working as a park ranger in Boston harbor. It was only recently, however, after Pierce had spent a third summer at this job, that this blog decided to ask him about how his work experiences and his History major intersected.

Q; Why did you choose to attend Saint Anselm College?

A: It’s really an unremarkable story. I had applied to many small, liberal arts schools in New England, and unlike other schools, Saint Anselm College gave me the aid I needed. What’s remarkable is what followed. After my frustrating college application process, it took me some time to feel like Saint A’s was for me. The relationships and friendships I have since built fostered a profound sense of home; it is not where you imagine or wish yourself to be, it is where you are accepted and welcomed as a member of a community. The History Department has served as this home, and I’m delighted with the friendships I’ve made among the faculty and majors there.

Q: You study History and International Relations. What are some of your favorite academic areas to dive into? Do you find that your two majors complement one another?

A: After college, I plan to specialize in cultural diplomacy in either practice or academia, which falls a bit more under my International Relations major but is ultimately informed and guided by my passion for history. I deeply enjoy learning about the progress of international relations over time and developing an understanding of how states interact. As a practitioner of diplomacy, one wouldn’t have a complete toolkit without some understanding of how people have learned to come together and settle differences peacefully. Cultural diplomacy specifically focuses on how culture (the arts, educational exchange, anthropological heritage, etc.) can be a tool to deepen ties between nations and peoples. I don’t know how I could pursue my hopes and aspirations without my History classes.

Q: Your work this summer included a job at the Boston Harbor Islands State Park. How long have you been working there? What would you say piqued your interest to seek out this job in the first place?

A: I had the good luck of having an older sibling who worked as a laborer and landscaper on the island before I applied to be a Park Ranger. His stories of the idyllic scenery and boat rides to work were too much to resist, and three years ago, I began working with the Massachusetts Department of Conservation and Recreation. I was excited to work outside at a National Park, and I’ve deeply enjoyed connecting with a great number of people from all over the world. And the thought of wearing a hat like Smokey the Bear was the clincher.

Q: Could you tell us a little about your specific position? What would a typical day look like during your summer job?

A: I am a Park Ranger which entails certain tasks and responsibilities, like rule enforcement, visitor safety, and education. However, being on an island out in the harbor means the job is unique compared to those at many other state or national parks. I work mostly on Georges Island in Boston Harbor, which is the site of Fort Warren, New England’s most historically rich Civil War site. It takes about twenty-five minutes by boat to get from Hingham to Georges, and from there I raise the colors, update weather information on our boards, and unlock the visitor’s center. A ferry brings visitors from Boston, and this boat can have anywhere from a couple to several hundred people on it. Part of my job is conducting boat traffic between these ferries, the commuter boat, and private boaters using a radio. Most days, I also give a tour of the fort, which was built between the 1830’s and 50’s, before it was used as a coastal artillery base and prison for political and military Confederate prisoners of war. During these tours, I tell stories about personal experiences from the fort and aim to interpret the historical artifacts to all of my diverse visitors. I also developed a specific program this past summer where my walking tour was based on women’s contributions to the story of Fort Warren. I’ve also had some opportunities to engage in some light historical preservation. There are many structures on the islands that were built well over a century ago, and a combination of ocean weather and vandalism necessitates a maintenance that won’t interfere with the historic integrity of the artifact.

Q: Would you say that your academic experience at Saint Anselm has helped you grow in your role working in public history?

A: Certainly. Civil War history is not my specialization, but as a Saint Anselm student of history, I’ve been taught how to find many narratives within a single story which helps me engage at a deeper level with the history I’m surrounded by. Writing papers for my classes has also developed my ability to take complex historical events and distill them into their major elements, as much as it’s possible. This is necessary at work when I’m going through our archives to develop programs for our visitors that they might enjoy and learn from.

Q: Do you hope to continue the public history line of work after graduation, or will your career aspirations take you in a different direction?

A: Public history likely won’t be my line of work, but it will always inform my future career pursuits as well as my present aspirations. I’ve been grateful for my time working for the Commonwealth, and I’ve gained a great many skills, relationships, and memories from my three years. As I hope to be a diplomat, a deeper understanding and appreciation of American history will never be a waste of time as I do what I can to be a good ambassador for our country.

Savard Reflects on His History Major and Career

You might have read the recent Portraits story that featured Robert F. ’71 and Susan Savard who graciously donated to the new Welcome Center, now named after them. One Thing After Another was intrigued to see yet another former History major doing good and doing well in the world. Bob recently joined fellow former History majors John Vaccaro ’92 and James L. Hauser, Esq. ’91 on the Saint Anselm College Board of Trustees. We decided to follow up and learn more about Bob’s life and career.

Q: Tell us a little bit about your career. You started out at an insurance company?

A: Yes, after graduation, I started with Aetna Life and Casualty in Hartford, Connecticut. In that kind of big company there are multiple career paths. You need to come in adaptable, curious, and creative, with an ability to listen and switch gears. For example, I worked in the actuarial department for awhile despite my math anxiety (I actually came to Saint Anselm in part because it had no math requirement for graduation). But gathering facts on mortality, morbidity, and natural disasters was like the historical research I had done at school. The work of a financial analyst is related—researching the context of a company’s past performance in an attempt to predict what will affect its future. After a stint managing the information systems, I moved to managing the staffing department for the company. Part of this function involved on-campus recruitment for entry-level positions. I found that students with a broad liberal arts background were best suited for the different entry-level positions offered by the company.

After a variety of previous positions, recruitment was something I enjoyed and became particularly good at. In 1990, I left Aetna and started a new career as an executive search consultant. Initially, I worked for several large international executive search firms building my own client portfolio. In 2005, I formed my own executive search firm from which I retired in 2019.

Q: Clearly flexibility was a hallmark of your career!

A: Yes, that actually began at Saint Anselm. I started out as a political science major, but found the curriculum too tightly structured. History gave me more choices regarding areas, regions, cultures, and periods of time to study. Plus Professor John Windhausen just made history interesting! My career has followed in some ways a similar path. After a while I felt the large corporate environment was too limiting—I wanted more flexibility and choice.

The study of history prepared me for a successful career recruiting high-potential executives for corporate clients. Understanding the history of an individual in terms of academic study, previous professional work, and personal pursuits, is key in predicting future professional success. Understanding the history and culture of a corporation is also key in the successful hire of senior level executives.

Q: Sometimes current students think there is a clear and direct path from a given major to the job market. As a former recruiter of college students, did you look for students in specific majors?

A: Yes, in the liberal arts majors (history, English, sociology, and others). As long as the company had a training program, we wanted creative and flexible thinkers. I was seeking potential employees who knew how to learn, and knew when and how to question. They did not take facts at face value but understood how to look for nuance and what might be shaping the facts. I really looked for creative and effective problem solvers. The world doesn’t just throw itself at you—you have to be curious, willing to take chances, and able to sell your ideas and ability for the company.

Q: Obviously you were able to do that, to sell your skills and ability within Aetna and then in your own company. Did you have time to pursue your love of history in your free time?

A: Yes, especially in my recreational travel and previously in business travel. Whether it is domestically or abroad, I like to seek out museums or historic preservations.  I can easily spend hours reading every museum panel or historic sign. It makes the experience of a place so much deeper when I know the history of its people and its past experience. I also watch a lot of the History Channel and read novels set in the past. I’m drawn to the power of the story, of narrative, to explain the connections of our past to the present.

Lessard Labors at Literary Agencies

The History Department recently hired Madison Lessard ’22, a History and Theology double-major, as a department student assistant. The History faculty is very pleased to bring her aboard. Soon after she was hired, One Thing after Another learned that Lessard has some uncommon experiences, and this blog thought they were worth sharing.

Q: What brought you to Saint Anselm College, and why did you decide to become a History major?

A: This may sound like a bit of a college admissions cliché, but I came to Saint Anselm after I visited campus and it just “felt right.” Of all the schools I visited my senior year of high school, I felt far more comfortable and welcomed at Saint Anselm than at any other school. The Catholic, Benedictine environment here was also important to me.

I began my freshman year undeclared, but history had long been my favorite thing to learn since elementary school. History was always the subject I chose to spend extra time outside of school researching because it was interesting to me. After a little experimentation with majors, I finally declared my major in history in the second semester of my freshman year, and I couldn’t be happier with where I’ve wound up.

Q: We understand that you’ve been working for different literary agencies since you were 17. Why did you apply for that kind of job? How did you obtain that position at such a young age?

A: One of my oldest hobbies is writing. I’ve been a novelist for many years, and writing and attempting to publish fiction was how I first learned how the publishing industry works. I applied for my first literary internship because I was very interested in reading, editing, and understanding what happened “behind the scenes” in the publishing process. This was the summer before I became a senior in high school. I happened upon the first internship posting online and applied to it because I saw that it was remote and knew that remote publishing jobs don’t come around very often. I participated in an interview process which involved the sample edit of a manuscript, and I eventually learned that I’d gotten the position.

Q: Could you describe to us what you did at a typical day of work? What kind of books did you review? How have your responsibilities changed over the years?

A: I began my literary work as a “reader” or an assistant whose primary job was to review submissions. Literary agents represent writers and negotiate publishing contracts. To add new clients to their list, agents field unsolicited submissions from aspiring authors. My original job was to review these unsolicited submissions and make recommendations about whether my boss should represent them. I originally was responsible for reviewing fiction across a variety of genres. I worked for several agents over the course of two years, and my responsibilities expanded as I gained experience. I now have experience sorting through agents’ submission inboxes, gathering rights information for sales to publishers, and running agency social media. Presently, I’m the assistant to the president of a literary agency in New York City, and I’m set to be promoted again this fall to associate literary agent.

Q: What are the most important skills you’ve learned at this job? Have you learned anything else while working in this capacity?

A: The most important skill by far is the ability to read and evaluate text with a critical eye. Working in publishing means that it’s very important to keep in mind that what you are reading is a text prepared with the goal of being published. In other words, I have to be picky in going over submissions, and I’m often expected to make many notes and comments for writers. This has honed my editing skills and, in fact, improved my own writing quite a bit over the years. I’ve also been grateful to learn the various ins and outs of the industry in general. I will soon to be trained to negotiate book contracts.

Q: Do you plan to make a career of literary work? Or do you have other plans for the future?

A: To be completely honest, I am surprised, but grateful, that I have been able to progress so much in my literary work over these past few years. Because I went into the industry knowing it would be a rather difficult field to break into, I expected that it would take me much longer than it has to move up in position. When I started out at Saint Anselm, I hoped to make a career as an editor or something similar; this is one of the main reasons I sought out literary internships to begin with. My literary work deals mostly, though not entirely, with the fiction side of publishing, and as I’ve gone through college, I’ve become very fond of research and nonfiction writing as well. With this in mind, I most definitely plan to continue my literary work on my own time, but after college, I hope to attend graduate school and work towards a Ph.D. in history. My eventual goal is to conduct academic research and teach while continuing to participate in the publishing world, and hopefully publishing works of my own.

Bickford Interns at the Eisenhower National Historic Site

Emma Bickford ’22, a History-Marketing double-major in the Honors program, just completed a prestigious summer internship at the Eisenhower National Historic Site in Gettysburg, PA. Although she had to carry out her duties remotely due to Covid-19, Bickford still learned a great deal this summer. One Thing after Another is always interested in the experiences of our students and had some questions to ask Bickford upon her return to Saint Anselm College.

Q: Even before you set foot on this campus, you were interested in pursuing a career in public history. What sparked this interest?

A: I became interested in public history when I visited Old Sturbridge Village in middle school. What drew me to the field is the way it makes history come alive by engaging us in stories of the past that stick with us long after we’ve left a museum or historic site. It’s a way of using history as a form of outreach that connects people with history to create a better present and future. I am fascinated with how museums and historic places inspire and educate people by showing them how they are part of a much bigger human story.

Q: How did you find out about the internship at the Eisenhower National Historic Site? What was the application process like?

A: After volunteering with the Boston National Historical Park at Faneuil Hall, I knew I wanted to work with the National Park Service again this summer because of the way they create meaningful connections between visitors and history. While researching different college internship opportunities through the National Park Service, I found the Interpretation Intern application for the Eisenhower National Historic Site. The application process consisted of a resume, cover letter, and two letters of recommendation. After I was selected to move on to the next steps of the application process, I completed a phone interview where I got to share more details about my experience, answer further questions, and learn about what the internship would look like if I was selected.

Q: Originally, before Covid-19 struck, what were your duties and projects supposed to be at this site?

A: Before my internship went remote due to Covid-19, I was originally supposed to live on site in Pennsylvania with other interns. I would have acted as a tour guide for the Eisenhower home and worked at the information desk at the site’s reception center. I would have also researched and presented any other interpretive programming I’d worked on during the summer. Finally, I was supposed to work on social media posts with the goal of connecting Eisenhower to people in the 21st century. The goal of the internship was to work with the Eisenhower staff to formulate interpretive programming that applied Eisenhower’s history to modern day conversations and experiences.

Q: How did your assignments change as a result of the pandemic?

A: My readjusted remote internship offered me the opportunity to learn more about writing for public history and how to engage a community online that is centered around history. I was invited to write two articles on any Eisenhower topic I chose; these will be posted on the park website. I wrote one article exploring the ways in which Eisenhower lived out the advice that he gave students during his commencement speech at Dartmouth College in 1953. My second article centered on how Jacqueline Cochran, a leader for the Women’s Airforce Service Pilots, helped inspire Eisenhower’s campaign for the White House. I also found photographs and researched information for Facebook and Instagram social media posts on various Eisenhower topics. The final aspect of my internship included using Adobe Acrobat to make oral histories more fully accessible for people with disabilities.

Q: What exactly are your career goals? How do you think this internship will prepare you to attain these goals?

A: After leaving Saint Anselm College, I hope to attend graduate school in Museum Studies so I can continue working towards my goal of becoming a Museum Director. This internship, combined with my double major (History and Marketing), has enhanced my understanding of public history as well as strengthened my social media skills. The whole experience has allowed me to see how social media can connect people with historic places and stories while also revealing the degree to which history can make an important contribution to modern conversations. I hope to bring both of these insights with me to graduate school and beyond.

Golen Takes the Road Less Anticipated

Just a couple of weeks ago, Kevin Golen ’08 was in town and decided to pay the History Department a visit to see what was new. Professors Dubrulle and Perrone had the good fortune to speak to Golen and find out what he had been up to lo these many years. One Thing after Another found Golen’s career trajectory so compelling that this blog thought it would share his story.

Q: If we recall correctly, you did not come to Saint Anselm College intending to enter journalism as a field. Why did you go to Saint Anselm College, and what were your original intentions?

A: Although I was from the Philly suburbs, I always enjoyed visiting my father’s side of the family in western Massachusetts. This inspired me to apply to several small, New England colleges where I could continue running cross-country. During my first visit, I had the opportunity to meet Coach Paul Finn, the men’s cross-country team, and several of the monks on campus. Once I returned home, I knew that St. Anselm was the right fit for me. During my freshman year, I changed majors at least two or three times. Initially, I was putting pressure on myself to choose a major that would perfectly align with what I imagined my future job would be after graduation. Thankfully, two of my good friends and fellow history majors, Jimmy Siracusa ’08 and Mike Labrie ’08, helped me to stop worrying if I was going to be an accountant, teacher, or lawyer, and instead focus on choosing a major that I was genuinely interested in. Growing up close to Valley Forge and knowing that my favorite subject in high school was history made that an easy decision.

Q: Portraits Magazine ran a story about you back in 2013 (written by fellow History alum Lauren Davitt ’08) explaining how you ended up at the news desk of Fox News. Could you briefly relate how you obtained an opportunity to work there?

A: I was very fortunate to be paired up with Fox News Channel political analyst Juan Williams. He knew by the end of the New Hampshire primary that something had clicked and that I was seriously interested in opportunities at Fox. After following up with him a few times via email, Juan put me in touch with someone who was looking to hire an overnight assistant position at Fox’s Headquarters in New York City. After two phone interviews, a writing test, and an in-person interview, I accepted an offer and began working the Tuesday after I graduated.

Q: From Fox News, you went to Dataminr and them from Dataminr to Insite. In other words, you moved from journalism to security. Could you connect the dots? In other words, what was it about one job that prepared you for the next?

A: At Fox, I eventually became a breaking news editor on the National Desk. I was mainly responsible for monitoring breaking news by staying in regular contact with Fox’s affiliate stations across the country. When a big story broke, we initially had to rely on the information that our affiliates were picking up in their local newsrooms. Some of the local editors were understandably so overwhelmed with their own stations’ programming that the last thing they wanted was a call from us. In 2013, one of my former Fox colleagues asked me if I was interested in joining a technology startup called Dataminr. The company’s mission was to create an advanced AI platform that could detect the earliest tips of breaking news and pre-viral stories. Dataminr was looking for breaking news editors who had the experience to train the algorithm to discover these high-impact events. Seeing the potential this technology could have in newsrooms all over the world, I left Fox and took a chance working for a startup that at the time had zero clients. Today, journalists in more than 600 newsrooms depend on Dataminr’s technology for breaking news. What became most fulfilling for me, however, was the value of our platform for the public sector and corporate risk clients. Our early warnings of natural disasters, transportation mishaps, active shooters, and terrorist attacks were helping to protect the public in real time. I’m currently working for Insite, a risk management and consulting firm that uses Dataminr and other information discovery tools, to protect global corporations, asset managers, family offices, and other private clients.

Q: When you started at Saint Anselm College, you probably had no idea that you would end up at a place like Insite. Do you think there is a lesson there for college-aged students?

A: I never could’ve predicted where my career ended up. My roles at Dataminr and Insite didn’t even exist when I graduated in 2008. My recommendation for undergrads would be to focus on the skill-sets that are at the core of a Saint Anselm education—writing ability, humility, people skills, and curiosity.

Q: How do you think the History major helped prepare you for your career?

A: I found that Saint Anselm History professors were especially gifted in being able to unify massive amounts of data points and themes concerning a particular historical period and somehow figure out how to consistently present those findings to students in a highly compelling way. I think back to this whenever I have to brief a client on a new threat or other security-related matter. No matter how much intelligence I collect and analyze, its all for nothing if I don’t effectively communicate my findings.

Q: What was your favorite History course when you were at Saint Anselm College and why?

A: At Dataminr, we developed a three-tiered threshold (Alert, Urgent and Flash) for our real-time notifications. Whenever I trained analysts on how to rank and prioritize these warning signals, as a parallel example, I would often explain to them the tactical, operational and strategic planning model from my War and Revolution class. Although not a perfect analogy, many new hires shared positive feedback that this helped them more easily understand our prioritization system.

Hummel Reflects on Her Time at the NHIOP

As history major Sarah Hummel ’19 prepares to graduate, One Thing after Another wanted to ask her about her extensive experience at the New Hampshire Institute of Politics (NHIOP) where she’s been working since 2017. Hummel obliged us in this thoughtful interview.

Q: What inspired you to work at the NHIOP? How did you get the job? When did you begin working there?

A: The opportunity to work at the NHIOP arose while I was taking HI363: Public History with Professor Salerno during the fall of 2017. One aspect of this class was curatorial work, and our project was to curate displays at the Institute. We had the opportunity to go through the Institute’s archives, choose materials, and collaborate with our partners and classmates to tell a story through a museum display. It was a neat experience! I had been interested in museum work for a few months at that point, and that project got me even more interested. After that project was complete, there was still a fair amount of curatorial work to be done at the NHIOP. At the same time, it is my understanding that Ann Camann, my boss, wanted to embrace the historical and archival aspect of the Institute and make exhibits, like the ones that our class created, a regular part of the Institute’s offerings. In October, I was offered the job to be a part of this process, and I started working at the NHIOP that same month.

Q: What do you believe that you have gained from your time at NHIOP? Are there any history related skills or pieces of knowledge that you have particularly enjoyed?

A: I have gained so much from my time at the NHIOP! First, the experience of having a job in which I contributed to a larger goal, vision, and project—that has been rewarding. The job has taught me discipline, but it has also taught me creativity and critical thinking. In particular, brainstorming ideas for exhibits is a fun process, but it can be challenging to tailor those ideas to the specific materials in the archives. It is a way of thinking that takes practice, but it has been good training for my brain. The job has definitely taught me the value of communication and collaboration—none of these exhibits would exist without teamwork! I have been blessed with wonderful coworkers and a great boss, and we are able to work together, provide constructive feedback, and work off of each other’s’ ideas to propel ourselves to success. In terms of history-related skills or pieces of knowledge, I have enjoyed being able to explore the archives. There is a lot of fascinating material in the NHIOP collection, and I hope even a fraction of it gets its day in the sun.

Q: Why do you believe the projects you have worked on are important?

A: The projects we have worked on are important for several reasons. First, they are a teaching tool. Museum exhibits and other kinds of curated displays are alternative educational materials, and, following the mission of the Institute, we are committed to keeping our exhibits nonpartisan. This way, guests can visit and learn from our exhibits, but the material they are consuming is not biased or partisan. It is just information presented in a pleasing and thought-provoking way. This form of learning can be harder to find in today’s world, but unbiased information about the past and present is crucial in order to reach informed conclusions and decisions. Additionally, the projects we are working on are significant because they are a jumping-off point for a larger conversation. That is what we hope to inspire in every visitor – a desire to think more about what he/she has seen and read, and ideally discuss this material with others. For example, our most recent exhibit is about the concept of equality, both during the presidency of Abraham Lincoln and in the modern historical context of social movements. We want people to ask questions about what they have seen: What is equality? Does it exist? How are conditions different now compared to 150 years ago? To 50 years ago? 25 years ago? What can equality look like in the future? If we can spark a conversation about topics such as this one, then we are encouraging civic engagement, and civic engagement is the heart and soul of democracy. People can become personally involved in their history, in their present, and, consequently, in their future. In this way, critical thinking and conversation are empowering.

Q: Could you tell us a little more about the “Perspectives on Equality” exhibit? What story or stories do the displays tell? Please describe the experiences of and the methods used in your work.

A: “Perspectives on Equality” is the newest installment in the American Ideals series that we started at the beginning of the year. The “American ideal” that we are examining in this exhibit is equality. The exhibit is contained within a two-sided glass display case, so my co-curators and I divided our story into two segments. The first segment revolves around the understanding of and debate over equality, particularly racial equality, during the presidency of Abraham Lincoln. The Institute recently received a large collection of Lincoln-related objects, and we were eager to use as many of these as we could. The second segment studies equality in the context of the social movements of the latter half of the twentieth century, with a spotlight on Dr. Martin Luther King, Jr. It might seem that these two segments have little in common, but what pulls them together is the concept of equality: how was it interpreted and handled by different groups throughout the course of American history. Equality is seen as a concept that is fundamentally “American,” and we are trying to explore what that means, exactly, and how that definition has panned out at various points in history and for various groups. The timing of the exhibit was also convenient, as it corresponded with Presidents’ Day and Black History Month.

In terms of methods that we used, I would like to emphasize the collaborative nature of this process. For every exhibit that we curate, my co-curators and I start by meeting to brainstorm a theme. For this exhibit, I believe we actually went back and forth a few times to come up with the exact theme that we wanted to convey, and our planning started, if I am not mistaken, before Christmas break. After devising a theme, we divide and conquer the curatorial tasks. I worked on the Lincoln segment, while my co-curator, Matt Solomon, worked on the social movements segment. After a few weeks, we sent our written “storyboards” to Lexie Soucy, who works at the NHIOP, to read, edit, and send out for printing. The “storyboards” are essentially long, detailed labels that we have professionally printed on high-quality poster board. Within about a week, we had the case put together and the storyboards installed. During this time, I was also working on the Reach display, which is a set of curated quotations and photographs related to the exhibit theme that appear on the televisions in the Institute. I was also putting together the book display in the NHIOP Political Library, again related to equality and social movements. The three parts of the exhibit – our three forums for storytelling, if you will – opened in February

Q: What have you been working on since the end of this project?

A: Since the end of the “Perspectives on Equality” exhibit and the coordinated Reach and library displays, I have been working on two projects. The first is a written guide to curating exhibits at NHIOP, which I wrote in preparation for a meeting with my co-curators, including next year’s curatorial team. The main emphasis since the new exhibit opened has been the transition to the new curators; there are two graduating seniors among the curatorial staff. In writing the guide and having this meeting, we are trying to make the transition as seamless as possible. I have also been compiling a portfolio of all of the written work that I have done at the NHIOP for the last two years. It is nice to have all of the text in one location, and I hope to be able to use this as a writing sample or as an example of an extensive project when applying for jobs. It is also incredible to see how much curatorial work we have done at NHIOP in the past two years! I am on page twenty-five so far…

Q: We understand that as you near the end of your graduating year, you have been compiling a portfolio of the work you have done for NHIOP over the years. What other projects or special tasks have you been a part of? Do you have a favorite? If so, what makes it your favorite?

A: The portfolio is dedicated to the exhibit work, which includes the Reach and library displays. I also included a description of the curation process, as well as some photographs of the displays for good measure. In terms of other projects that I have been a part of at the NHIOP, I am honored to have been a member of the Kevin B. Harrington Student Ambassador Program since January of my freshman year. Through this program, I have met some of the biggest names in politics, heard some incredible speakers, and attended some great events. For example, I had the opportunity to work at the Republican Presidential Debate in February 2016. It was an experience I will never forget. I have also met many wonderful people in the program! I applied for and was accepted as Community Outreach Committee co-chair early in my junior year, and I have cherished the opportunity to take a leadership role in this program.

Q: Do you have any post-graduation plans? How does it feel to nearly be finished with your time at Saint Anselm’s?

A: That’s a great question! At the moment, I am trying to keep my options open. I am planning on getting a job after graduation, then I am probably going back to graduate school next spring. There are so many career options, it is hard to choose just one! I cannot believe that my four years are almost over. They truly flew by. It feels like just yesterday I was walking into my World History class with Professor Hardin . . . and that was the beginning of my freshman year! I am nervous to be moving out of my comfort zone, but excited to be starting the next chapter of my life.

Donahue’s Advice regarding Law School

Every so often, One Thing after Another runs into Joe Donahue ’13—whether it be at Market Basket in Bedford, Alumni Weekend, or some other venue. Joe is in the middle of law school right now, and this blog thought it might be useful if he shared some well-considered advice that he extracted from his experiences.

Q: What is your current job (title and duties), and what led to your working there?

A: I have been working as a Legal Executive Assistant at Ropes & Gray LLP for the past year and a half. Before that, I worked at Boston College in an administrative role.

Q: Did you pursue a law job straight out of school, or did you think doing something else for a bit was a good idea? How did that work out?

A: After graduating from Saint A’s, I had two careers that I considered pursuing: one in higher education, the other in law. To help me decide which career I was best suited for, I applied to jobs in both of these fields. I worked in higher education for my first few years after graduation but eventually decided that my interests lay elsewhere, so I applied to the Suffolk University Law School’s Evening Program and was accepted. During my first semester at Suffolk, I was hired by Ropes & Gray where I have been able to get first-hand experience in corporate legal practice.

Q: How did the history department, history study, or specific SAC experiences prepare you for life after college? 

Written and oral communication skills, as well critical thinking and the ability to analyze, are essential tools used every day by law students. Some students develop these skills before law school while others develop them in their first year. Luckily, I was able to acquire all of these skills during my time at Saint A’s. My course of study as a history major required extensive critical thinking and analysis which I employ when I approach cases and hypotheticals in the classroom; I will continue to use them in my career as a lawyer.

Q: What are the two things students thinking about law school should know?

A: First, it’s not as scary as it sounds. One thing that I constantly heard while I was going through the application process was how difficult law school can be. The coursework is challenging, and mastering it imposes demands on your time and energy. However, like any course of study, it is manageable. Just as you found your routine in college, you will find it in law school. You learn how to approach exams and form study groups where, in my experience, you learn as much as you do in class.

Second, you don’t have to know exactly what you want to do with your law degree before you go to school. You will be exposed to many different areas of law while in law school, and your interests will likely evolve as you progress. Keep an open mind and be willing to explore areas that you hadn’t previously considered. If you think you want to be a lawyer, but aren’t sure, take a couple of years off from school to work. Many law students spend a few years in the workforce prior to applying to law school. Don’t think you have to apply right away.

Q: What are two things students thinking about law school should do to prepare themselves?

A: Work at a firm or in-house legal counsel’s office. Making a decision to go to law school is a serious financial commitment, so you ought to make sure that you want to be a lawyer before you go to school. Internships are a great way to experience legal work while you are at Saint A’s, and they can help shape your course of study. If you don’t think that you are ready to apply right out of school, taking a few years to work at a law firm or an in-house counsel’s office is a great way to help you decide if this is the career path for you. This time can also serve as a great way to get a better idea of the type of law that you will one day want to practice.

Also, study/take a LSAT prep course. The LSAT is as important a measuring stick, if not more, for law school admissions as your undergraduate grades. It is a challenging exam that shouldn’t be taken lightly, even by those who consider themselves to be good test-takers. Buy a practice book and take a prep course. They can be a bit pricey but both are worth the investment. Your performance on your LSAT impacts your acceptances and even potential scholarship offers, so it is worth your while to take test prep seriously.

Q: Do you still think about history (books, professors, lectures, experiences)?  Do you keep up with history in any way?

A: I stay current in the field of history by following the History Department’s blog and by reading biographies during school breaks. I recently completed William Manchester’s three-volume biography of Winston Churchill (The Last Lion) and have begun Robert Caro’s The Years of Lyndon Johnson. I enjoy finding time to indulge myself in the areas of history that I do not apply regularly in my coursework and career.