By Katie Streit
The challenging academic job market facing historians is one topic that is frequently discussed in graduate courses, academic journals, and job reports. While students are aware of the steep competition for limited positions, there are few resources available for identifying careers outside of academia and successfully marketing oneself for those positions. Fortunately, the AHA is trying to help with its Career Contacts program. The service connects graduate students and recent PhDs with historians working in various careers, including those employed in the government and nonprofit organizations.
By Jared Hardesty
As I gear up for another AHA annual meeting, I have been reflecting a lot about my own transition from graduate student to assistant professor. Mostly it’s because this will be my second year staffing the “Ask an Assistant Professor” booth at the annual meeting’s Career Fair. For those who can’t make it to the booth, and are mystified by life on the other side, here are some things about becoming an assistant professor that I wish I’d known as a graduate student.
By Jessica Derleth and Tiffany Baugh-Helton
Jessica and Tiffany
While attending the AHA’s 2016 annual meeting, Jessica and I—PhD candidates in history at Binghamton University in New York—had a revelation of sorts at the Graduate and Early Career Committee’s open forum on Career Diversity. Like many other history graduate students, we had accepted the “Plan A” culture that exists in so many institutions: “Plan A” is a tenure-track job in academia; “Plan B” is whatever we can do to avoid becoming baristas with PhDs.
By Caroline Séquin
Last year I spent some time in Paris conducting archival research for my dissertation and working as an assistant editor for Clio, Femmes, Genre, Histoire, the French leading academic journal on the history of women and gender. Together, these two experiences provided me with an opportunity to apply skills acquired in graduate school to new work environments and develop new ones, and to experience working outside academia while remaining actively engaged with the historical literature in my field of expertise.
The AHA Council has voted to approve this set of guidelines, drafted by the Professional Division, on the doctoral dissertation process. The guidelines aim to help both doctoral candidates and those who advise them to fulfill their respective obligations in ways that facilitate the work of students and allow them to graduate in a timely manner, while also respecting the many other duties and responsibilities carried by faculty.
The National Endowment for the Humanities announced today the awardees of its Next Generation PhD: Planning and Implementation Grants. The grants will support efforts at a range of institutions to rethink the relationship between the doctoral curriculum and the career paths of humanities PhDs.
By Annie Johnson
Unlike most graduate students, when I started my history PhD at the University of Southern California, I knew I did not want to be a professor. Fresh out of the public humanities program at Brown, I was inspired by the work of public historians like Steven Lubar and Richard Rabinowitz. I figured I would go on and get a PhD, like they had, and then find a curatorial job in a history museum. Not even a semester into my first year, however, my plan began to change (although I didn’t quite realize it at the time).
This post marks the fifth in a series on what we’ve come to call the Career Diversity Five Skills—five things graduate students need to succeed as professors and in careers beyond the academy: