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.
When I started my MA program in history at American University in Washington, DC, last fall, I was absolutely sure I was on the track to becoming a tenured professor. I have always enjoyed discussing and analyzing history, so it seemed only natural that I would join the one profession I believed to exist that would allow me to do just that. However, as I dove into my graduate coursework and research, I began to realize that academia was not the only job option available for historians.
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:
By Nicholas Mulder and Madeline Woker
This post marks the fourth 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:
By Lindsey Martin
This post marks the third 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:
The AHA has signed on to a memo from the Coalition for International Education urging the US Department of Education to protect Foreign Language and Area Studies (FLAS) Fellowships. A new interpretation of policy would make graduate students seeking funding for beginning level training in less commonly taught languages (LCTLs) ineligible for FLAS fellowships. In opposing this change, the AHA recognizes the need to protect the nation’s efforts to strengthen area and international studies among the rising generation of scholars. Read the letter in its entirety online.