Resources for Graduate Students

Becoming an Assistant Professor: Things I Wish I’d Known as a Grad Student

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.

A visualization of job titles for 2,500 history PhDs who graduated between 1998 and 2009. From "The Many Careers of History PhDs: A Study of Job Outcomes, Spring 2013."

Owning Our Graduate Education: Preparing for Career Diversity

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.

November 28, 2016

Historians in Training: Interning at an Academic Journal

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.

AHA Council Approves Guidelines for the Dissertation Process

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.

Connecting the Dots between History and Policymaking: My Internship at the National History Center

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.