Tag Archives: NAS

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What We’re Reading: April 11, 2013

In today’s What We’re Reading, we feature the latest conversation relating to the National Association of Scholars’ report on Bowdoin, a look at one of the first “living archives,” a visual tour of duplitecture in China, and more!

Recasting History? Further Comments on the Ongoing Discussion

Editorial note: Responding to a report by the National Association of Scholars (NAS) on reading assignments at two Texas universities, Elaine Carey, AHA vice president, Teaching Division, and James Grossman, AHA executive director, wrote an article for the Chronicle of Higher Education that attracted a response from, among others, Samuel Goldman writing for the American Conservative. Carey and Grossman respond to his piece below.

February 5, 2013
Perspectives on History, February

Annual Meeting Retrospective in the February Perspectives

This month’s Perspectives on History, now in the mail and online, features a look back, through articles and photos, at the 127th annual meeting in New Orleans. A photo essay by Chris Hale displays some of the best images captured at the meeting, and many more are available now for tagging and viewing on our Facebook page.

AHA President Kenneth Pomeranz makes the case for going to the next annual meetings in his column. Beyond the benefits of hearing new ideas and seeing old friends, there’s a new sense of urgency at these meetings due to transformations in the job market, publishing, research, and the political environments.

NAS_Chronicle

What’s in the History Survey? A Roundup of Reactions to the NAS Report

The discussion that follows is important to all historians: whether or not you teach U.S. history (or teach at all, for that matter), or work for a public institution, in Texas or elsewhere.  This is not because the NAS report from which it springs is particularly compelling. Like many of the participants in this discussion, I found the report to have serious methodological problems. It looked only at assigned readings, not at classes as a whole; it ignored the very significant institutional support that the Univ.