With spring well underway, many of us are experiencing the satisfaction of marking the last grade on the final blue book of the semester, with an eye toward the approaching summer months and the freedom to work on our own research projects. This makes it a foolhardy moment to entice Junto readers into thinking about teaching the survey, but it also presents an opportunity to reflect on our students and how their backgrounds should shape our approach in the classroom. Continue reading
I recently spoke at an event for Early Career Researchers hosted jointly by the British Group in Early American History, the British American Nineteenth Century Historians, and the Institute of Historical Research about funding initiatives for Americanists based in the UK. I was there to talk about applying for and winning a networking grant (in the UK, it’s called a “networking scheme grant,” which I LOVE because it makes me feel extra sneaky) with my co-investigator, Jessica Roney. On the assumption that some of the advice I offered there might be helpful to our readers, I wanted to rehash some of those ideas in a blog post here today.
But first, I must rant a little bit about the state of immigration in the United Kingdom—a problem not unique here, by any means, but one of relevance to non-British Americanists working in the UK. Continue reading
BGEAH (British Group of Early American Historians), BrANCH (British American Nineteenth Century Historians) and HOTCUS (Historians of the Twentieth Century United States) are pleased to invite participation in a new survey exploring the conditions of study, recruitment and employment within the field of American history as practiced in the UK. Continue reading
This week, the American Historical Association previewed a forthcoming report on the number of full-time history jobs. The post is entitled “Another Tough Year for the Academic Job Market in History”—which is a bit misleading, since it documents the continuation of a decade-long collapse. In the last hiring year (2016-2017), employers advertised only 289 tenure-track faculty positions and 212 other full-time jobs in the AHA Career Center. During that same year, to judge by the recent past, American universities probably granted more than 1,000 new doctorates in history.
Impostor syndrome comes in many forms in academia, and this is how it comes for me: I shouldn’t be a doctor, because I never wrote a dissertation. I just wrote a book. It’s not that I regret the choice. But since that book came out, I’ve had the chance to think about what can be gained, and what lost, by writing your dissertation as a book. This is not a pro-con list. It is a pro-pro list. The hitch is, you can only pick one. Continue reading
Today’s guest post is by Lindsay M. Chervinsky. She is a postdoctoral fellow at the Center for Presidential History at Southern Methodist University. She received her Ph.D. from the University of California, Davis and is completing her manuscript, “The President’s Cabinet: George Washington and the Creation of an American Institution.”
As the new school year starts, many departments are offering seminars for their graduate students on skills and approaches to find a job in this difficult market. Editorials on ChronicleVitae and the American Historical Association mission to document where historians work demonstrate that the history community is beginning to welcome “non-traditional” employment opportunities. While these efforts represent a great first step to introducing students to jobs in editing, public history, and teaching, I would argue that there should be a broader conversation about learning to create a public voice and building a web presence.
Today’s guest poster, Emily Yankowitz, recently received her B.A. in History from Yale University. She is currently pursuing an M.Phil in American History at the University of Cambridge. Her research interests include the intersection of politics, culture, and memory in early American republic. Here she writes about the impact of her experiences doing research as an undergraduate.
As a recent graduate preparing to pursue a career as a historian, I have been spending a fair amount of time considering how I came to this decision. While I am sure I will continue to grapple with this question for a long time, particularly considering the uncertain job market, I can say that my experience conducting historical research as an undergraduate played a central role in informing this choice. In this post, therefore, I would like to use my own experience to reflect on the importance of providing opportunities for undergraduate research.
The summer before my junior year in high school, I got my first taste of intense primary source research as a research intern at St. Paul’s Church, National Historic Site, Mt. Vernon, NY. This experience catalyzed my interest in early America and gave me a different perspective on the past than I had previously encountered. Still in high school, I also volunteered as a research assistant for a professor who needed a student to gather articles from microfilm of my town’s newspapers.
As an undergraduate, my experience ballooned through coursework for history seminars, independent research for a senior essay, and work as a research assistant for five professors (three from the university I attended, two from other universities) and one independent scholar. I completed tasks ranging from spending a summer in an archive collecting material covering the 300-year history of an institution and city to analyzing newspaper coverage of slave rebellions in the United States and West Indies. The majority of these projects were not on topics in early American history, which gave me the chance to work with different types of sources and broaden my knowledge of the longer trajectory of American history. Through undergraduate research seminars and writing a senior essay requirement, I gained experience conducting research on topics in early American history.
In the process, I received guidance from professors with a variety of research styles, worked with a range of databases, archives, and libraries, and gained vital tools and necessary confidence to pursue my own projects. Along the way, I honed my paleography skills and became quite adept at using microfilm. But above all, these research experiences provided me with profound insight into the work historians do and attracted me to the profession.
I also saw the less glamorous side of “doing history.” I came to understand the amount of labor involved to acquire the information necessary to write a single sentence and that doing research is not always straightforward or enjoyable—transcribing records isn’t the most intellectually stimulating task, documents burn in fires, and directions that appeared to be enlightening may be dead ends.
Yet, I quickly became captivated by the act of finding, combing through, and analyzing sources and the adrenaline rush that comes when you find patterns in material or locate just the right letter. The impact of these earlier research experiences became most apparent when I began to work on my senior essay. I knew how to locate the primary sources I needed, to operate the microfilm machine I would use to gather most of my source materials, and to organize the sources I gathered. While this process has the potential to be quite daunting, because of my prior experience, I felt well prepared for the task.
In general, the senior essay or honors thesis, coursework that includes research assignments, and departmental seminars tend to be the most common chance for undergraduate history majors to pursue history research. However, the number of opportunities to acquire such research experiences varies from university to university. Some offer structured programs with research elements, while others, for a variety of reasons, take a more hands-off approach. Particularly in the latter case, student organizations that function as research networks and the history department itself can also play an important role in involving undergraduates in research, including encouraging students to look into positions volunteering or working at places such as archives, libraries, museums, and historical sites.
While acknowledging the prohibitive role of cost in such programs, another avenue might be giving students the chance to present their research at undergraduate research symposiums. I personally benefited from the chance to present my senior essay research on a history department panel and a presentation series hosted by my residential college. Funding and whether a student can do research for credit are two other variables in this equation. While summer funding for research projects varies greatly, jobs working as a research assistant or at a university archive may be able to fulfill work-study requirements.
Regardless of what career undergraduates go on to pursue, they can benefit from the experience of conducting research. For one, it has a powerful role in challenging misconceptions that history is merely memorizing names, dates, and places in the kind of hands-on way that a lecture course or non-research seminar does not. Moreover, it enables students to learn that there are still many gaps in our knowledge, view events in the past from different perspectives, and engage in the work of historians.
I can only offer the perspective of an undergraduate at the university I attended, so I would be interested to hear more about this topic from individuals at a range of institutions. What kind of undergraduate research opportunities are available in your department and what are other potential methods of encouraging students to pursue undergraduate research?
Continuing our roundtable on “How NOT To Write Your Second Book,” we are pleased to have Paul Erickson, the Program Director for The Humanities, Arts, and Culture; and American Institutions, Society, and the Public Good at the American Academy of Arts & Sciences, talk about Fellowship Applications.
When I was asked to participate in a roundtable on how not to write your second book, I felt like a bit of an outlier, since my CV makes it clear that the best way to not write a second book is to never have written a first book. So instead of giving advice on how to write (or how not to write) a second book, I will share some thoughts on how to ask (or how not to ask) for fellowship support to write a second book, based on 9 years I spent as Director of Academic Programs at the American Antiquarian Society in Worcester. I hope that these suggestions will be useful to anybody thinking about applying for fellowships, but will be directed at Junto readers who are contemplating how (and when) to apply for fellowship support for second book projects. Continue reading
This summer, I’m teaching a small section of United States History to 1877. Meeting four days each week for an hour and fifteen minutes, we cover over the course of seven weeks what is typically covered in shorter meetings three days/week over a normal fifteen week semester. This is my first time doing so, and it’s forced me to rewrite and combine some plans for each day’s meeting, and in some cases, to scrap lecture material normally used. Continue reading
We all have been there: or, at least many of us have. That is, the experience of having a writing brainstorm at an inopportune time. It may disrupt our sleep at 3 am, appear in the middle of office hours, or make itself known as the latest crisis is unfolding on Queen Sugar: often as a partially digested kernel of an idea. Much as writer’s block inevitably comes when we have All. The. Deadlines, that nugget of brilliance does puckishly seem inclined to appear when we are not in an immediate position to write. It has the potential to make a work-in-progress so much better, but its evanescent nature means it may not stick around until we are back in front of our computer. So what’s a scholar to do when they have a stroke of genius and don’t have a block of writing time immediately available? Continue reading