Publisher description
An examination and analysis of history education in American colleges and
universities. In 1958, the American Historical Association began a study to
determine the status and condition of history education in U.S. colleges and
universities. Published in 1962 and addressing such issues as the supply and
demand for teachers, student recruitment, and training for advanced degrees,
that report set a lasting benchmark against which to judge the study of history
thereafter. Now, more than forty years later, the AHA has commissioned a new
report. The Education of Historians for the Twenty-first Century documents this
important new study's remarkable conclusions. Both the American academy and the
study of history have been dramatically transformed since the original study,
but doctoral programs in history have barely changed. This report from the AHA
explains why and offers concrete, practical recommendations for improving the
state of graduate education. The Education of Historians for the Twenty-first Century stands as the
first investigation of graduate training for historians in more than four
decades and the best available study of doctoral education in any major
academic discipline. Prepared for the AHA by the Committee on Graduate
Education, the report represents the combined efforts of a cross-section of the
entire historical profession. It draws upon a detailed review of the existing
studies and data on graduate education and builds upon this foundation with an
exhaustive survey of history doctoral programs. This included actual visits to
history departments across the country and consultations with scores of
individual historians, graduate students, deans, academic and non-academic
employers of historians, as well as other stakeholders in graduate education.
As the ethnic and gender composition of both graduate students and faculty has
changed, methodologies have been refined and the domains of historical inquiry
expanded. By addressing these revolutionary intellectual and demographic changes in
the historical profession, The Education of Historians for the Twenty-first
Century breaks important new ground. Combining a detailed historical snapshot
of the profession with a rigorous analysis of these intellectual changes, this
volume is ideally positioned as the definitive guide to strategic planning for
history departments. It includes practical recommendations for handling
institutional challenges as well as advice for everyone involved in the
advanced training of historians, from department chairs to their students, and
from university administrators to the AHA itself. Although focused on history,
there are lessons here for any department. The Education of Historians for the Twenty-first Century is a model for
in-depth analysis of doctoral education, with recommendations and analyses that
have implications for the entire academy. This volume is required reading for
historians, graduate students, university administrators, or anyone interested
in the future of higher education.
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