Teaching Career Diversity Through Informational Interviews

  The content and format of career diversity within humanities departments follows no single model. As curriculum committees and graduate program chairs consider whether or not to make coursework or training mandatory, where to situate it within the arc of the program, and how to connect students with resources beyond the unit or department, it can be helpful to identify models implemented at other institutions. One approach – by Dr. Purnima Dhavan, Director of Graduate Studies at the University of Washington’s history department – featured in the July 2018 issue of […]

Humanities for All

A project of the National Humanities Alliance, the Humanities for All database showcases “higher ed-based publicly engaged humanities initiatives, presenting a cross-section of over 1400 undertaken over the past decade from all 50 states, the District of Columbia, and Puerto Rico.” Projects are organized by discipline, theme, geography, and type of institutional and community partners. There’s plenty of material for students investigating a range of humanities options, for scholars interested in models of how to add a public facet to their research, or anybody who wants to learn more about the […]

Mobilizing the Humanities for Diverse Careers

  This piece from Anne Krook encourages humanities graduate departments to focus “on two problems whose fixes are within our own control.” She identifies the problems as as, first, training “students in too narrow a range of dissertation lengths and types” and second “most often implicitly and explicitly devalu[ing] non-academic job outcomes.” Departments and advisers might, instead, consider shorter dissertations, how to “teach students to write for broader audiences in a wider variety of venues,” and how to train “faculty to value and support the non-academic jobs that we know […]

How Graduate Advisers Can Bolster Their Career Guidance

This piece by James M. Van Wyck encourages graduate advisers to actively develop their knowledge of where humanities PhDs work, to look to their own networks as a resource for connecting students with possible post-graduation options, and to adopt a perspective that understands career advising as a team-based approach rather than the sole responsibility of the adviser.  

How to Mentor Graduate Students: A Guide for Faculty

Developed by the University of Michigan’s graduate school in 2018, this guide is a “resource for faculty members who seek to improve their relationships with their students and their effectiveness in working with them.” Featuring ideas for how to communicate expectations and responsibilities, examples of how departments at Michigan frame mentoring and supervision, and suggestions for campus resources, the guide is “not only for those who are new to the role, but also for those who have enjoyed success but are looking to become more skillful in the wide variety of situations […]

Recap: A Tool Kit for Doctoral Student Career Planning

In May 2017, the MLA’s Connected Academics Initiative published a guide for PhD programs and faculty about doctoral student career planning. This past January, at the MLA conference in New York, Kalle Westerling attended a Connected Academics Initiative event on “Doctoral Student Career Planning.” Designed for faculty and advisors in academic institutions—especially those who wanted to advise their students about careers different from those of the traditional humanities career-track – this piece presents a writeup of the three panelists and a transcript of the Q&A.

Preparing for Humanities Careers: Suggestions for Doctoral Students and Departments

By Matthew Woodbury, Doctoral Candidate, Department of History As a historian, when asked to explain what I do, one reply is to say I study change and continuity over time. This month that methodological approach takes a personal turn; there are a few changes on my horizon as I reach the final weeks of my doctoral studies and finish a research assistantship with Rackham Graduate School’s Humanities PhD Project. Like the end of a calendar year, the conclusion of an academic year is an appropriate moment to celebrate successes, consider […]

American Historical Association’s Career Diversity Faculty Resources

The American Historical Association has identified five core skills of historical training – communication, collaboration, quantitative literacy, intellectual self-confidence, and digital literacy. Resources on the AHA’s career diversity resources for faculty page offer examples of class activities and projects that faculty could consider incorporating into existing syllabi or as inspiration for an new course or workshop.

Changing History – Dismantling divisions between academic and public history

Opportunities for team-based research, collaborative content development, and creating material that moves beyond classroom walls are relatively rare in humanities coursework. One model from UM’s department of history, proposed and organized by Dr. Michelle McClellan in conjunction with Dr. Lexi Lord, did all of these while providing students with experience in communicating to a range of audiences, using materials to create an argument, and working in conjunction with a range of organizations to accomplish a goal. Such skills are useful to a wide range of humanities careers inside and outside the […]

Resources for Philosophers

Part of the mission statement of the American Philosophical Association is the “professional development of philosophers at all levels.” Beyond Academia is an APA publication intended to provide guidance in the form of resources, information, and advice to philosophers who are interested in exploring a wide range of humanities careers. Along with brief suggestions to departments, his resource includes links to resources for a broad range of career opportunities; data on careers outside the academy; and biographical essays of philosophers who have successfully found ways to use their philosophical training […]