Image of The Education of Historians for the Twenty-first Century ID 100379780252090493
 

The Education of Historians for the Twenty-first Century ID 100379780252090493

Author - Philip M. Katz, Thomas Bender
Evaluation - Educational Theory - 2003/11/11 - University of Illinois Press
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. x000B x000B 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. x000B x000B 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. x000B x000B 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 historica

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