Current Projects

Teaching and Learning in the History Graduate Curriculum

Drawing on the expertise of researchers who study how students learn to think historically, the AHA seeks to enhance graduate students' preparation for careers in teaching undergraduates.  With a grant from the Teagle Foundation, the AHA has been working to foster broader engagement with the central, intellectual challenges of teaching and learning about the past.  Project programming began with a pilot course revision at the Univ. of California, Berkeley and five related sessions at the 2014 annual meeting, the project will continue with professional development opportunities at the 2015 annual meeting in New York.

Career Diversity for Historians

The AHA seeks to expand the occupational presence of humanists beyond the academy by broadening the professional options that students commonly imagine for themselves and aspire to. Broadening employment prospects for holders of doctorates in history will at once enhance the employment opportunities of PhD historians and expand the influence of historical thinking across society.  

Bridging Cultures

The AHA has launched a program for community-college faculty development that promotes a global perspective on U.S. history at the country's increasingly diverse two-year institutions. "American History, Atlantic and Pacific" will draw on a generation of innovative scholarship that has reframed the origins of the United States within a broad geographical and chronological context. Participants will work to create or revise U.S. history courses-especially the popular U.S. history survey course-with lessons, units, and other work that deepens teaching on the United States in the world.


The American Historical Association has begun a nationwide, faculty-led project to articulate the disciplinary core of historical study and to define what a student should understand and be able to do at the completion of a history degree program. This AHA project brings together accomplished history faculty from more than sixty institutions across the country. These faculty participants are working together to develop common language that communicates to a broad audience the significance and value of a history degree. The initial version of the discipline core, competencies, and student learning outcomes is available here.