Notes

1. Association of American Universities, Committee on Graduate Education, "Report and Recommendations," October 1998, available at http://www.aau.edu/GradEdRpt.html.

2. "Tackling the Myth of Black Students' Intellectual Inferiority," The Chronicle of Higher Education, January 20, 2003, B10-1In respect to Latino/a students, see Camille Z. Charles and Douglas Massey, "How Stereotypes Sabotage Minority Students," The Chronicle of Higher Education, January 20, 2003, B10-11. See also Theresa Perry, Claude Steele, and Asa G. Hilliard III, Young, Gifted, and Black: Promoting High Achievement among African American Students (Boston: Beacon Press, 2003).

3. Robin Wilson, "A Kinder, Less Ambitious Professoriate," The Chronicle of Higher Education, November 8, 2002, A10-12. The reference "less ambitious" misses the point and data of the article, which is about a reformulation of ambition at selective as well as nonselective schools.

4. For criticism of the apprentice model, see Denise K. Magner, "Critics Urge Overhaul of Ph.D. Training, but Disagree Sharply on How to Do So," The Chronicle of Higher Education, April 28, 2000, A19. See also David Damrosch, "Mentors and Tormentors in Doctoral Education," The Chronicle of Higher Education, November 17, 2000, B2

5. The whole report deserves close attention. See MLA Committee on Professional Employment, "Evaluating the Mission, Size, and Composition of Your Doctoral Programs," December 1997, available at http://www.mla.org/reports/evaluate.htm.

6. Seventy-four percent of the departments represented in our survey of doctoral programs indicated that graduate students were always "provided with set bibliographies" for at least one examination field. Yet some respondents also worried that the introduction of explicit lists (or any other limitation of the amount of reading required) was an innovation that reduces standards. In fact, the number of books students in 1958 believed they were expected to read is roughly comparable to the numbers on today's lists: for their major fields, 41 percent of doctoral students in 1958 felt they were expected to read more than sixty books; 22 percent thought that forty-one to sixty books were expected; and more than a third thought that fewer than forty books were sufficient. For secondary fields, 54 percent of the students expected to read twenty-one to sixty books. If anything, today's expectations are higher. See Perkins and Snell, Education of Historians, 149.

7. In our survey of doctoral programs, faculty members in 62 percent of the departments are described as being, at best, "somewhat satisfied" with the current approach to graduate examinations; another 12 percent of departments are characterized as being actively dissatisfied with the examination status quo. Nonetheless, only one-third of all the departments have recently attempted to "change the number and/or character of examination fields for doctoral education."

8. Perkins and Snell, Education of Historians, 139.

9. The point here is to emphasize the value for students of interacting with diverse professional styles and intellectual perspectives that we prefer to the master/apprentice model.

10. Here we reaffirm the practice of fifty years ago. Perkins and Snell, Education of Historians, 144. Our survey of doctoral programs points to a growing interest in comparative and transnational topics among graduate students, which makes breadth even more important today than it was in 1958.

11. See Robert B. Townsend, "Major Gains in History, Still Marginal for U.S. History," OAH Newsletter 30:1 (February 2002): 1-4.

12. Perkins and Snell, Education of Historians, 31, 119.

13. On the importance of resurgent exceptionalism after the war, see Daniel Rodgers, "Exceptionalism," in Imagined Histories: American Historians Interpret Their Past, ed. Anthony Molho and Gordon S. Wood (Princeton: Princeton University Press, 1998), 21-40.

14. Robert B. Townsend, "Latest Directory Data Show Further Growth in Undergraduate History Majors," Perspectives 39:8 (November 2001): 9-12. This represents a significant improvement over 1979-80, when 42 percent had no Asian history, 39 percent had no Latin American history, and 64 percent had no African or Middle East history.

15. Only 43 percent of the doctoral programs in our survey currently have funding available for language training.

16. Lawrence Stone, "A Multidisciplinary Seminar for Graduate Training," AHA Newsletter 6 (June 1966): 12-15.

17. Richard Hofstadter, "History and the Social Sciences," in The Varieties of History, ed. Fritz Stern (New York: Vintage Books, 1972), 363. For a more recent statement of the exchange between history and contemporary theory, see Caroline W. Bynum, Fragmentation and Redemption: Essays on Gender and the Human Body in Medieval Religion (New York: Zone Books, 1991), 11-26.

18. For a current list of history departments offering graduate courses or degrees in world history, see the World History Network Web site at http://www.worldhistorynetwork.org. 19. See the excellent symposium "Doctoral Training in World History: What Changes in Ph.D. Programs Will It Require?" World History Bulletin 18 (Spring 2002): 8-17. Also see Philip D. Curtin, "Graduate Teaching in World History," Journal of World History 2:1 (Spring 1991): 81-89.

19. See the La Pietra Report (Bloomington, Ind.: Organization of American Historians, 2001), available at http://www.oah.org/activities/lapietra/index.htm.

20. These opportunities and the benefits to students were described by Gary B. Nash at a Committee meeting held at the OAH annual meeting in Washington, D.C., April 2002.

21. Robert Kelley, "Public History: Its Origins, Nature, and Prospects," Public Historian 1 (Fall 1987): 16-28; Patricia Mooney Melvin, "Professional Historians and the Challenge of Redefinition," in Public History: Essays from the Field, ed. James B. Gardner and Peter S. LaPaglia (Malabar, Fla.: Krieger, 1999), 5-32.

22. Constance B. Schulz, "Becoming a Public Historian," in Gardner and LaPaglia, Public History, 23-40; Patricia Mooney-Melvin, "In Quest of the Professional Historian: Introduction to the Public History Course," Public Historian 9:3 (1987): 67-79.

23. "Educating Historians for Careers in the 'Real' World," panel organized by the OAH Public History Committee and the National Council for Public History, Washington, D.C., April 12, 2002.

24. The Committee saw excellent internship programs in the course of its visits to the University of South Carolina and Arizona State University.

25. Preparing Future Faculty is discussed later in this chapter.

26. Golde, "Career Goals of History Doctoral Students," In our own survey of doctoral programs, 73 percent of respondents felt that graduate students in their particular programs were "somewhat aware" or "very aware" of nonacademic career opportunities, as opposed to just 59 percent of the graduate faculties.

27. See Lynn Hunt, "Has Professionalization Gone Too Far," Perspectives 40:2 (February 2002): 5-7. Also see the responses published in the May 2002 issue.

28. Only 25 percent of the departments in our survey of doctoral programs reported that they offer graduate students "a formal introduction to professional ethics"; 12 percent of respondents also reported that graduate students were expected to learn about ethics on their "own initiative." 30. A plurality of respondents to our survey of doctoral programs considered students to be on their own when it came to such important professional activities as "learning about the history, mission, and purposes of higher education"; "learning about the public presentation of history (in museums, on television, etc.)"; and "following public discussions about the role of history in society." 31. This trend raises the question of awarding credit for M.A. work. We believe that such decisions are best resolved locally and individually. But we say strongly that an offer of such credits should not be used to entice prospective students.

29. Courtney Leatherman, "NLRB Ruling May Demolish the Barriers to T.A. Unions at Private Universities," The Chronicle of Higher Education, April 14, 2000, A18.

30. For its understanding of these issues, the Committee is indebted to conversations with professors Edward Ayers of the University of Virginia and Roy Rosenzweig of George Mason University. 34. For example, 72 percent of doctoral programs reported to us that they did not offer graduate students "training in digital, Web-based, or multimedia research methods," and 54 percent reported that they did not offer graduate students "training in digital, Web-based, or multimedia teaching methods." At the same time, 50 percent reported that students nonetheless had opportunities for formal training in teaching with technology (in many cases, at university-wide teaching or technology centers). Eighty-two percent also reported that students in their program had "adequate access ... to computer and multimedia resources."

31. See Dennis Trinkle, "History and the Computer Revolutions: A Survey of Current Practices," Journal of the Association for History and Computing 2:1 (April 1999), available online at http://www.mcel.pacificu.edu/JAHC/JAHCII1/ARTICLESII1/Trinkle/Trinkleindex.html.

32. For a study of the growing citation of electronic resources, see Suzanne R. Graham, "Historians and Electronic Resources: Patterns and Use," Journal of the Association for History and Computing 5:2 (September 2002), available at http://www.mcel.pacificu.edu/JAHC/JAHCV2/ARTICLES/graham/graham.html.

33. See, for example, David Trask, "Did the Sans-Culottes Wear Nikes? The Impact of Electronic Media on the Teaching and Understanding of History," The History Teacher 35:4 (August 2002): 473-89. For a balanced discussion of the ways electronic resources enrich student learning (and do not), see T. Mills Kelly, "For Better or Worse? The Marriage of the Web and Classroom," Journal of the Association for History and Computing 3:2 (August 2000), available at http://www.mcel.pacificu.edu/JAHC/JAHCIII2/ARTICLES/kelly/kelly.html.

34. Perhaps surprisingly, developing technical skills in these areas ranks very low in the priorities that graduate students bring to their professional preparation as historians. In fact, in a recent survey graduate students marked this as the lowest of eight priorities; they prefer to concentrate on more traditional teaching methods. See Golde, "Career Goals of History Doctoral Students."

35. See William H. Mulligan Jr., "Electronic Resources and the Education of History Professionals," The History Teacher 34:4 (August 2001): 523-29.

36. See "In Virtual Musuems, an Archive of the World," by James Gorman, a remarkably enthusiastic story on the front page of the New York Times, January 12, 2003.

37. For useful discussions, see David Silver, "Interfacing American Culture: The Perils and Potentials of Virtual Exhibitions," American Quarterly 49 (1997): 825-50; Ann Mintz and Selma Thomas, eds. The Virtual and the Real: Media in the Museum (Washington, D.C.: American Association of Museums, 1998); and the January 2002 special issue of Curator: The Museum Journal on "Technology: Museums, Media, and Audiences."

38 Perkins and Snell, Education of Historians, 160-63; Golde, "Career Goals of History Doctoral Students."

39. See Jody Nyquist et al., Preparing the Professoriate of Tomorrow to Teach (Dubuque, Iowa: Kendall/Hunt, 1991). The AHA has been a consistent advocate of better teacher training for graduate students. See Maxine Seller, "The Training of the College History Teacher: A Teaching Division Survey," AHA Newsletter 15:1 (January 1977): 6-8; Charles C. Bonwell, "Teaching Assistants in the Discipline of History: Results of a National Survey," Perspectives 24:9 (December 1986): 16, 18-19.

40. See their Web site, http://www.stanford.edu/dept/CTL.

41. See Michele Marincovich, "Teaching Teaching: The Importance of Courses on Teaching in TA Training Programs," in The Professional Development of Graduate Teaching Assistants, ed. Michele Marincovich, Jack Prostko, and Frederic Stout (Bolton, Mass.: Anker, 1998), 145-62. Marincovich is the director of Stanford's Center for Teaching and Learning. 46. See Peter N. Stearns, Peter Seixas, and Sam Wineburg, eds., Knowing, Teaching, Learning History: National and International Perspectives (New York: New York University Press, 2000); Lendol Calder, William W. Cutler III, and T. Mills Kelly, "History Lessons: Historians and the Scholarship of Teaching and Learning," in Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring the Common Ground, ed. Mary Taylor Huber and Sherwyn P. Morreale (Washington, D.C.: American Association of Higher Education, 2002).

42. Reports from the various participants are available on the AHA Web site.

43. See http://www.rackham.umich.edu/Postdoctoral/okumexchange.html.

44. History is not the only discipline affected; literary studies, along with other "book-oriented" disciplines, have recognized a problem. See the thoughtful article by Lindsay Waters, executive editor for the humanities at Harvard University Press, "Rescue Tenure from the Tyranny of the Monograph," The Chronicle of Higher Education, April 21, 2001, B7-10. See also the letter addressed to "Colleagues" by Stephen Greenblatt, president of the Modern Language Association, dated May 28, 2002, urging his colleagues to rethink the monograph as the sole test of scholarship, and Jennifer Ruark, "Wake-Up Call," both in The Chronicle of Higher Education, June 21, 2002, A16. See also the MLA Ad Hoc Committee on the Future of Scholarly Publishing, "The Future of Scholarly Publishing," Profession 2002 (New York: Modern Language Association), 172-86.

45. See the ACLS History E-Book Project at http://www.historyEbook.org.

46. Recent technological developments in publishing have enabled several major university presses to produce "on-demand" copies of books quickly and at reasonable prices. They may alter in a positive direction the current economics of publishing.

47 Using a similar logic, the American Council of Learned Societies recently persuaded a large number of research universities to contribute annually to the Council's fellowship program.

48 Golde and Dore, At Cross Purposes, table W13.

49. See E. David Cronin, "Doctoral Programs in History: A Report," AHA Newsletter 7 (June 1969): 6-11. This committee deserves additional credit for the almost singular achievement among academics of recognizing the accuracy and importance of Allan Cartter's prediction of an oversupply of Ph.D.'s in the 1970s; full of the expansionist ethos of the 1960s, academe in general did not attend to this timely warning. See Cartter, "The Supply and Demand for College Teachers," The Journal of Human Resources 1:1 (Winter 1966): 22-38.

50. See the ACLS History E-Book Project at <http://www.historyEbook.org>.

51. Recent technological developments in publishing have enabled several major university presses to produce “on-demand” copies of books quickly and at reasonable prices. They may alter in a positive direction the current economics of publishing.

52. Using a similar logic, the American Council of Learned Societies recently persuaded a large number of research universities to contribute annually to the Council’s fellowship program.

53. Golde and Dore, At Cross Purposes, table W13.

54. See E. David Cronin, “Doctoral Programs in History: A Report,” AHA Newsletter 7 (June 1969): 6–11. This committee deserves additional credit for the almost singular achievement among academics of recognizing the accuracy and importance of Allan Cartter’s prediction of an oversupply of Ph.D.’s in the 1970s; full of the expansionist ethos of the 1960s, academe in general did not attend to this timely warning. See Cartter, “The Supply and Demand for College Teachers,” The Journal of Human Resources 1:1 (Winter 1966): 22–38.