Reports of Committees and Divisions

The AHA leadership—its Council, divisions, and committees—regularly address issues of concern to the discipline. Research and reports conducted by AHA leadership can be found below.

  • Report of the Two-Year College Faculty Task Force (2016)

    The task force issued its first report in 2012 with a series of 29 recommendations for the AHA to consider implementing in areas ranging from the annual meeting, to publications and awards, professional activities and administration. At its June 2015 meeting, Council reconstituted the task force and asked that it evaluate the AHA’s progress—determining which recommendations were not a good fit; which had been set in motion or, in some cases, already accomplished; and areas where significant work remained undone.

  • AHA Ad Hoc Committee on Contingent Faculty: Final Report (2016)

    The AHA Council formed this current committee in the spring of 2014 with the charge of analyzing how working conditions for contingent history faculty affect educational quality in the classroom as well as quality of life; and to respond to these findings with specific and cost-conscious recommendations addressing working conditions, institutional culture, and student learning.

  • Report of the Two-Year College Faculty Task Force (2012)

    The American Historical Association’s Two-Year College Faculty Task Force was established by Council in 2009 to determine and better serve the professional needs of historians who teach at those colleges—and, through them, the substantial percentage of American students whose primary contact with college-level history will take place there. The task force issued its first report in 2012 with a series of 29 recommendations for the AHA to consider implementing in areas ranging from the annual meeting, to publications and awards, professional activities and administration.

  • Task Force on Disability Final Report (2011)

    The charge of the task force was to gather information about the concerns of historians with disabilities and to propose practical solutions for as many of them as possible. Not only was the task force charged with addressing accessibility issues at the annual meeting, but it was also asked to address problems facing historians with disabilities on the job market and at all stages of their careers.

  • Liberal Learning and the History Major (2007)

    The core notions of liberal arts education and liberal learning provide a valuable continuity in the transmission of knowledge. This fine essay, expertly updated, balances the continuity and change in undergraduate learning of history.

  • Gender Equity in the Academic History Workplace (2005)

    These standards are intended to guide decisions and inform practices of deans, department chairs, and senior administrators within colleges and universities and serve as a resource for all historians, regardless of their rank.