Faculty Resources for Developing Intellectual Self-Confidence

Intellectual self-confidence is the ability to work outside a narrow definition of subject-matter expertise, to think flexibly and creatively about how one's existing skills and knowledge can be applied to a problem at hand, to switch between projects as needed, and to learn about new topics and methods as needed. Essentially, it is the ability to adapt to new professional challenges-a skill necessary in any career.

For more on the skill of Intellectual Self-Confidence and resources for graduate students, see the corresponding Five Skills page on Intellectual Self-Confidence.


  • How to Run a Public Speaking Workshop for Historians (Univ. of Chicago)

    This guide provides an overview of how to launch a public speaking workshop for graduate students in your department, including the basic logistics of organizing the workshop and suggested topics and resources for each session.

  • Writing as a Historian (Univ. of New Mexico)

    This syllabus is designed to provide faculty with a framework for developing a nonfiction writing workshop or course.

  • How to Run a History Presentation Extravaganza (Univ. of Chicago)

    This guide provides an overview of how to run a History Presentation Extravaganza in your department. This event challenges graduate students to distill some aspect of their research—a seminar paper, a dissertation chapter, an analysis of a primary source—into an engaging five-minute presentation followed by four minutes of questions from the audience. A panel of judges evaluates each presentation for style, substance, and accessibility, providing feedback to each student and awarding a prize to the top three presentations.

  • University of New Mexico Internship Program

    This internship program guide and the attached application packet are designed for history graduate directors and university student career officers who are interested in developing an internship program for PhD history students. While initially designed for PhD students, the guidelines can be modified for undergraduate or masters level students.

  • Historiography: Video Book Review Assignment (Univ. of New Mexico)

    This assignment provides faculty with a framework to instruct students on the process of researching, developing, and presenting a scholarly video book review in an undergraduate or graduate historiography course.

  • Connected Academics Proseminar Syllabus (Modern Language Association)

    This syllabus is a useful framework for organizing and selecting topics for a large- or small-scale workshop on prospective career paths. While this example is geared towards literature and language PhDs, the themes address humanities-wide issues.

  • Professional Lives of Historians Syllabus (UNC Chapel Hill)

    This syllabus, developed for a course offered at UNC-Chapel Hill in Spring 2016, provides sample texts, discussion questions. and practical assignments that can be utilized in similar classes or seminars.

  • How to Run a Career Fair (Columbia Univ.)

    This guide is intended to help graduate history department administrators or career counselors think through the process of organizing and running a career fair or networking event for graduate students within your department or from several universities in one area.

  • The Many Professions of History (UCLA)

    This syllabus outlines course readings, in-class activities, and project assignments that can be useful in constructing a professional development seminar

  • Teaching History in the University (Berkeley)

    This syllabus is used to train graduate teaching instructors at UCB. It introduces graduate students to Scholarship on Teaching and Learning (SOTL) produced by and for historians.

  • Orientation to a Career in History Provisional Syllabus

    This syllabus is designed to introduce graduate students in history to career diversity and life as a professional historian both within and outside academia. It covers topics including preparing for different kinds of job markets, finding support for successful on-time degree completion, and applying skills learned from academic training to a variety of professional settings. Informational interviews serve as the core of this professionalization course. Purnima Dhavan's blog post on teaching this class can be found on Perspectives Daily.