Graduates from Loyola's history department have established careers in a variety of different settings, from academia and public history to consulting and non-profit work. A doctorate in history is not a vocational degree. It does not prepare students to follow only one career path - that of a college or university professor. Rather, the PhD provides graduates with a breadth and depth of knowledge of their field of study, as well as a variety of skills that are sought after by employers in the 21st century. 40% of humanities PhD graduates work in occupations other than postsecondary teaching, using their skills in a wide variety of careers. The history department is committed to supporting students in identifying their career goals, developing an array of skills, and pursuing diverse career pathways.
The how-to guides and resources pages provide guidance for graduate students thinking about and preparing for careers after graduation. Included is information about career pathways, networking, writing cover letters and resumes, and resources available on-campus.
American Historical Association (AHA) Career Diversity for Historians Initiative
The history department won a Career Diversity Implementation Grant from the AHA for the 2018-2020 academic years. The grant will support the implementation of new programs and initiatives designed to better prepare our PhD students for a wide array of careers within and outside the academy. Read more about the grant here.
2018-2019 Career Pathways Seminar Series
This series is supported by the AHA's Career Diversity Implementation Grant. The seminar meetings cover an array of topics related to pedagogical training and professional development. All current history graduate students, graduate alumni, faculty, and staff are welcome to attend. Contact Hope Shannon, AHA Career Diversity Fellow, at firstname.lastname@example.org with questions. Unless otherwise noted, the seminar will meet at 4 PM on the following days in Crown Center room 528, Lake Shore Campus.
*Any resources shared during these meetings will be posted here and available to all.*
Fall Seminar Meetings
September 18: An Introduction to Integrated Course Design*
Attendees will learn how to implement this student-centered model in their own teaching practice. Developed by L. Dee Fink, integrated course design “takes a systematic, learning-centered approach to designing courses" and "offers the best chance of ensuring that students have a significant learning experience.” (Fink, “Integrated Course Design,” Idea Paper 42). Led by Jessica Mansbach, PhD, Teaching and Learning Development Coordinator at Loyola's Center for Ignatian Pedagogy.
September 25: Introduction to Career Pathways: Self-Assessments and IDPs
We'll consider how self-assessments and individual development plans (IDPs) can help us identify possible career paths and pursue professional goals. This professionalization seminar will also introduce the next five, which are each themed around one of the AHA's Five Skills for historians. Led by Pat Mooney-Melvin, PhD, Associate Professor of History and Loyola History Graduate Program Director, and Hope Shannon, AHA Career Diversity Fellow.
October 2: Teaching Philosophies and Approaches: What Kind of Teacher Are You?*
Loyola history faculty members Edin Hajdarpasic, Suzanne Kaufman, and Marek Suszko will discuss their teaching philosophies and approaches to course design. They’ll talk about how they put their courses together and how each course component— from discussion and lecture to assignments and feedback— work together to meet teaching and student learning goals.
October 16: Communication Skills and Career Pathways
The first of the AHA’s five skills for historians, “the ability to communicate to different audiences across different media…[is] essential to flourishing in careers both within and beyond the academy" (AHA). We’ll talk about the many ways we learn how to communicate in history graduate programs, where we apply these skills, and how to continue building this knowledge. Led by Lindsey Martin, PhD, Assistant Director of Postdoctoral Affairs at Northwestern University.
October 30: Assignments, Assessment, and Feedback*
We'll consider the role assignments, assessment, and feedback play in our classrooms and how we can make sure they support the learning goals we set for our students. We’ll also discuss how to use active learning techniques as an assessment tool. Led by Jessica Mansbach, PhD, Teaching and Learning Development Coordinator at Loyola's Center for Ignatian Pedagogy.
November 13: Collaboration and Career Pathways
The second of the AHA’s five skills for historians, “collaboration is a series of activities, not simply a one-time task; undertaken with others, not alone; and for a shared, mutually understood and valued objective, not for exclusive or singular benefit” (AHA). We’ll discuss why this is an essential skill for historians, where we learn collaborative techniques and norms, and how to apply collaborative skills across a variety of career paths. Led by Lindsey Martin, PhD, Assistant Director of Postdoctoral Affairs at Northwestern University.
November 27: What's in a syllabus?*
We'll discuss the purpose and function of a syllabus, what information the syllabus should contain, and how to ensure it plays an active role in the classroom.
Spring 2019 Seminar Meetings
January 22: Universal Design*
January 29: Quantitative Literacy and Career Pathways
February 5: Ethics and Teaching*
February 19: Intellectual Self-Confidence and Career Pathways
February 26: Introduction to Online Teaching*
March 12: Digital Literacy and Career Pathways
March 26: Teaching Statements and Portfolios*
April 9: Crash Course in Networking and Informational Interviews
*Attendance at the seminar meetings noted with an asterisk will count toward the history department’s pedagogy requirement for funded history PhD students. Contact Dr. Pat Mooney-Melvin, History Graduate Program Director, at email@example.com with questions about this requirement.