The historical profession, like many academic disciplines, finds itself at a crossroads in training its future practitioners. The intellectual revolutions of the 21st century and transformations in higher education have changed how historians practice their craft as well as career opportunities available to them. How should graduate history education adapt to these developments? Some argue the answer is training for non-academic as well as academic careers. But is job-market adaptation by itself sufficient? What about the intellectual and technological dimensions to history's transformation in the 21st century? How do these influence career preparation for historians?
Crossroads: The Future of Graduate History Education, a two-day conference, aims to bring together graduate students, faculty, and leaders in the historical profession to explore these issues. Hosted by Drew University’s Caspersen School of Graduate Study and the History & Culture program the conference will be held March 11-12, 2016 on the University’s campus in Madison, NJ. Conveniently located 30 miles from Manhattan, Crossroads will attract a diverse range of opinions and expertise and will include keynote speakers, roundtables, and panel presentations.
Current historical professionals and graduate students are invited to submit 250-word proposals for either individual 20-minute papers or complete panels by November 15, 2015 to firstname.lastname@example.org or visit drew.edu/crossroads. The topic listing below highlights some of the areas we aim to explore but is by no means exhaustive.
- How are graduate students creating communities within their programs, campuses, and the broader history world? What is the importance of graduate student organizations in maintaining these communities?
- How must faculty adapt in order to engage with 21st century students outside of the classroom and beyond coursework? Has technology changed how students and faculty interact?
- How can historians navigate the Digital Age through social media, online communities, digitized resources, and emerging technologies? What digital skills should students gain before entering the workforce?