ÌCareer€planning€and€placement€has€become€an€important€matter€forÏdepart‚ments€of€history€every‚where.€€We€have€all€confronted€theÏquestion€from€par‚ents€and€students€alike,€``What€can€I€(or€my€sonÏor€daughter)€do€with€a€histo‚ry€degree?''€from€the€opening€momentsÏof€freshman€orientation.€€The€sneer‚ing€tone€with€which€the€ques‚tionÏis€posed,€from€parents€especially,€leaves€the€impression€theyÏalready€have€arrived€at€a€conclusion.€€In€dorms€and€coffee€shops,Ïour€majors€are€hounded€by€their€more€vocational€classmates€aboutÏthe€market€worth€of€history.€€Department€chairs€and€faculty€areÏuncomfortable€defending€the€ancient€and€honorable€disciplineÏagainst€such€career€driv‚en€onslaughts;€however,€they€have€begun€toÏrec‚ognize€the€need€to€offer€sound€and€substantive€advise€to€stuƒ¼dents€anxious€about€the€future.€€Each€contributor€to€the€presentÏòòNewsletteróó€has€faced€these€questions€and€each€offersÐ P Ðvaluable€in‚sights€into€different€dimensions€of€the€problem€to€helpÏdepartments€plan€and€execute€successful€career€programs€at€theÏundergraduate€and€graduate€lev‚els.Ì
ÌIn€the€opening€interview,€Robert€Pomeroy,€Secre‚tary/Treasurer€ofÏthe€National€Center€for€the€Study€of€History,€responds€to€a€seriesÏof€questions€about€the€responsibility€of€the€department,€theÏleader‚ship€role€of€the€chair,€and€the€rela‚tionship€between€theÏdepartment€and€the€institution's€office€of€career€planning.€€HisÏthoughtful€sug‚ges‚tions€outline€a€pragmatic€model€for€departments€toÏcon‚sider€as€they€develop€strategies€to€assist€their€students€inÏmaking€career€choices.€€Joseph€Cartwright€de‚scribes€Murray€StateÏUniversity's€program€with€particular€emphasis€on€the€importance€ofÏalumni€questionnaires€and€exit€inter‚views€to€provide€de‚partmentsÏwith€ap‚propriate€direction€at€the€outset.€€His€essay€indicates€howÏone€de‚partment€ad‚dressed€this€issue€and€developed€a€pro‚gramÏuniquely€suited€to€its€needs.€€Finally,€Gerald€Wolff€of€theÏUniversity€of€South€Dakota€offers€a€detailed€review€analysis€of€TheÏOAH/FIPSE€Project€òòCareers€Packetóó€prepared€by€Bill€Williams.€Ð Ø'(#- ÐHis€coverage€assists€departments€beginning€the€process€as€well€asÏthose€with€es‚tablished€programs.€€If€your€de‚partment€has€enjoyedÏany€particular€success€or€has€any€information€to€share€with€yourÏcolleagues,€please€send€it€to€me€care€of€the€OAH€office€for€incluƒ¼sion€in€a€future€òòNews‚let‚teróó.€Ð À+'2 Ð
Ì
ÌMichael€J.€Galgano,€Editor€
ÌòòJames€Madison€Universityóó€
Ð X Ð
ÌAn€articulate€proponent€of€the€value€of€the€history€major€in€theÏ``BIG''€world€(Business,€Industry,€and€Govern‚ment),€so€appropriƒ¼ately€labelled€by€Robert€Berkhofer,€Robert€Pomeroy€has€long€supƒ¼ported€a€variety€of€public€history€activities€while€pursuing€aÏdistin‚guished€career€in€international€finance.€€In€1977,€heÏorganized€the€Na‚tional€Coordinating€Com‚mittee€for€the€Promotion€ofÏHistory's€D.C.€Business€Group.€€Pomeroy€was€a€founder€of€theÏNational€Council€on€Public€History;€a€member€of€the€editori‚alÏboards€of€òòThe€Public€Historianóó€and€òòOffice:€Tech‚nology€andÐ Ø( ÐPeopleóó;€a€consultant€to€the€President's€Commission€on€ForeignÐ ð ÐLanguages€and€Interna‚tional€Studies;€and€a€counselor€to€manyÏteachers€and€students€of€history.€€He€is€perhaps€best€known€for€hisÏwork€with€the€National€Center€for€the€Study€of€History,€establishedÏin€1984.€€Many€departments€have€used€his€expertise€and€historyÏcareer€charts€to€help€advise€majors.€€Bob€took€time€from€a€busyÏschedule€to€offer€his€insights€about€departments€and€careerÏplanning€from€a€list€of€my€questions.Ì
ÌòòAre€History€Departments€sufficiently€active€in€ca‚reer€planningÐ ¨ø Ðand€placement€for€undergraduates€and€graduates?óóÐ pÀ Ð
ÌNo,€I€don't€believe€departmentsð"ðeven€those€with€public€historyÏcompo‚nentsð"ðare€sufficiently€active.€€Let€me€follow€that€up€withÏbrief€comments€on€some€key€words€in€your€question:€€``career€planƒ¼ning,''€``placement,''€``under‚graduate,''€and€``gradu‚ate.''Ì
ÌMy€own€concept€of€career€planning€is€broad.€€It€ties€in€with€a€conƒ¼viction€that€formal€education€is€not€a€process€of€broadcastingÏfacts;€but,€the€de‚velopment€of€knowledgeable€individuals,€thoughtƒ¼ful€citizens,€and€productive€workers.€€Whole€peo‚ple,€in€short,€withÏen‚quiring€minds.Ì
ÌOne€doesn't€teach€in€a€vacuum.€€I€can't€imagine€that€history€proƒ¼fessors€don't€hope€their€graduates€will€draw€upon€their€studies€toÏconfront€perplexing€is‚sues,€whether€personal,€civic,€or€professionƒ¼al.€€If€this€is€true,€some€reference€must€be€made€to€those€futureÏlives€in€the€classroom.€€The€first€step€in€career€planning€has€beenÏtaken.Ì
ÌMore€complex€steps€follow.€€History€teachers,€as€masters€of€theirÏdiscipline,€are€best€suited€to€ad‚minister€certain€aspects;€othersÏfall€more€appropri‚ately€in€the€province€of€Career€Guidance€Units.€ÏIn€devising€complete€career€planning€strategies,€each€departmentÏmay€well€take€unique€approaches.€€What€I€can't€accept€is€that€ò ònoó óÐ 0*€%0 Ðaction€be€taken€by€the€history€department.€€At€a€minimum,€theÏCareer€Guidance€Unit€should€be€contactedð"ðand€educat‚ed!€€I€hope€theÐ À+'2 ÐòòNewsletteróó€will€consider€other€ac‚tion€in€future€issues.Ð ˆ,Ø'3 Ð
Ì``Placement''€is€a€far€more€specialized€activity€than€``careerÐ .h)5 Ðplan‚ning.''€€It€requires€specific,€timely€in‚formation€of€a€natureÏwhich€may€be€currently€be‚yond€the€capability€of€most€historyÏdepart‚ments.€€An€adequate€discussion€of€``placement''€leads€us€toÏdistin‚guish€between€jobs€and€careersð"ðtopics€beyond€our€scope€here.Ì
ÌI€also€see€distinctions€between€career€planning€and€placement€efƒ¼forts€at€gradu‚ate€as€opposed€to€undergraduate€levels.€€Insofar€asÏa€graduate€de‚gree€is€de‚signed€to€prepare€its€recipient€for€specif‚icÏprofessional€pursuits,€career€pro‚grams€should€be€far€more€rigorousÏas€the€degree€level€advances.Ì
ÌòòFor€those€departments€not€actively€engaged€in€career€planning€orÐ H ˜ Ðplacement€activities,€what€are€some€strategies€you€might€recom‚mendÏto€begin€an€effective€program?óóÐ Ø( Ð
ÌDepartments€should€begin€with€modest,€achievable€goals.€€DiscussÏthe€general€issue€of€career€plan‚ning€with€other€members€of€the€deƒ¼partment.€€Ana‚lyze€your€strengths€as€a€department.€€Examine€theÏabilities€of€individual€faculty.€€Relate€these€strengths€toÏoutside,€non„academic€needs.€€Once€you€fully€understand€your€ownÏcapa‚bilities,€a€pro‚gram€can€be€developed.Ì
ÌSelect€several€ideas€which€support€your€goals.€€Assign€specific€reƒ¼sponsibilities€to€particular€facul‚ty.€€Make€sure€necessaryÏresources€(people,€time,€money)€are€available.€€Then€cut€offÏdiscussion€and€ò òactó ó!€€Monitor€your€pro‚gram€with€care.€€If€your€obƒÐ 8ˆ Ðjectives€are€not€being€met,alter€your€strategy,€but€do€not€give€up.Ì
ÌòòHow€can€departments€without€public€history€com‚ponents€best€inteƒÐ à Ðgrate€career€planning€and€coun‚seling€into€the€curriculum?óóÐ X¨ Ð
ÌSuccessful€career€planning€must€be€integrated€into€the€curriculum.€ÏIt€is€ò ònotó ó€an€independent€variable.€€The€pro‚fessor€isÐ ° Ðproviding€con‚nections€between€the€subject€taught€and€the€students'Ïlives.Ì
ÌDemonstrating€the€applicability€of€both€knowledge€and€skills€to€theÏworking€world,€whether€public€service€or€private€enterprise,€canÏenrich€most€courses.€€Further,€introducing€elements€of€career€planƒ¼ning€can€strengthen€the€department€in€a€num‚ber€of€areas.€€SomeÏexampÓ* ÿÿ X ° Ü ° œX* Óles€include:Ì
ÌThese€are€only€a€few€examples.€€All€can€shape€students'€study€habƒ¼its€positive‚ly;€all€are€the€basis€of€good€work€habits.€€They€areÏalso€necessary€elements€of€an€effective€career€planning€program.Ìòò
Ð ð @ ÐWhen€should€the€process€begin€for€undergraduate€majors?óóÐ ¸ Ð
ÌWhile€elements€of€career€planning€might€be€intro‚duced€in€freshmanÏsurvey€courses,€my€inclination€would€be€to€initiate€serious€effortsÏduring€the€ju‚nior€year,€in€preparation€for€substantive€seniorÏcourse€work.Ì
ÌòòWhat€kinds€of€programs€can€be€established€at€the€departmentalÐ 0€ Ðlev‚el€to€help€prepare€students€for€careers€in€history?Ìóó
Ð À ÐThe€kinds€of€programs€to€be€undertaken€will€be€shaped€by€theÏabilities€of€a€given€department.€€As€mentioned€earlier,€each€deƒ¼part‚ment€has€its€particu‚lar€strengths€to€exploit.Ì
ÌBefore€establishing€any€programs,€I'd€counsel€an€explicit€analysisÏof€what€the€department€regards€as€its€true€profile.€€What€are€itsÏedu‚cational€goals?€€How€does€its€curriculumð"ðand€its€personnel€poliƒ¼cyð"ðsupport€these€goals?€€What€connections€can€be€drawn€with€stuƒ¼dents'€future€careers?€€Then,€I'd€discuss€the€various€means€of€supƒ¼porting€career„related€activities.€€These€could€include€(but€shouldÏnot€be€limited€to):Ì
ÌòòTo€what€extent€should€department€chairs€be€per‚sonally€involvedÐ ø*H&1 Ðin€career€counseling?ò òÐ À+'2 Ðóó<ó ópò ò>Ð ˆ,Ø'3 Ðó óWithout€the€active€support€of€the€department€chair,€progress€willÐ P- (4 Ðbe€extremely€difficult.€€This€is€a€man‚agement€truism,€fit€for€anyÐ .h)5 Ðorganization.Ì
ÌFull„time€participation€is€not€necessarily€required;€however,€supƒ¼port€comes€in€many€forms.€€A€depart‚ment€chair€can€legitimatelyÏdelegate€day„to„day€work‚ing€responsibilities€to€other€faculty€memƒ¼bers€with€more€appropriate€expertise.Ì
ÌBut,€like€any€good€manager,€the€chair€must€do€more€than€wave€aÏwand.€€He€or€she€must€be€a€fa‚cilitatorð"ðmust€set€goals,€provide€adeƒ¼quate€re‚sources,€arbi‚trate€dissention,€motivate,€and€make€sure€thatÏplans€are€effectively€carried€out.Ì
ÌòòWhat€is€the€role€of€internships?€€How€can€depart‚ment€chairs€proƒÐ ` Ðmote€intern‚ship€experiences?óóÐ Ø( Ð
ÌThe€role€of€internships€is€critical€for€graduates€and€of€greatÏutility€for€under‚graduates.Ì
ÌThe€problem€is€how€to€deliver€a€well„conceived€internship.€Facul‚tyÏmembers€must€understand€the€value€of€the€work€undertaken€as€itÏrelates€to€the€curricu‚lum.€€Further,€they€must€keep€informed€ofÏstudents'€programs€and€be€able€to€mediate€should€difficultiesÏarise.€€Employers€must€dedicate€suffi‚cient€time€to€superviseÏstudents,€and€provide€rele‚vant,€meaningful€work.€€Students€mustÏcome€to€the€in‚ternship€with€abilities,€good€attitudes,€and€goodÏwork€habits.Ì
ÌThe€promotion€of€internships€locally€and€regionally€should,€I€beƒ¼lieve,€form€part€of€cooperative€market‚ing€efforts.€€DepartmentalÏlectureships€and€forums€could€play€a€grand€role€here.€€EstablishingÏand€sustaining€internships€is€an€important€topic€and€should€be€exƒ¼amined€more€in€a€future€òòNewsletteróó.Ð è 8 Ð
ÌòòWhat€should€be€the€relationship€between€the€de‚partment€chair€andÐ x È! Ðthe€direc‚tor€of€career€planning€and€placement€for€the€insti‚tuƒ¼tion?óóÐ X# Ð
ÌThe€relationship€should€be€open,€frank,€cordial,€and€supportive.€ÏIn€one€sense,€each€should€try€to€stimulate€the€other€to€carry€asÏmuch€of€the€load€as€possible.€€In€my€experience,€university€careerÏplan‚ning€and€placement€officials€have€much€good€will,€but€littleÏexper‚tise€in€helping€history€graduates.€€They,€no€less€than€theÏprospec‚tive€employers,€need€guidance.€€The€history€faculty€has€theÏre‚spon‚sibility€of€making€it€clear€why€history€matters.Ì
ÌòòHow€can€department€chairs€influence€personnel€directors€to€emƒÐ Ø'(#- Ðploy€more€history€graduates?óóÐ (ð#. Ð
ÌDepartment€chairs€can€influence€personnel€direc‚tors€by€talking€toÏthem,€writ‚ing€articles€for€profes‚sional€journals€of€mutualÏinterest,€appearing€on€radio€and€TVð"ðin€short,€by€communicating.€ÏThis€communication€must€take€place€in€forums€person‚nel€directorsÏfre‚quent,€and€must€contain€concrete€statements€supporting€the€valueÏof€history€gradu‚ates.€€A€positive€attitudeð"ðnot€negative€complaintsð"ðÐ .h)5 Ðmust€be€displayed.Ì
ÌCEO's€appreciate€the€value€of€the€history€major€especially€becauseÏsenior€executives€must,€by€necessity,€be€``generalists,''€applyingÏthe€modes€of€thought€which€historians€have€written€eloquentlyÏabout.Ì
ÌPersons€interviewing€and/or€hiring€are€seeking€individuals€withÏspecific€pro‚fessional€skills.€€They€are€not€recruit‚ing€CEO's.€€I'mÏconvinced€history€gradu‚ates€have€ò òmanyó ó€attributes€in€demand.€Ð ¸ ÐUn‚fortunately,€many€history€teachers€are€not€familiar€with€theseÏre‚quirementsð"ðbut€this€deficiency€can€be€remedied.Ì
ÌòòHow€would€you€assess€the€OAHóó€Packet€òòon€ca‚reers?óóÐ Ø( Ð
ÌThe€packet€provides€much€valuable€advice.€€Hand‚ing€it€out€to€allÏdepartments€would€not,€regrettably,€assure€its€successful€use.Ì
ÌReceptivity€and€will€is€required€on€the€part€of€the€departments;Ïin‚terpretation€is€also€needed.€€The€practice€should€be€consideredÏwhereby€those€who€have€been€successful€in€establishing€career„reƒ¼lat‚ed€activities€would€each€go€to€two€(or€more)€neigh‚boring€colƒ¼leges,€providing€them€with€advice€on€starting€their€own€programs.€ÏI€would€hope€our€Center€could€contribute€to€these€efforts.Ì
ÌòòWhat€do€you€see€as€your€role€and€that€of€the€Cen‚ter€in€theÐ 8ˆ Ðprocess€of€career€planning€and€place‚ment?óóÐ P Ð
ÌI€hope€to€be€very€active€in€this€areað"ðby€providing€written€maƒ¼terial,€in€stimu‚lating€new€ideas,€helping€others€implement€proƒ¼grams,€and€encouraging€stu‚dents.€€Ì
ÌAs€you€know,€we€have€two€career€charts€available,€òòCareers€forÐ ° ÐGraduates€in€Historyóó,€and€òòCareers€in€Information€Managementóó.€Ð x È! ÐA€new€chart,€òòBusiness€&€Historyóó,€available€by€the€end€ofÐ @ " ÐSeptember,€identi‚fies€specific€business€oppor‚tunities€for€historyÏgraduates,€de‚monstrating€the€benefits€of€a€historian's€per‚spectiveÏin€business€management.€€Having€distributed€over€108,000€copies€ofÏthe€first€two€charts,€I€know€how€much€interest€there€is€in€whatÏhistory€gra‚duates€``can€do.''Ì
ÌTo€the€extent€possible,€I€will€also€be€talking€to€departments,€stuƒ¼dents,€and€businesses,€promoting€these€issues.€€I€certainly€welcomeÏquestions€and€sugges‚tions€from€your€readers.€€It€will€be€a€plea‚sureÏto€serve€them.Ì
ÌThe€National€Center€for€the€Study€of€History€was€established€inÏ1984€to€en‚courage€and€promote€educational€activities€in€nontradiƒ¼tional€areas€of€historical€research.€€As€major€corporations€andÏgov‚ernment€agencies€sponsor€basic€re‚search€in€the€natural€sciencesÏwith€the€long€range€goal€of€commercial€or€pub‚lic€application€ofÏtheir€work,€the€National€Center€seeks€to€serve€this€function€forÏthe€liberal€arts€and€sciences,€with€special€reference€to€theirÏrelationship€with€history.€€The€Center€will€explore€frontiers€ofÐ .h)5 Ðhistorical€use.€€The€Center's€activities€are€private‚ly€funded.€ÏThey€include€publi‚cations,€seminars,€advice€on€public€historyÏcours‚es,€and€counsel€on€applications€of€history€in€non‚academicÏsettings.€Ì
ÌJoseph€H.€Cartwright€
ÌòòMurray€State€Universityóó€
Ð ¸ Ð
ÌOur€career€advising€efforts€at€Murray€State€became€more€sharplyÏfocused€as€a€result€of€a€question‚naire€that€we€distributed€in€theÏfall€of€1983€to€ap‚proxi‚mately€1,200€graduates€in€history€sinceÏ1960.€€Responses€to€the€ques‚tionnaire€provided€us€with€considerableÏin‚formation€about€the€career€patterns€of€our€graduates.€€We€wereÏnot€startled€to€learn€that€slightly€over€26€percent€of€ourÏrespondents€were€teaching€in€the€public€schools.€€But€we€wereÏsurprised€that€almost€exactly€the€same€percentage€had€pursuedÏcareers€in€some€field€of€busi‚ness.€€Others€were€scattered€in€higherÏeducation,€local,€state,€and€federal€gov‚ernments,€publicÏadministra‚tion,€law,€com‚munications,€the€military,€the€minis‚try,Ïand€medicine,€in€de‚scending€order€of€frequen‚cy.Ì
ÌWhile€79€percent€of€the€respondents€expressed€very€positive€viewsÏabout€their€choice€of€a€history€major,€and€many€gave€eloquent€tesƒ¼timonials€to€the€value€of€the€skills€learned€and€the€knowledgeÏgained€for€the€pursuit€of€their€careers,€the€respon‚dents€were€notÏso€positive€about€the€quality€of€career€advising€that€they€hadÏreceived€in€the€de‚partment.€€In€fact,€41€percent€rated€the€careerÏad‚vising€that€they€had€received€as€poor.€€Armed€with€this€evidenceÏand€the€shocking€experience€of€hold‚ing€exit€interviews€withÏgraduating€seniors,€some€of€whom€had€no€idea€about€what€they€wereÏgoing€to€do€after€graduation,€we€began€to€develop€a€more€systematicÏap‚proach€to€career€advising.Ì
ÌOur€first€goal€was€to€attack€the€general€notion€that€the€onlyÏoption€open€to€history€majors€is€teaching.€€We€began€to€invite€ourÏgradu‚ates€in€diverse€fields€back€to€campus€to€speak€about€the€wayÏin€which€the€skills€and€knowl‚edge€gained€from€studying€historyÏtrans‚ferred€to€their€jobs.€€For€several€years€we€offered€a€one„hourÏCa‚reer€Seminar€open€to€upper„level€students.€€We€used€this€courseÏto€bring€in€successful€graduates€as€speakers,€to€ex‚pose€students€toÏthe€services€provided€by€our€campus€Placement€Office,€to€provideÏin‚formation€on€internships,€and€to€introduce€students€to€the€stepsÏinvolved€in€career€research,€developing€a€vitae,€applying€for€aÏjob,€and€interviewing.€€As€a€result€we€built€a€much€strongerÏrelationship€with€our€Placement€Office€and€developed€more€systemƒ¼atic€ways€of€integrating€career€and€academic€ad‚vising.€€In€fact,€weÏno€longer€of‚fer€the€course€since€we€can€now€handle€most€of€theseÏtasks€directly€through€the€Placement€Office€or€through€our€deƒ¼partmental€advising€commit‚tee.€€We€do€plan€on€incorporating€careerÏadvising€in€a€new€Senior€Sem‚inar€that€will€also€handle€collec‚tiveÏassessment€of€our€majors.Ð .h)5 Ї
ÌOne€of€the€strategies€that€we€pursue€through€aca‚demic€advising€isÏto€encour‚age€our€students€to€think€creatively€about€subjects€thatÏthey€might€select€as€second€majors€or€minors.€€We€have€even€deƒ¼veloped€advising€forms€for€histo‚ry/business€and€history/journalismÏcombinations.€€Consequently,€many€of€our€majors€now€combine€historyÏwith€oth‚er€majors€(sometimes€in€strikingly€cre‚ative€ways)€thatÏbroaden€their€career€options.€€We€also€encour‚age€students€to€pursueÏinternships€and€have€de‚veloped€internship€arrangements€withÏregional€museums,€including€the€on„campus€National€Boy€ScoutÏMuseum,€and€with€area€historic€preservation€agencies€and€historicÏsites€such€as€the€Tennessee€Valley€Authority's€Land„Be‚tween„the„¼Lakes,€Homeplace€1850.€€Recent€efforts€at€contacting€alumni€for€jobÏreferrals€and€to€expand€our€intern‚ship€connections€offer€greatÏpromise.Ì
ÌThe€key€to€successful€integration€of€career€and€academic€advisingÏis,€of€course,€the€knowledge€and€interest€of€the€faculty€chargedÏwith€advising€re‚sponsibilities.€€Advising€our€approximately€100€maƒ¼jors€is€handled€by€a€com‚mittee€of€five€faculty€volunteers,€one€ofÏwhom€serves€as€the€departmen‚tal€advising€coordinator.€€Advising€reƒ¼sponsibilities€are€considered€an€important€departmental€assign‚mentÏand€are€given€merit€consideration€during€salary€con‚siderations€eachÏspring.€€Our€advising€coordinator€has€conducted€workshops€which,Ïamong€other€topics,€explicitly€address€the€career€advising€needs€ofÏour€students.Ì
ÌWe€have€also€equipped€each€of€our€advisors€with€useful€materials€onÏcareer€advising.€€The€OAH/FIPSE€Careers€Packet€has€been€especiallyÏuseful€in€pro‚viding€faculty€with€specific€ideas€about€ca‚reerÏoptions€for€students€and€re‚sources€that€are€available€to€helpÏstudents€with€the€job€search.€€We€make€copies€of€Sections€V€[``IsÏit€Prac‚tical?€€A€Career€Guide€for€History€Majors'']€and€VI€[``FromÏJob€Crisis€to€Job€Opportunities:€€A€Career€Guide€for€History€Stuƒ¼dents'']€available€directly€to€students.€€We€have€developed€our€ownÏfile€con‚taining€articles€and€reports€that€point€out€the€value€of€aÏlib‚eral€arts€educa‚tion€for€ca‚reers€in€a€wide€variety€of€areas,Ïespecially€business.€€Copies€of€this€file€are€made€available€toÏstudents€and€have€helped€them€gain€a€greater€appre‚ciation€of€howÏskills€and€knowledge€from€studying€history€trans‚fer€to€careers€inÏbusiness.€€We€also€send€copies€to€public€school€guidance€counselorsÏin€our€region.Ì
ÌWhile€much€remains€to€be€done,€as€a€result€of€these€activities€ourÏstudents€have€become€far€more€aware€of€their€career€options€out‚sideÏteaching.€Our€relations€with€the€Placement€Office€have€im‚provedÏdramatically,€and€stu‚dents€now€routinely€sign€up€for€on„campusÏinterviews€with€business€recruiters€and€apply€successfully€for€jobsÏin€a€variety€of€fields.€€The€Placement€Office€is€working€to€inƒ¼crease€on„campus€interview€opportunities€for€liber‚al€arts€majors.€ÏThrough€off„campus€speaking€en‚gagements€and€correspondence€we€haveÏalso€at‚tempted€to€better€inform€business€leaders€of€the€value€of€aÏliberal€arts€edu‚cation.€Ì
ÌGerald€W.€Wolff€
ÌòòUniversity€of€South€DakotaóóÐ ` ° Ð
ÌIf€your€department€does€not€yet€have€The€OAH/FIPSE€òòCareers€Packet,óóÐ ð @ Ðit€should€get€it.€€This€multi„faceted,€multi„purpose€work€is€bothÏbrief€(134€pag‚es)€and€convenient€to€use.€€It€is€divided€into€sevenÏsections,€each€of€which€can€be€detached€and€legally€copied€andÏdistributed.€€The€informa‚tion€is€geared€to€two€groups:€depart‚mentsÏand€their€advisors€(Sections€I„IV)€and€students,€both€under‚graduateÏand€graduate€(Sections€V„VII).€€The€entire€packet€can€be€ac‚quiredÏfor€a€nominal€fee€($5.00)€by€completing€a€handy€order€form,€inƒ¼cluded€at€the€back,€and€certain€individual€sections€can€be€purƒ¼chased€at€an€even€lower€cost.€[òòFor€ordering€information,€pleaseÐ øH Ðcontact€the€OAH€offices.€€ð"ðed.óó]Ð À Ð
ÌIn€a€time€of€great€doubt€about€the€wisdom€of€tak‚ing€degrees€inÏhistory€or€pursuing€a€career€in€the€profession,€this€work€raisesÏquestions€and€pro‚vides€possible€answers€in€a€very€realistic€andÏforthright€way.€€Dr.€Williams€has€drawn€upon€a€broad„based€group€ofÏadvisors€from€the€academic€world,€busi‚ness,€industry€and€gov‚ernmentÏto€cre‚ate€a€most€valuable€document.€€At€the€outset,€he€urgesÏdepartments€to€take€a€much€more€active€role€in€advising€stu‚dentsÏabout€their€career€choices€and€to€develop€connections€withÏpotential€employ‚ers€outside€of€academe,€as€well€as€theirÏinstitutions'€career€placement€offices.€The€results€of€OAH/FIPSEÏProject€ques‚tionnaires€indicate€that€neither€students€nor€facultyÏare€satisfied€with€pres‚ent€career€placement€arrangements.€€One€ofÏthe€major€purposes€of€the€packet,€says€Williams,€is€``to€helpÏhistory€depart‚ments€develop€a€broader€aware‚ness€of€the€variety€ofÏways€in€which€history€may€be€practiced€outside€of€the€classroom€andÏof€the€vari‚ety€of€tasks€to€which€the€historian's€skills€can€beÏapplied€outside€the€profession€in€busi‚ness,€industry€andÏgovernment''€(p.€13).Ì
ÌSection€I€provides€an€astute€evaluation€of€the€full€range€of€careerÏopportuni‚ties€for€historians€in€sec‚ondary€and€post„secondary€teachƒ¼ing,€public€and€ap‚plied€history,€and€business,€industry€and€gov‚ernƒ¼ment.€€Williams€is€espe‚cially€good€at€presenting€a€balancedÏpicture.€€He€asserts,€for€instance,€that€in€college€teachingÏ``certain€negative€conditions€that€characterize€life€in€academiaÏmay€not€change,€re‚gardless€of€how€many€jobs€there€are''€(p.€23).€ÏHe€also€adds,€how‚ev‚er,€that€career€uncertainty€and€frustration€areÏnow€pervasive€and€no€worse€in€the€academic€world€than€they€areÏelsewhere.€€In€the€end,€therefore,€he€concludes€that€studentsÏshould€pursue€an€aca‚dem‚ic€career,€if€they€want€one,€``but€withÏtheir€eyes€open€and€with€a€realistic€assess‚ment€of€what€liesÏahead''€(p.€23).Ì
ÌWilliams€emphasizes€the€general€intellectual€tools€needed€for€sucƒÐ .h)5 Ðcessful€his‚torical€inquiry:€€concep‚tualization,€research,€planning,Ïorganization,€analy‚sis,€problem„solving€and€communication.€€``AllÏthese€skills,''€Williams€notes,€``add€up€to€a€remark‚able€capacityÏto€learn''€(p.€28),€which€business,€industry€and€government€view€asÏa€definite€practi‚cal€asset.€€Among€other€things,€how‚ever,€the€auƒ¼thor€rightly€warns€that€history€professors€must€learn€to€move€beƒ¼yond€their€narrow€professional€concerns€and€limited€fields€ofÏscholarship€if€their€students€are€to€acquire€the€intellectualÏflexibility€inherent€in€the€study€of€their€subject.€€Lastly,€Secƒ¼tion€I€provides€two€useful€models€that€illustrate€the€process€andÏproblems€of€moving€from€the€non„profit€to€profit€sectors€of€soci‚etyÏand€from€the€pro‚fession€to€areas€outside€of€it€in€terms€of€access,Ïskills€needed,€and€identity.€€Especially€useful€is€the€discussionÏof€the€psychological€problems€involved€in€adjusting€to€theÏdisparities€between€corporate€and€aca‚demic€cultures.€€These€modelsÏalso€illus‚trate€how€difficult€it€is€to€divide€the€academic€and€non„¼academic€environments€into€clearly€defined€segments€and€activities.Ì
ÌSection€II€deals€with€how€history€departments€can€improve€theirÏmethods€of€helping€students€choose€the€right€graduate€schools€orÏsecure€positions€in€pub‚lic€history,€business,€industry€or€governƒ¼ment.€€This€part€of€the€òòPacketóó€offers€many€specific€point‚ersÐ h Ðon€procedure,€such€as€the€development€and€use€of€student€and€alumniÏquestion‚naires€and€interviews,€department€brochures,€ca‚reer€semiƒ¼nars€and€internship€programs.€€Similarly,€Section€III€describes€inÏdetail€eleven€ways€departments€and€campus€offices€of€careerÏcounseling€and€place‚ment€can€cooperate€to€assist€students€to€findÏjobs€that€are€right€for€them.€€Some€of€its€best€ideas€includeÏbuild‚ing€and€maintaining€an€alumni€net‚work€and€establishing€aÏcareer€advisory€board.€€Williams€explains€the€different€types€ofÏon„cam‚pus€recruiting€methods,€the€different€ways€they€are€organizedÏand€how€students€get€interviews.€€Final‚ly,€Section€IV€consists€ofÏa€com‚prehen‚sive,€anno‚tated€resources€guide€and€bibliography,€whichÏwill€help€any€depart‚ment€to€strengthen€its€career€coun‚selingÏprogram.Ì
ÌThe€remaining€three€sections€of€the€packet€are€directedÏspecifically€toward€bolstering€students€in€their€career€quests.€ÏSection€V€is€an€eight„page€docu‚ment€entitled,€``Is€it€Practical?€ÏA€Career€Guide€For€History€Majors.''€It€is€a€superb€and€realisticÏpiece€of€work,€which€ought€to€be€reproduced€and€meted€out€to€allÏstudents€who€enroll€in€even€one€history€course.€€Williams€begins€byÏsaying,€``Let's€be€sen‚sible€about€this€right€from€the€start''€(p.Ï75).€€Students€live€in€an€un‚predictable€society,€where€competitionÏis€both€rough€and€re‚vered.€€Most€stu‚dents€will€have€acquired€hugeÏdebts€when€they€fin‚ish€their€education.€€They€want€and€deserveÏwell„paying€jobs.€€If€one€does€not€desire€to€teach,€he€or€she€asks,Ïwhy€bother€majoring€in€Histo‚ry?€€To€answer€this€question,€Wil‚liamsÏpoints€out€that€most€people€just€entering€the€labor€force€willÏprob‚ably€switch€careers€or€pick€up€more€formal€educa‚tion€about€fourÏtimes€during€their€work‚ing€years.€€Moreover,€formal€education€canÏnever€begin€to€teach€stu‚dents€even€the€basic€knowledge€they€willÏneed€during€their€lives.€All€it€can€do,€he€promises,€is€``helpÏpeople€to€ò òlearn€how€to€learnó ó€(p.€76).€€Stu‚dents,€of€course,Ð .h)5 Ðwant€job„related€skills,€but€those€abili‚ties€should€never€be€soÏnarrowly€construed€that€they€preclude€op‚portunities€to€alterÏcareers.€€In€this€society,€individuals€need€a€sense€of€per‚spectiveÏand€a€broad€array€of€knowledge€about€human€beings€and€theirÏinstitutions€in€order€to€recognize€and€adjust€to€rapid€changes.Ï``To€be€practical,''€Williams€says,€``means€to€culti‚vate€theÏability€to€understand,€to€learn,€and€to€change''€(p.€77).€€TheÏstudy€of€history€promotes€these€traits.€€The€author€concludes€thatÏthe€ability€of€historians€``to€trace€events€through€time,€to€relateÏseemingly€un‚related€data,€to€relate€the€general€to€the€specific€inÏways€that€illu‚minate€both,€and€to€discover€trends€and€patterns€makeÏit€possible€for€us€to€suc‚cessfully€adapt€[sic]€ourselves€toÏunfamiliar€work‚ing€environments.''€(p.€79).Ì
ÌLeaders€in€business,€industry€and€government€are€becoming€inƒ¼creasingly€aware€of€all€this€and€have€hired€many€history€majors€toÏfill€jobs€in€such€seemingly€unrelated€fields€as€banking,€utilities,Ïinsurance,€and€mineral€extrac‚tion.€€In€this€section,€Williams€listsÏthe€specific€areas€in€which€historians€have€been€put€to€work,€bothÏin‚side€and€outside€the€profession.€€He€also€offers€sage€advice€onÏhow€to€get€a€job,€from€the€process€of€selling€one's€general€skillsÏto€the€necessity€of€treating€one's€selection€of€a€career€as€if€itÏwere€a€two„€or€three„year€course.€€Finally,€this€section€alsoÏprovides€a€brief€but€rele‚vant€re‚source€guide€and€bibliography€forÏcareer„hunting€young€histori‚ans.Ì
ÌSection€VI,€``From€Job€Crisis€to€Job€Opportunities:€€A€Career€GuideÏfor€His‚tory€Students''€is€forty„three€pages€long€and€dupli‚catesÏmost€of€the€materials€in€the€department€guide.€€However,€the€usefulÏtips€at€the€end€of€each€segment€have€been€specifically€adapted€toÏstudents'€needs.€€For€example,€near€the€end€of€the€por‚tion€dealingÏwith€secondary€school€teaching,€Williams€suggests€that€studentsÏ``make€contacts€with€private€schools€and€compare€job€op‚portunities,Ïworking€conditions,€credentialing€re‚quirements€and€salaries€withÏthe€public€schools''€(p.€88).€€It€should€also€be€men‚tioned€that€theÏre‚source€guide€and€bibliography€in€this€section€are€meantÏespecially€for€stu‚dents€and€are€unusual‚ly€valuable.€€They€offerÏinformation€about€profession‚al€historical€organizations€in‚cludingÏcurrent€mem‚bership€numbers,€fees,€addresses€and€phone€num‚bers.Ì
ÌLastly,€Section€VII€is€a€six„page€``Rsum€Guide€for€History€Stuƒ¼dents.''€€Williams€distinguishes€between€the€curriculum€vitae,Ïwhich€is€used€in€the€academ‚ic€world,€and€the€rsum,€which€``mustÏtrans‚late€your€academic€experi‚ence€and€accomplishments€into€skillsÏthat€are€applicable€to€employment€in€business,€industry€orÏgovernment''€(p.€127).€€For€potential€employers€outside€theÏprofession,€for€in‚stance,€it€is€important€to€discuss€one's€thesisÏor€disserta‚tion€in€terms€of€the€process€it€took€to€cre‚ate€it,Ïrather€than€the€subject€matter€itself.€€This€section€furnishes€anÏexcellent€set€of€suggestions€on€how€to€orga‚nize€and€synthesizeÏone's€qualifica‚tions€by€using€3''€x€5''€cards€and€on€what€type€ofÏformat,€style€and€presentation€to€adopt.€€It€also€discusses€theÏthree€main€types€of€rsums€(chro‚nological,€function‚al,€target)€andÏsupplies€a€de‚tailed,€step„by„step€guide€for€preparing€a€chronoƒÐ .h)5 Ðlogical€rsum,€which€most€employers€prefer.€€The€Rsum€GuideÏexplains€to€students€how€to€pre‚pare€an€effective€cover€letter,€andÏoffers€smaller,€practical€pieces€of€advice,€even€to€the€point€ofÏnaming€the€size€and€color€of€paper€to€use.€€Still,€I€be‚lieve€theÏguide€could€be€improved€by€including€an€example€of€a€typicalÏrsum,€cover€letter€and€curriculum€vitae.€€Moreover,€a€fullÏtreatment€of€the€differences€between€the€curriculum€vitae€and€rƒ¼sum€would€be€extremely€beneficial,€since€this€òòPacketóó€isÐ ( x Ðmeant€for€graduate€stu‚dents,€as€well€as€undergradu‚ates.Ì
ÌI€have€only€one€criticism€of€the€òòPacketóó€as€a€whole.€€AÐ € Ð Ðdocument€this€useful€deserves€to€be€proofread€carefully.€€TheÏoutline€of€the€Rsum€Guide,€for€example,€is€improperly€letteredÏand€numbered.€€Since€the€author€urges€stu‚dents€to€``Organize!''€(p.Ï127)€their€r‚sums,€perhaps€it€would€be€well€to€organize€the€GuideÏitself€prop‚er‚ly.€€But€beyond€this€trivial€point,€the€ñù ññù ñòòPacketóóñú ññú ñÐ h¸ Ðis€replete€with€split€infini‚tives,€missing€words,€periods€andÏpossessives,€mis‚spelled€words€and€other€technical€problems,€such€asÏthe€use€of€``phenome‚non''€as€a€plural€form.€€Since€theÏòòñû ññû ñPacketóóñü ññü ñ€was€probably€created€on€a€word€processor,€revising€itÐ ˆØ Ðshould€not€present€that€much€of€a€prob‚lem.€€But€even€if€the€authorÏopts€not€to€correct€these€deficiencies,€this€work€is€well€worthÏown‚ing.€€Although€we€live€in€an€era€of€deep€budget€cuts,€mostÏdepartments€should€be€able€to€find€the€five€dol‚lars€they€will€needÏto€buy€this€ex‚tremely€valuable€and€much„needed€contribution€to€theÏprofession.€ñ ý ñððñý ñÌÌ
Ô% € ÔÌ€ß? € ' 6% *– dE 6% *? ßThe€OAH€Council€of€Chairsñþ ñ<ñþ ññ ÿ ññþ ño>ñþ ññÿ ññ ñi>ñ ññ þ ñ€ñþ ñòòNewsletterññññóó€is€pub‚lished€bimonthlyÐ à Ðby€the€Orga‚nization€of€American€Historians,€112€North€Bryan€Street,€ÌBlo‚omington,€Indiana€47408„3886,€(812)€855„7311,€and€is€availableÏon€a€sub‚scription€basis€($5/year).€€The€opinions€expressed€by€theÏcontri‚butor(s)€do€not€necessarily€reflect€the€opinions€or€poli‚ciesÏof€the€Orga‚nization€of€American€Historians.€€For€fur‚ther€in‚foƒ¼rmation,€contact€the€Production€Editor,€Michael€Regoli,€at€the€OAHÏoffices€in€Bloomington.ÌÌññ
ññÌCopyright€ðð€1988€by€the€Organization€of€American€Historians.ÌÑ € ÑÑ € ÑÔ# † X©¸ X X X·2: # ÔÔ# † ôVj ô X X©¸ # Ô