If you’re curious what historians do with their lives, feel free to check out the Filibustering History podcast, at https://soundcloud.com/user-399142700/sets/filibustering-history. It’s a whole series of interviews with people who’ve put their History degrees to good use.
Advisement starts (for seniors) next week, so be sure to stop by your History advisor’s office and sign up for a time to meet and discuss registration, and your future.
Congratulations to the authors of the best seminar papers in Spring 2017:
Joseph DeMarco for his work on Jefferson, Adams, and the Question of Tripoli.
And, Adam Murphy for “A Professor’s Experience in Indonesia: Examining the Partnership Between University of Kentucky and Bogor Agricultural College, 1957-1966.”
Before classes started last week, the History department welcomed new History majors to the fold. There was food and drink, and we all learned some valuable lessons about chronology. And one or two things about the program as well.
As the History department’s chronicler, I provide the following photographic evidence for posterity:
To graduating senior Isabelli Rossi, who won a library research award in the Junior/Senior category with her research on “The Elite Opulence of the Guilded Age: Creation of an 1876 Style Evening Gown.”
And congrats as well to Chris Morris, who presented his paper “Got a Donkey in the Crosshairs: The Partisan Anticommunism of Senator Joseph McCarthy” at the Northeast Regional Honors Council Conference in late April.
The question all graduating college students are forced to answer, again and again: “So what are you going to do now?”
Hopefully you’ve been thinking about this question before your last semester in school, but if you need some additional food for thought, there’s a new article on History degrees and careers in the April 2017 issue of American Historical Association’s Perspectives on History magazine (here). Appropriately enough, it takes a historical approach by looking at what careers past History majors have pursued.
So read the article and do what History trains you to do: identify its conclusion, assess its supporting evidence, analyze its assumptions and inferences, and contextualize the information within its broader geographical and chronological contexts. Once you’ve done that, you’ll be in better shape to figure out how you can combine your interests, content knowledge, and skills to find a job you’ll like doing. And remember, History faculty are here to help.
And what would a blog post be without an eye-catching graphic?
For those interested in public history, you might consider checking out Discovering Amistad (http://discoveringamistad.org), a non-profit organization that is dedicated to providing education on its tall ship, the Amistad, and in Connecticut classrooms. The mission of Discovering Amistad is for CT students and adults to learn about the history of the Amistad, and to explore themes that extend its story to the present day, including legal and social justice.
Discovering Amistad is looking for individuals to serve as educators, on board and in the classroom. Educators should have a knowledge of American history and be able to lead discussions of students of all grade levels on contemporary issues concerning race and justice. Some background in education is essential: college graduates, education students and retired teachers are encouraged to apply.