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An examination and analysis of history education in American colleges and universities

Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. This report from the AHA explains why and offers concrete, practical recommendations for improving the state of graduate education. The Education of Historians for the

Twenty-first Century stands as the first investigation of graduate training for historians in more than four decades and the best available study of doctoral education in any major academic discipline.

Prepared for the AHA by the Committee on Graduate Education, the report represents the combined efforts of a cross-section of the entire historical profession. It draws upon a detailed review of the existing studies and data on graduate education and builds upon this foundation with an exhaustive survey of history doctoral programs. This included actual visits to history departments across the country and consultations with scores of individual historians, graduate students, deans, academic and non-academic employers of historians, as well as other stakeholders in graduate education.

As the ethnic and gender composition of both graduate students and faculty has changed, methodologies have been refined and the domains of historical inquiry expanded. By addressing these revolutionary intellectual and demographic changes in the historical profession, The Education of Historians for the Twenty-first Century breaks important new ground. Combining a detailed historical snapshot of the profession with a rigorous analysis of these intellectual changes, this volume is ideally positioned as the definitive guide to strategic planning for history departments. It includes practical recommendations for handling institutional challenges as well as advice for everyone involved in the advanced training of historians, from department chairs to their students, and from university administrators to the AHA itself.

Although focused on history, there are lessons here for any department. The Education of Historians for the Twenty-first Century is a model for in-depth analysis of doctoral education, with recommendations and analyses that have implications for the entire academy. This volume is required reading for historians, graduate students, university administrators, or anyone interested in the future of higher education.

There is an alluring desire that research should lead us to find the practical knowledge that enables people to live a good life in a just and equitable society. This desire haunted the 19th century emergence of the social sciences as a discipline, then became more pronounced in the postwar mobilizations of research. Today that desire lives on in the international assessments of national schools and in the structure of professional education, both of which influence government modernization of schools and also provide for people’s well-being. American policy thus reflects research in which reforms are verified by “scientific, empirical evidences” about “what works” in experiments, and “will work” therefore in society.

The book explores the idea that practical and useful knowledge changes over time, and shows how this knowledge has been (re)visioned in contemporary research on educational reform, instructional improvement, and professionalization. The study of science draws on a range of social and cultural theories and historical studies to understand the politics of science, as well as scientific knowledge that is concerned with social and educational change. Research hopes to change social conditions to create a better life, and to shape people whose conduct embodies these valued characteristics—the good citizen, parent, or worker. Yet this hope continually articulates the dangers that threaten this future. Thomas Popkewitz explores how the research to correct social wrongs is paradoxically entangled with the inscription of differences that ultimately hamper the efforts to include.

An important new approach to the study of laboratories, presenting a practical method for understanding labs in all walks of life

From the “Big Science” of Bell Laboratories to the esoteric world of séance chambers to university media labs to neighborhood makerspaces, places we call “labs” are everywhere—but how exactly do we account for the wide variety of ways that they produce knowledge? More than imitations of science and engineering labs, many contemporary labs are hybrid forms that require a new methodological and theoretical toolkit to describe. The Lab Book investigates these vital, creative spaces, presenting readers with the concept of the “hybrid lab” and offering an extended—and rare—critical investigation of how labs have proliferated throughout culture.

Organized by interpretive categories such as space, infrastructure, and imaginaries, The Lab Book uses both historical and contemporary examples to show how laboratories have become fundamentally connected to changes in the contemporary university. Its wide reach includes institutions like the MIT Media Lab, the Tuskegee Institute’s Jesup Wagon, ACTLab, and the Media Archaeological Fundus. The authors cover topics such as the evolution and delineation of lab-based communities, how labs’ tools and technologies contribute to defining their space, and a glossary of key hybrid lab techniques.

Providing rich historical breadth and depth, The Lab Book brings into focus a critical, but often misunderstood, aspect of the contemporary arts and humanities. 

Despite cultural scripts that continue to view fathers as the primary breadwinners in their families, there has been a striking escalation of mothers’ assumption of that role. Over the last twenty years, the rate at which mothers become the primary breadwinner has increased by almost 50 percent and an astonishing 70 percent of American mothers can expect to become the primary earner for their household for at least a year before their first child turns eighteen. In The Motherlode, sociologist Jennifer L. Glass traces the rise of mothers as the primary financial providers for their children, investigates the causes of this increase, and evaluates the consequences of this shift for mothers and families.

Glass finds the swift increase of fiscal responsibility for children by their mothers is occurring in households of all racial backgrounds and across the educational spectrum. This increase is not due to more divorces or relationship breakups. In fact, the most rapid growth in mothers’ financial responsibility for the household has come from married mothers, not single mothers, and about half of contemporary mom-breadwinners have spouses or romantic partners living in the home. Nor is it due to a narrowing of the gender pay gap or mothers’ ability to out-earn their partners—the bulk of breadwinning mothers see large financial losses or are better off financially but still living in poverty when they become the primary earner. Instead, this rise is due to broader, long-term changes in the economy, which have led to less job security and wage stagnation for all workers.  

The increase of mothers’ financial obligations to their children has occurred at the same time that nonfinancial responsibilities for children has increased—more time is dedicated to identifying, evaluating, and obtaining goods and services for children, including healthcare and schooling. There has not been a corresponding increase in support for mothers by their employers, the government, or fathers. This leaves mothers with greater burdens of both financial support and nonmonetary care for their children, which increases the number of children that are vulnerable to dependency on their mothers’ earnings and intermittent poverty. While this rise in maternal breadwinning is unlikely to decline anytime soon, Glass suggests policies that could provide mothers with more support, such as enacting labor protections for care occupations dominated by women and federal paid family and medical leave and providing federally funded, wraparound, non-means-tested systems of childcare.

The Motherlode is an illuminating and in-depth examination of the surprisingly pervasive phenomenon of maternal breadwinning in American society. 

How healthy control subjects in clinical research transformed the practice and labor of science, as told by the Normals themselves.

In the 1950s, the National Institutes of Health were in search of a large, replenishing stream of healthy people to participate in clinical studies. To establish legal sources of test subjects, the NIH signed unprecedented contracts with American colleges, church organizations, and other government agencies, and in the process gave rise to a new type of test subject: the “normal patient.” Thousands of them eventually moved into the NIH Clinical Center to live in hospital rooms, eat food prepared in a metabolic kitchen, and follow—or flout—the rules.

The Normals is a groundbreaking account of the NIH Normal Volunteer Patient Program, which has lasted into the twenty-first century. This program harnessed outside organizations in all areas of postwar American life—colleges and universities, labor unions, civic groups, federal prisons, and churches—to recruit research subjects for human experiments. Drawing on thousands of pages of unearthed government documents, oral histories, and personal materials shared by the patients themselves (collected in a new archive), Laura Stark follows five experiments and the people involved, delving into their biographies, their time at the Clinical Center, and the thorny problem of determining who counts as “normal.” The “Normals” were not passive objects of study, Stark shows, but active research participants who collaborated with scientists, maintained the laboratories where they served, informed official ethics policies, and bargained to meet their needs.

By taking seriously the pillow fights and the first kisses, the bible clubs and the movie nights that animated the Clinical Center as much as the medical experiments, The Normals brings to life a surprising true story of the origins of our present-day system of human experiment, one that at once explores what it means to work, to serve, to volunteer.

When done well, one-shot library instruction allows you to build solid relationships with faculty while also making positive first impressions with students. Good pedagogy, collaboration with faculty, assessment, and reflection are all imminently possible in the one-shot. So is incorporating the big ideas of the ACRL Framework. This new edition of a trusted resource will guide you in active, student-centered one-shots that connect to courses’ learning outcomes. Demonstrated using vignettes that share teaching experiences drawn from librarians and instructors in the field, you’ll get succinct, hands-on advice on such topics as

• why threshold concepts are well suited to one-shot instruction;
• online instruction-specific engagement strategies and talking points;
• a one-shot version of curriculum mapping to help you prioritize;
• quick and easy activities to work into sessions;
• how to mix and match the three types of instruction best suited to one-shots;
• losing the list, ditching the script, and other strategies for student-centered teaching;
• common classroom management mishaps and what to do about them;
• talking points for the instruction interview;
• how and when to say no; and
• 5 ways to use assessment to improve your instructional style.

Any student, academic or practitioner wanting to succeed in development studies, radical or mainstream, must understand the World Bank's role and the evolution of its thinking and activities. The Political Economy of Development provides tools for gaining this understanding and applies them across a range of topics.

The research, practice and scholarship of development are always set against the backdrop of the World Bank, whose formidable presence shapes both development practice and thinking. This book brings together academics that specialise in different subject areas of development and reviews their findings in the context of the World Bank as knowledge bank, policy-maker and financial institution. The volume offers a compelling contribution to our understanding of development studies and of development itself.

The Political Economy of Development is an invaluable critical resource for students, policy-makers and activists in development studies.