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The article talks about a public questionnaire release by the American Historical Association (AHA) in 2016 to Bachelor of Arts (BA) graduates in history to understand how the degrees are being used. Topics discussed include skills developed as a history major influencing careers, the AHA's advocacy on behalf of the history major, and history majors working in a wide range of careers including journalism to insurance.

The article discusses advocacy efforts of the American Historical Association (AHA). Topics discussed include the Tuning project by the AHA, a collaborative project to articulate the skills and knowledge acquired by students when studying history and the AHA's 2016 annual meeting in Atlanta, Georgia.

The article offers information on scholarly body American Historical Association's AHA Tuning project held in various venues in the U.S. in fall 2015. These venues include Florida A&M University and California State University. The Tuning project is a collaborative educational process led by faculty which articulate the things that students need to know and understand at the completion of a degree program.

The article presents the author's views on the impact of studying history on students in the U.S. as of December 2015, highlighting Indiana University's History Learning Project. Students' work are reportedly important in assessing their knowledge which must meet the standards of scholarly body American Historical Asscociation. Also examined are historians' ability to construct the past, the factors that contribute to understanding history, and how describing learning can improve metacognition.

The article presents the author's views on the in-class exercise that she developed for graduate history students in the U.S. called "Xtreme Endnotes." She states that she uses "Xtreme Endnotes" at the start of all historical methods course that she teaches to have a unique conversation with students about bibliographical citation. Also discussed are other teaching methods that she uses which include citation scavenger hunts.

The article discusses statistics related to student enrollment in academic history programs. According to the author, most institutions are experiencing a rise in enrollments despite perceptions that fewer students are pursuing history degrees. It is suggested, however, that this growth lags behind growth in other academic fields. Other topics include demographic differences between academic fields and differing enrollment statistics at different types of institutions.

The article offers advice to history teachers about common misconceptions young people have about historical inquiry and thinking and offers pedagogical strategies researchers use to correct or complicate students' understanding of historical knowledge. Misconceptions include views of primary sources such as historical narratives as objective accounts of history, a misunderstanding of human motivations and actions, and simplistic views about the consequences of historical change.

The article discusses the collaborative nature of the digital scholarship being offered by Harvard University, Massachusetts called the history lab which uses active learning to help history majors with hands-on experience in digital methods for historical research. Topics include the preference to collective learning rather than individual learning offered by history lab and the various projects offered by history lab.

The article reflects on the development of the historical profession. The author explains that history students nowadays have learned not to be disdainful of other historical fields. However, she argues that there has been a shift in the way profession regards scholarship outside Europe and North America. She suspects that Europeanists will become scholars of colonialism whose geographic concentration spans several areas, producing a new set of intellectual issues and professional grievances.

In this article, the author discusses the issues in front of history teachers to reconnect their students with the past. It mentions teacher Sean Gilmartin has used techniques such as project-based learning, museum visits, and historical performances to help his students connect with the past. It also mentions using social media, tying the past to current events, or visiting places where history happened.

The article focuses on initiative of American Historical Association (AHA) to Rethink Introductory Courses and cultivating historical thinking, functioning as gateways to future success and to an understanding of the wider world. It mentions AHA will lead an evaluation and substantial revision of introductory college-level history courses so that they better serve students from all backgrounds and align more effectively with the future needs of a complex society.

The article focuses on the use of student response systems, also known as "clickers," in history courses. A clicker is a device that allows students to wirelessly submit answers to multiple-choice questions provided by an instructor. The full potential of clickers are discussed. Strategies for teaching that utilize this device are also examined. INSET: Clickers in the Classroom: Some Technical Notes.

The article focuses on how undergraduates should pursue a graduate degree in history. Particular attention is given to ways in which college applicants should submit their applications for acceptance into a graduate history program. The author suggests beginning the application process early, how to answer the program's statement of purpose, and the importance of explaining what kind or period of history the applicant wishes to study.

The article focuses on the growth of students enrolled in undergraduate History degrees which accounted to 2.18% of the baccalaureate degrees offered by colleges and universities in the U.S. According to the author, History surpassed the average growth among all disciplines but its increase is not huge amount compared to other humanities and social science fields. However, the number of History doctoral degrees decreased by 4.2%, from 855 to 819 of students enrolled in Doctor of Philosophy (PhD).

The article discusses the highlights of the Career Diversity for Historians sessions at the 129th Annual Meeting of the American Historical Association (AHA) 2015. Sessions, workshops and activities at the meeting include career advice at Interviewing in the Job Market in the Twenty-First Century, launch of the Career Contacts online service, and pilot projects on student exchange for history students.

The article discusses field specialization within the history profession, with the author arguing that an embrace of a wider understanding of history could be beneficial in making the subject more readily accessible to students and non-experts. He explains that such a focus could be needed due to narrowing U.S. history education policies and for professional development purposes. He however also acknowledges that skills gained in one field of history study can often translate to others areas.

The article discusses the skills, knowledge, and ways of thinking that students develop in academic history programs. A definition of history as a discipline and a listing of core competencies and learning outcomes for history students are presented. Topics discussed include civic engagement, professional ethics, narrative writing, and source citation.

The article discusses how historians struggle to understand history and comprehend the implications of history to the present. Topics covered include the range and purpose of historical enterprise, the efforts of historians in integrating useful skills and knowledge of college graduates with history major for employment, and the efforts of the American Historical Association (AHA) in helping college and university faculty in harmonizing history major with the missions of their institutions.

The author reflects on the connection between historians and their subjects. He cites the apparent absence of such a connection in the products of historians' work. He also discusses how historians can use such a connection in teaching as well as in research as it is important to use students' connections to the past for much more than mere inspiration.