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According to a survey conducted by the American Historical Association (AHA), undergraduate history enrollments in the United States have declined by 2.7 percent in the 2022-23 academic year compared to the previous year. This decline is happening alongside a longer-term decrease in undergraduate history degree completions. The survey, which received responses from 79 colleges and universities, suggests that institutional priorities in other fields and general education reform have contributed to the decline in history enrollments. However, individual history departments can still take actions to reverse negative trends, such as offering popular classes regularly, supporting first-time history students, and implementing active recruitment programs. [Extracted from the article]

The article focuses on Enrollment Survey from American Historical Association (AHA) which found decline in total number of undergraduate history enrollments. It mentions changes to higher education wrought by the coronavirus pandemic reflected in next year's responses. It also mentions AHA vantage point can help to discern patterns both in the external, structural changes that are affecting history programs.

The article informs that the American Historical Association (AHA) has conducted an optional annual enrollments survey of history departments. It mentions that For many institutions, department funding is tied directly to enrollment numbers. It reports that courses that do not meet minimum enrollment requirements are canceled, snarling the distribution of teaching responsibilities among faculty and narrowing the intellectual range in the curriculum.

The article focuses on the statistics related to undergraduate enrollments in history courses in 2017-18. Topics discussed include a 2018 survey by American Historical Association (AHA) of history departments and joint academic units; a decline in total student enrollment in history courses from academic year 2014–15 to 2016–17, and became stable in 2017–18; and efforts of historians at many institutions to increase undergraduate recruitment and retention in courses.

The article presents a survey conducted by the American Historical Association (AHA) in the U.S. and Canada in spring and summer of 2016 on the evolution of the popularity of history courses in college and universities. Also cited are the continuous decline in the number of students taking history courses, particularly in public schools, as well as the issue of faculty participation in student recruitment, and the data collected in the study like graduation rates, and undergraduate programs.

The article discusses the decline in the number of bachelor's degrees in history awarded in the U.S. in 2014 according to the National Center for Education Statistics. Topics covered include the number of U.S. institutions that grant bachelor's degrees in history, the rise in the total number of people earning any bachelor's degree, and bachelor's-level majors reported in the American Historical Association's 2014-2015 "Directory of History Departments, Historical Organizations and Historians."

The article discusses the challenges faced by the U.S. academic job market in history that are likely to continue in 2016 as evidence from the American Historical Association (AHA) Directory of History Departments, Historical Organizations and Historians indicates. Among the signs to such outlook are the declining number of positions advertised with the AHA, the number of tenured and tenure-track faculty lines and the small share of full-time faculty who will retire in the next decade.

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 reports that American Historical Association (AHA) has conducted a second broad survey of enrollment in history courses at both the undergraduate and graduate levels. It mentions causes of declining enrollments and colleges and universities have restructured undergraduate general education and core requirements. It also mentions institutions with existing general education programs and effectively engaging students.

The article discusses the report in the March 2016 issue of "Perspectives on History" showing that the number of Bachelor's Degree in History graduates in the U.S. declined significantly in 2014 from 2013. Among the possible reasons are the economic crisis in 2008 and the emphasis on education and careers related to science, technology, engineering, and math (STEM). The other factors include regional demography, the establishment of new majors, and changes to the general education curricula.

The article explores opportunities for newly graduated doctors of philosophy (PhDs) according to a study by Robert B. Townsend and L. Maren Wood, which was commissioned by the American Historical Association and observed the path of 2,500 historians who earned their PhD between 1998 and 2009. Topics discussed include the percentage of newly graduates in tenure-track positions, concerns over historians' underemployment and employment opportunities for Americanists and world history specialists.

The article highlights the History Discipline Core released by the American Historical Association's (AHA) Tuning project in 2013. Topics discussed include the iterative nature of the Tuning process, the management of the project by faculty director Anne F. Hyde, and the call for AHA members to attend the Workshop on Undergraduate Teaching on January 2, 2014.

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 offers information on the meetings of the American Historical Association (AHA) and the historically black colleges and universities (HBCUs) at several places in the U.S. in June 2018. Topics discussed include the grant provided by Andrew W. Mellon Foundation to the focus groups who participated in the meetings; the discussion on the role of philosophers and historians at HBCUs; and the financial and leadership challenges faced by HBCU institutions.

The article reports on the lack of programs that can prepare doctoral students in the U.S. for the work that most of them will be doing in the future. The shifting landscape of higher education is cited as one of the reasons for the unpreparedness of new faculty. It is also noted that graduate students, particularly in history, rarely engage in stimulating debates relating to higher education.

The article announces that the American Historical Association (AHA) was awarded a 1.6 million U.S. dollars grant from the Andrew W. Mellon Foundation to continue, expand and enhance its Career Diversity and the History Doctor of Philosophy (PhD) initiative.

The article discusses alumni tracking services by American Historical Association (AHA). Topics discussed include careers of AHA members, departmental placement studies and Doctor of Philosophy (PhD). Other topics such as professional development of students and graduate study are also discussed.

Information about topics discussed at a meeting held from January 22 to January 25, 2014 sponsored by the Association of American Colleges and Universities on the values of liberal education is presented. Topics include higher education in U.S., curriculum and institutional planning, role of Educational Innovations, impact of education on society, and role of faculty in institutional change. Also discussed is collaborative projects with American Historical Association (AHA).

Several letters to the editor are presented in response to articles in the previous issue including the tuning project that is a part of an undergraduate history course, "Perspectives on History" by Michael Dobbs, and American Historical Association (AHA) policies.

The article discusses the activities of the American Historical Association (AHA) and non-profit group Mellon Foundation regarding their initiative to fund history projects and flourish the careers of history doctorates. It discusses the success enjoyed by history doctorates in health care sector, real estate investment management, and community non-profit organizations. It presents a list of the initiatives planned by the AHA including Alumni Career Outcomes, Career Fair, and Virtual Mentors.

The article discusses the findings of a research grant given to the American Historical Association to use at the University of California at Berkeley to combine the expertise of the historians and cognitive psychologists to promote effective ways to teach history. The program focused on graduate students in history, helping them assess and implement methods in which to teach history classes to undergraduate college students.

The article discusses various American Historical Association (AHA) meetings held in 2013 that focused on the career choices of history PhDs seeking employment outside of academia. These meetings were organized after the Andrew W. Mellon Foundation offered grants to the AHA to help expand these career opportunities. Topics addressed included public history employment, career exploration, and internship programs for history graduate students.

The article reports that a program fostering community-college faculty development created by the American Historical Association (AHA) will be funded by the National Endowment for the Humanities (NEH). The program will promote professional development for history teachers by focusing on the U.S. history survey course.

The article discusses the commitment of the American Historical Association (AHA) to develop the career of history Doctor of Philosophy (PhD) students through its career diversity project in the U.S. Topics discussed include program-level data to be offered by the organization's web site about the work of history graduates, career fair to be offered at the 2015 AHA annual meeting, and the organization's collaboration with several universities.

The article announces the hiring of Emily Swafford as the programs manager of the American Historical Association (AHA).

The article discusses the February 2013 meeting of historians involved in the American Historical Association's (AHA) Tuning program. Topics addressed at the meeting included the role of history in general education core programs, the ways in which a history major gives students employable skills, and student learning outcomes.

The article discusses the American Historical Association's (AHA's) Tuning project as of February 2013, including AHA's presentation at the Workshop on Undergraduate Teaching in New Orleans, Louisiana, the project's computer network resources and the role that the project plays for historians.

The article looks at a joint initiative by the American Historical Association (AHA) and the Modern Language Association (MLA) to study teaching, learning, and career paths among doctoral degree candidates and recipients in the humanities. Particular focus is given to efforts to facilitate the employment of history PhD recipients in non-academic fields. Planned sessions of the AHA's annual meeting based on the initiative are also discussed.

The article discusses the American Historical Association (AHA) Tuning project summer meeting held June 9, 2012, and June 10, 2012 in Arlington, Virginia.

The article announces that the American Historical Association (AHA) has launched an undergraduate history degree program to outline the core of historical study. The author explains that the program is funded by Lumina Foundation, that faculty will be recruited from more than 60 colleges and universities, and that they will explore how the study of history provides a foundation for students lives.

The article announces that the American Historical Association (AHA) has awarded the National Aeronautics and Space Administration (NASA) Fellowship for 2011-2012 to historian Monique Laney and the J. Franklin Jameson Fellowship for 2011-2012 to historian Susan Spellman.