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Job outlook for history professors in the United States
Are history professor jobs in demand?
History professor job and salary trends over time
History professor jobs over time
History professor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 2,340 | 0.00% |
| 2020 | 2,574 | 0.00% |
| 2019 | 2,647 | 0.00% |
| 2018 | 2,581 | 0.00% |
| 2017 | 2,658 | 0.00% |
Average history professor salary over time
History professor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $96,725 | $46.50 | +2.3% |
| 2024 | $94,562 | $45.46 | +0.8% |
| 2023 | $93,832 | $45.11 | +2.6% |
| 2022 | $91,442 | $43.96 | +1.2% |
| 2021 | $90,347 | $43.44 | +3.5% |
History professor jobs by state
Most common states for history professors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 76 | 11% |
| 2 | Vermont | 623,657 | 49 | 8% |
| 3 | West Virginia | 1,815,857 | 101 | 6% |
| 4 | Virginia | 8,470,020 | 382 | 5% |
| 5 | Colorado | 5,607,154 | 297 | 5% |
| 6 | Oregon | 4,142,776 | 209 | 5% |
| 7 | Nebraska | 1,920,076 | 87 | 5% |
| 8 | South Dakota | 869,666 | 46 | 5% |
| 9 | New York | 19,849,399 | 796 | 4% |
| 10 | Utah | 3,101,833 | 131 | 4% |
| 11 | Mississippi | 2,984,100 | 118 | 4% |
| 12 | Rhode Island | 1,059,639 | 38 | 4% |
| 13 | Alaska | 739,795 | 32 | 4% |
| 14 | Texas | 28,304,596 | 748 | 3% |
| 15 | Pennsylvania | 12,805,537 | 403 | 3% |
| 16 | New Jersey | 9,005,644 | 257 | 3% |
| 17 | Wisconsin | 5,795,483 | 175 | 3% |
| 18 | Alabama | 4,874,747 | 151 | 3% |
| 19 | Iowa | 3,145,711 | 97 | 3% |
| 20 | Maine | 1,335,907 | 41 | 3% |
Most common cities for history professors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Baltimore | 1 | 0% | $89,247 |
| 2 | Washington | 1 | 0% | $113,241 |
History Professor job outlook: Expert opinions
Our panel of history professor experts
North Carolina State University
Skidmore College
University of Kentucky
University of Arkansas at Monticello
Saint Mary's College
Macalester College
Louisiana State University at Shreveport
Angelo State University
Southeast Missouri State University
Lehigh University
Ferris State University
Northern Kentucky University
Idaho State University
Saint Mary's College
Nicholls State University
William & Mary
University of Alabama
Ripon College
What general advice would you give to a History Professor?
Alex Holte PhD: My advice for someone new to the field of academia is to learn time management skills early and learn what type of service work you find interesting and would like to contribute to. From there, learn how to say “no” to opportunities that may not align with your goals as well. I feel a lot of new professors tend to find the need to be involved in everything, which can result in burning out later in their career.
What History Professor skills would you recommend for someone trying to advance their career?
Alex Holte PhD: I would say being able to work with AI may be something that is more important in the next 3-5 years. Right now it’s a new technology and people are just now learning how to integrate it in the workplace, but I feel it is possible the future workforce of tomorrow will necessitate some form of being able to use AI technology.
What will help History Professors increase their earning potential?
Alex Holte PhD: When you are starting out at any career, it is important to negotiate your salary. Many candidates feel that they have to accept their first offer, but in reality, at many jobs, there is some room for negotiation. Be mindful however, to not request a salary that is much higher than what is being offered as they may feel like a compromise would not be possible and move on to the next candidate.
What general advice would you give to a History Professor?
Justin Whitehill Ph.D.: Perseverance pays off. Its worth it to pursue the career you want and not settle and be unhappy.
What will help History Professors increase their earning potential?
Justin Whitehill Ph.D.: I wouldn’t know, I’m a professor.
Jane Kuandre
Associate ProfessorWhat general advice would you give to a History Professor?
Jane Kuandre: My advice for someone looking to pursue a career in academia would be to focus on building a strong publication record, developing a network of collaborators, and continuously seeking opportunities for professional development.
What will help History Professors increase their earning potential?
Jane Kuandre: Networking is crucial for career advancement in academia as it allows individuals to establish collaborations, gain access to resources, and stay updated on the latest research trends.
Aurelie Matheron
Assistant Professor of FrenchSkidmore College
Romance Languages, Literatures, And Linguistics
What History Professor skills would you recommend for someone trying to advance their career?
Aurelie Matheron: Leadership: you will be in positions of leading a program/department. Learn from current chairs by observing their own skills during meetings and moments of decision. Collaboration: develop interpersonal and interprofessional relationships that will allow you to build collaborative projects (interdepartmental courses, for instance).
What will help History Professors increase their earning potential?
Aurelie Matheron: Do some research online about how much someone earns at your stage of the career. If there is a significant gap, point out (diplomatically) that, because of your extensive experience in XYZ, you would like to get a X% increase in your salary. Be reasonable: if you want a 3% increase, ask for 5% (not 10% or more). Justify your negotiation: why should they pay me more? What experience can I show them to justify my request? If you have a higher offer from another place, you can say that “I have received another generous offer and would like to know about the possibility for matching that offer.” Salary is not the only thing you can negotiate: office space, computer/laptop, sabbaticals, course release, etc. Again, be reasonable: if you think you are entitled to XYZ requests, you also have to show why.
Eladio Bobadilla Ph.D.
Assistant ProfessorUniversity of Kentucky
History, Latin American, Caribbean, and Latino Studies
What skills stand out on History Professor resumes?
Eladio Bobadilla Ph.D.: History instructors should be able to formulate and pose thoughtful questions, write instructive and thought-provoking lesson plans, communicate clearly and effectively, and assess student work fairly and constructively. A good history instructor should also think empathetically not only about the past and the teaching material but also about the way students approach questions about the past. And of course, history instructors need to be good writers and teachers.
What soft skills should all History Professors possess?
Eladio Bobadilla Ph.D.: In my opinion, empathy is the most important soft skill for a historian or history instructor. Teaching and writing about the past, at its core, is about being able to put oneself in a different time, place, and context and interpreting the world from that perspective. Being able to make sense of change over time also requires a great deal of empathy in order to understand who and what drove social, political, and economic change. Context, critical to history, can only be understood through empathy.
What hard/technical skills are most important for History Professors?
Eladio Bobadilla Ph.D.: Writing skills are essential. A good historian must be able to communicate with other specialists and non-specialists alike and to write educational, accessible, and nuanced material for public consumption.
What skills will help History Professors earn the most?
Eladio Bobadilla Ph.D.: Increasingly, history teaching and writing includes substantial knowledge of and engagement with new technologies and tools. Having both soft and hard skills will be invaluable in the future, as historians combine old methods with new technologies. While the ability to research, to write, and to communicate the significance of context and change over time will always be the core skills needed by historians and history instructors, other skills such as mapping skills, data, and statistical analysis, and user experience knowledge will be a plus in the future and will help people with those skills earn more.
Clinton Young Ph.D.
Professor of History, Interim Dean of Social and Behavioral SciencesUniversity of Arkansas at Monticello
School of Social and Behavioral Sciences
What skills stand out on History Professor resumes?
Clinton Young Ph.D.: History graduates should be strongest when it comes to the ability to research complex issues, from crafting arguments supported with concrete factual evidence to having highly developed critical thinking and writing skills. These should all be honed in history courses students have taken in college. Students who have taken World History classes, in particular, should also have the cultural competence and sensitivity to adapt and thrive in an increasingly globalized economy with colleagues from around the world.
What soft skills should all History Professors possess?
Clinton Young Ph.D.: Above all, history should have developed the ability to write clearly and effectively from all the papers they have had! They should also be effective oral communicators since many classes will have involved discussion and debate. And students should have the ability to work independently and manage to meet deadlines since most classes require these traits as well.
What hard/technical skills are most important for History Professors?
Clinton Young Ph.D.: All history students should be able to do in-depth research-not mere Googling on the Internet, but using library databases, specialized search engines for Internet archives, and possibly even archival catalogs to find material. One would certainly hope that with all the papers they have written, history graduates would have an intimate knowledge of word processing programs.
What skills will help History Professors earn the most?
Clinton Young Ph.D.: Virtually every history student will have written one-if not many-of the dreaded assignments we call "research papers." This requires students to independently conceive of a project, determine how to approach it, do the necessary research to find evidence and data, write it up clearly, and present it to an audience. This sort of higher-level conceptualization and thinking, along with the ability to find specialized data and work independently, should allow history majors to advance to positions with great responsibility (and thus, hopefully, with great paychecks). The study of history does not just prepare students to find a job at graduation-it will prepare them for an entire career.
What skills stand out on History Professor resumes?
David Stefancic: -Attention to detail
-Strong organizational skills
-Ability to see not only the immediate but the long-range implications and effects.
-Being able to compare times and places
What soft skills should all History Professors possess?
David Stefancic: Being a storyteller.
What skills will help History Professors earn the most?
David Stefancic: Be flexible and open to teaching outside of your specialty.
What skills stand out on History Professor resumes?
Walter Greason Ph.D.: Creative problem solver, critical reader, and writer, flexible self-manager, outstanding tactical and strategic vision.
What soft skills should all History Professors possess?
Walter Greason Ph.D.: Ability to inspire excellence in team environments; trusted and competent to complete solo assignments.
What hard/technical skills are most important for History Professors?
Walter Greason Ph.D.: Ability to learn multiple managerial and technical platforms rapidly; facility with both quantitative and qualitative data and the capacity to discern multiple forms of mixed research methodologies.
What skills will help History Professors earn the most?
Walter Greason Ph.D.: Tactical and strategic leadership; clear and direct communication skills; consistent success in project management; discernment in activating emerging markets.
Gary Joiner Ph.D.
Professor and Chair, Mary Anne and Leonard Selber Professor of History, Director, Red River Regional Studies, Director, Strategy Alternatives ConsortiumLouisiana State University at Shreveport
Department of History and Social Sciences
What skills stand out on History Professor resumes?
Gary Joiner Ph.D.: Strong candidates who possess a wide breadth of knowledge and experience in both teaching and research have a distinct advantage in the academic job market. Historians who work in a small niche and are unwilling to expand their horizons are limited in most institutions of higher learning. Generalists will find an easier time getting their first job.
What soft skills should all History Professors possess?
Gary Joiner Ph.D.: Collegiality, willingness to take on tasks within the department, school, or college, and engaging with students are all important qualities not only for getting the job but also for keeping it. Dependability separates a great hire from just a good one.
What hard/technical skills are most important for History Professors?
Gary Joiner Ph.D.: The days of historians working simply in Microsoft Word or similar programs is the not too distant past. You must have a firm grasp of the full suites of the programs. Adobe Creative Cloud apps are useful for presentations as well. Many historians are finding working knowledge of geographic information system programs like ArcGIS or Global Mapper to be essential in creating course materials or publishing their work. Once you gain expertise, constant use and knowledge of upgrades are vital.
What skills will help History Professors earn the most?
Gary Joiner Ph.D.: Hiring a new instructor or professor does not provide an institution with a nuts-and-bolts approach. The process is subjective and intuitive. The greater the skillset the applicant brings, the better the chances are for gaining a good job offer. Soft and hard skills make the applicant more attractive. Strong academic knowledge and a good disposition are powerful tools.
Dr. Jason Pierce
Professor, Department ChairAngelo State University
Arnoldo De León Department of History
What skills stand out on History Professor resumes?
Dr. Jason Pierce: Colleges and universities vary in terms of their primary focus. While larger private and public institutions value research as much as teaching, smaller regional institutions, like Angelo State University, put the most emphasis on teaching. Thus, teaching experience is paramount. We look closely at how many sections a candidate has taught and what classes they could offer when hiring a tenure track or non-tenure track instructor. Faculty at my university teach 4 classes per semester, so we must have someone who is "plug and play" and can handle the workload. For larger universities, research projects may need to be emphasized more. Be sure you understand what kind of institution you are applying to so you can get a sense of what skills that institution or department values the most. Researching the institution and the department is critical for success. Thankfully, that's relatively easy to do nowadays.
What soft skills should all History Professors possess?
Dr. Jason Pierce: Perhaps, the most important skill, especially right now, is empathy. More than half of our students work (some full-time), take care of children or disabled relatives and have other time commitments. Faculty need to understand that the days of assuming that all students live on campus and have ample time to commit to their studies are over. Faculty need to take this into account, both when designing their courses and in their daily interaction with students.
What hard/technical skills are most important for History Professors?
Dr. Jason Pierce: The ability to teach either in person or online is becoming increasingly important. Faculty need to move seamlessly between virtual and face-to-face classes.
What skills will help History Professors earn the most?
Dr. Jason Pierce: The truth is that there are far more applicants than there are positions-especially tenure track positions, which have gradually diminished over the last 30 years or so. Thus, there is heavy competition for any open positions. Anything a candidate can do to separate themselves from the pack is therefore critical. Often it helps to do some research on the institution and department where one is applying. How do you, as a candidate, fit in, and are there areas where you can show that your experience and abilities would add to an existing departmental strength, or, alternatively, can you offer instruction in areas where the department doesn't currently have classes. Knowing a lot about the institution and department also conveys that you are seriously interested in the position to hiring committees. As far as salaries, there are times when a candidate can negotiate a salary. Typically, those are for tenure track positions, but for non-tenure-track hires, there is generally little flexibility in the salary range. While it never hurts to ask about a salary increase when offered the position, I personally would not try to bluff my way to a higher salary at the expense of the position. Good positions in academia are not easy to obtain anymore, so be prepared to deal with an often long and frustrating process that is not guaranteed to end in success. I wish that wasn't the case, but it is the reality.
Joseph M. Snyder Ph.D.
Assistant Professor of HistorySoutheast Missouri State University
Department of History and Anthropology
What experience really stands out on History Professor resumes?
Joseph M. Snyder Ph.D.: Students who study history develop the types of critical thinking, analytical, and written and oral communication skills, and are trained to synthesize multiple perspectives with often incomplete or inconsistent evidence and draw informed conclusions from it. Such skills are valued in dozens of professions, from public relations and marketing to financial analysis, political advising, teaching, journalism, and everything in between.
History students -- so, the first thing I like to explain to students is that the skills they are developing as history majors are transferrable across a wide spectrum of professions. Most students-and their parents-have a fairly narrow idea of the types of careers open to history majors. Part of my job is to help students understand that that isn't the case.
Before applying for a job, I always recommend students research their potential employer and then tailor their resume accordingly. For example, if a student is applying to be an entry-level marketing specialist, they should highlight the public-speaking and presentation skills they developed as part of their coursework. Upper-division history courses often require a large capstone project where students develop an argument which they must "sell" to an audience. They accomplish this by marshaling the evidence to convince their audience of their thesis. Arguably, this is the very essence of marketing.
On the other hand, a student who is considering applying to be a research specialist in a museum or library ought to emphasize archive-based research or relevant coursework. Many history programs have courses that touch on archival research; some even offer courses specifically in public history or museology. But lacking these, history coursework always involves students in research-intense projects that help them develop theories and arguments and then guide them through the processes of writing about the outcomes. Such coursework is the building blocks of the work of professional historians, of course, but it is no less important to a research specialist in a museum, a policy analyst in a lobbying firm, or a journalist.
I could go on, but in a nutshell, the research and problem-solving skills required of history majors, honed over years of coursework and practical experience, are always attractive to potential employers. Having worked for over a decade as a business executive in software development and telecommunications with a hand in hiring supervisory and managerial staff, I can attest that I always sought out history majors because I knew they brought these skills with them.
Nevertheless, the trick is to read up on the potential employer, develop an understanding of the company or firm, and then customize your resume to show HR managers, who are inundated with resumes and applications for highly-competitive positions, how your skillsets work toward the employer's goals and aims.
What History Professor skills would you recommend for someone trying to advance their career?
Joseph M. Snyder Ph.D.: Foremost, students should work on their time management skills since this is something history coursework does not—by dint of the nature of it—emphasize. There are deadlines for assignments, of course, but beyond routine reminders in class or via announcements in an LMS, there’s usually no emphatic framework designed to make certain college students hit certain project milestones without these being subject to the vagaries of procrastination. I frequently overhear students discussing that they have put off completing large assignments until the last minute, with the usual result.
For me personally, the most valuable skill set I brought with me to my college experience was my ability to manage time. This was not something I learned in the classroom, but rather as part of the workforce.
Time management is a building block not only of coursework but of careers, too. If a student finds themselves missing deadlines or always rushing to meet them, it could seriously undermine their ability to pass a class, earn the kinds of marks necessary to maintain scholarships, or, at the level of employment, diminish prospects of promotion and career fulfillment.
What technology do you think will become more important and prevalent for History Professors in the next 3-5 years?
Joseph M. Snyder Ph.D.: The past few years have witnessed an uptick in the use of digital tools for conducting research, such as digital cameras, data-mining software, and conversion software. In particular, the marriage of digital cameras-often phone-based, but not always-with apps for converting images into text-searchable PDFs (I use Prizmo) enable historians to collect and document vast stores of primary source documents as quickly and efficiently as possible while on brief research trips to archives abroad. Doing so enables historians to compile a great deal of material to parse at a more sustainable level when they return home to write.
It's worth mentioning, though, that the widespread popularity of these tools has been subject to institutional resource availability and individual proclivities among the professoriate. Recent studies have demonstrated, though, that the trend in the use of these tools has been increasing, most perceptibly, among cohorts who've recently entered the field. The trend suggests that familiarity with these tools will become increasingly important for research and publication, both of which are necessary components of promotion at universities and most colleges.
In addition, history professors do a great deal of teaching, and the online/hybrid learning revolution is well underway, a trend accelerated by the pandemic. While most institutions have typically offered online and/or hybrid learning modalities, the foundation of instruction has traditionally tended toward in-class/face-to-face modality. While this is still a very important component of learning in higher ed, we are increasingly using telelecturing software and devices to reach students who aren't physically present in our classrooms. I teach multiple online courses each semester, as well as face-to-face sections that are hybridized asynchronous with telelecturing components. I expect that this trend will continue unabated, at least for the foreseeable future.
Many aspects of learning have, of necessity, entered the digital realm for the first time when before there was no real need to or indeed belief they could be delivered via any other modality. Recent graduates will likely need to prepare themselves for this altered learning landscape and so develop skills in the usage of video-conferencing software (such as Zoom) and learning management software (such as Moodle, Blackboard, and Canvas).
Dr. John Savage
Director, Lehigh in Paris Director of Graduate Studies, History Dept. Associate ProfessorLehigh University
History Department
What type of skills will young History Professors need?
Dr. John Savage: Our research tells us that graduates need the ability to learn and adapt above any specific skills; that's why a broad liberal arts education is still so important. In the case of degrees in History, people don't realize that even in technically oriented jobs, to get a more advanced career stage, effective writing is critical. We hear this over and over from even engineers or business professionals.
Further, the study of History entails the ability to distill what is most important when you are faced with far too much information--a universal predicament in today's digital world. The ability to present, in written or verbal form, what the important "takeaway" is from an overlong policy paper, market study, or sales report is central to many careers. This is why business professionals often tell us they would rather hire a history major than someone with a business degree, who will do fine at first but may face greater challenges as they try to get to higher rungs of the organization.
Graduate students in History may end up working in academic or teaching positions across a range of institutions, but they may also find work in government offices, NGO's or non-profits, or in the business itself. They succeed because of the analytical skills they gain in our programs, as well as their sophisticated communication skills -- in the form of written and verbal presentations. Of course, these kinds of skills can be developed in many fields, but we believe that the deep academic study of History develops more sophisticated and in-depth analytical skills than those in other areas. It's not the "body of knowledge" or information that our alums have (though that is part of what they gain), but especially their ability to understand that content in relation to interpretation and meaning. This set of skills is critical for everything, from legal careers to journalism to public relations and marketing.
Are there any particularly good places in the United States for History Professors to find work opportunities?
Dr. John Savage: I am describing a range of many different fields, so there's no way to generalize about our graduates. Non-profits and educational institutions are under great pressure these days, but grant-writing skills and government workers will continue to be good outlets for our graduates.
How do you envision technology impacting History Professors in the next 5 years?
Dr. John Savage: The intense and sometimes disastrous recent experience of online learning at all levels from pre-K through graduate education will act as a watershed in making educators face the challenges and opportunities provided by the online learning environment and digital resources. It will be an exciting time for educators when they are able to integrate these tools more fully into in-person teaching, "flipping classrooms" and using what is most effective and valuable from digital resources while preserving what works best from traditional methods. This will require new generations of teachers and education professionals at all levels, who should have training not only in education administration but a deep exposure to humanistic, text, and skill-based disciplines like History.
What are the biggest trends we'll see in the History Professor job market given the pandemic?
Tracy Nichols Busch: Graduates who have technology skills will have an advantage. The ability to offer virtual tours at a museum or to provide virtual consultations, for example, will be good assets. People will expect it in a post-Covid world. Companies will rely on websites, more than ever, to communicate with customers.
What technology do you think will become more important and prevalent for History Professors in the next 3-5 years?
Tracy Nichols Busch: Virtual reality.
Will there be an increase or decrease in demand for History Professors in the next 5 years?
Tracy Nichols Busch: I see growth for savvy history majors who are willing to follow gamification trends. Other more traditional fields will remain open: law, government work, and teaching.
Dr. Brian Hackett
Associate Professor Director, Masters in Public History ProgramNorthern Kentucky University
Department of History and Geography
What are the best companies to work for a History Professor?
Dr. Brian Hackett: The best companies to work for someone starting out are small to midsize museums or historic sites. These offer the best opportunity to allow new graduates to get their feet wet and experience a variety of positions from education and exhibits to management and fundraising.
Will there be an increase or decrease in demand for History Professors in the next 5 years?
Dr. Brian Hackett: I am optimistic that, due to the culture of our times, museums will be looking to expand their programming, add diversity, and use new technologies to reach wider audiences. We will play a larger role in our communities.
Are there any particularly good places in the United States for History Professors to find work opportunities?
Dr. Brian Hackett: The Midwest, especially middle size to larger towns, are the best hunting grounds now. They offer variety and a better museum-friendly culture. I think a new era in History is upon us. As a country, we are seeking the stories of "who we are." Public History is here to deliver!
What are the best companies to work for a History Professor?
Zackery M. Heern: High schools, colleges, Idaho National Laboratories, government agencies, law, etc.
Will there be an increase or decrease in demand for History Professors in the next 5 years?
Zackery M. Heern: I think there will be an increase in demand for History majors in the next five years because History teaches the higher-level skills that employers are looking for - problem solving, innovative thinking, communication, research, writing, etc. These skills will not become obsolete. They are also skills that train students for a lifetime of career opportunities, not a single job or a single industry. Therefore, History majors are immensely adaptable to the constantly changing realities of the workforce. History majors already do well in the workforce, and employers increasingly realize just how competent History majors are. History majors don't only excel in the industry of education; they are great managers, thinkers, and innovators.
Are there any particularly good places in the United States for History Professors to find work opportunities?
Zackery M. Heern: The skills that History teaches are not place-based or even industry-based. So, History majors will do well in most regions of the United States. Outside of education, History majors have done well in government agencies, including in Washington D.C. They have also done well in tech companies in Northern California and elsewhere.
E. Elena Songster
ProfessorSaint Mary's College
History Department
What are the best companies to work for a History Professor?
E. Elena Songster: I can say that the skills one learns as a History major are broadly applicable to a wide range of jobs. History majors learn to read critically, analyze sources, write well, write evidence-based and evidence-supported arguments, and gain a great appreciation for the significance of context, the lasting impacts of decisions, and the ways that perspective can affect understanding.
Will there be an increase or decrease in demand for History Professors in the next 5 years?
E. Elena Songster: I know of a History major who decided to get a Masters in Real Estate Development. Not an obvious choice. Most of his graduate school classmates had been business majors. They had to write a lot of reports based on data collected about the location, population, etc. He shared that his experience doing a lot of research and writing as a History major made these reports a snap for him but were challenging for many of his classmates. Of course, he had to work hard to do these well but was not intimidated by them. He graduated at the top of his class and got a job right out of school, managing real estate for a major university. There is a strong interest among corporations in hiring people with liberal arts degrees, like history, because of the critical thinking and communication skills associated with that education.
Are there any particularly good places in the United States for History Professors to find work opportunities?
E. Elena Songster: This is an anecdote just to show the broad applicability of History major skills. Many of our majors become teachers, lawyers, and analysts. We also have an increasing number of majors take an interest in museum work and public history. Some go into library and information studies and become librarians or researchers. The state department and other government jobs are also good destinations.
Stuart Tully Ph.D.
Assistant Professor of HistoryNicholls State University
Department of History
What type of skills will young History Professors need?
Stuart Tully Ph.D.: I think the most important skill a history graduate could have right now is versatility. The conventional pathways of teaching or scholarship still exist, but they're nowhere near as prevalent as they once were. This is not to say that the public has lost interest in history, far from it, rather, someone who is aspiring to make history their career will have to be very adaptable. In addition to the usual skills of research, writing, and making arguments, I encourage my students to learn networking and computer skills to help with their job prospects.
Are there any particularly good places in the United States for History Professors to find work opportunities?
Stuart Tully Ph.D.: This is an exciting time for many different locations in the US because of the ubiquity of the internet and online services. Smaller towns and cities, which might have been previously overlooked, have now become viable options for a fulfilling career in history. These smaller towns have museums and other sites of historical inquiry that are in desperate need of young blood to take over, and I have personally seen many of my graduates fill these roles. These places have considerably lower costs of living and a sense of community that many graduates love, yet they're still connected to the rest of the world through the internet, as they might have been in the conventional large city. So I would encourage graduates to seek out smaller towns and cities to find very satisfying work.
How do you envision technology impacting History Professors in the next 5 years?
Stuart Tully Ph.D.: Technology has already changed the field so much that there is little doubt the next five years will be similar. I foresee increased digitalization of archives, which will allow for less of a barrier of entry for a more diverse and dynamic scholarship. In addition, the public has shown how much of an interest they have in learning history through YouTube videos and podcasts, which will only be improved in quality and content as time goes on. There's also no denying that teaching history has changed immensely, through technology, and will similarly improve as those of us who teach become more comfortable with the medium and the programs. I don't foresee any brand new technology fundamentally altering the discipline, but rather a continued refinement of the technologies which we are already using.
What type of skills will young History Professors need?
Paul Mapp: What I think graduates will need, and what I am trying to encourage in students, are problem-solving skills and the qualities that underlie them, especially flexibility, resilience, and discernment. For the foreseeable future, I think people are going to be confronting problems at work that they would not have imagined yesterday and have not had to deal with before. This pandemic is scrambling everything. So graduates need to be able to see unusual situations clearly, and to be ready to think and act in ways not covered by their job description--all while wondering if they are going to catch COVID-19, or if they will recover from having caught it, or how they are going to keep going to work when their kids are out of school, and their grandmother died last month. Organizations that used to need people who could follow the manual are now going to need people who can work without one.
What type of skills will young History Professors need?
Dr. Stephen Waring: Young people today find a very different job market than their parents did. Their parents were more likely to stay in a single field, and sometimes even a single employer, for much of their work lives. Today, they are likely to change fields and employers AND experience technological change. But important job skills remain constant: communication skills in writing and in person, experience in working on teams, an ability to research and analyze complex problems, and an ability to learn and re-tool to accommodate change. These are skills that are central to contemporary education in the liberal arts and humanities.
Are there any particularly good places in the United States for History Professors to find work opportunities?
Dr. Stephen Waring: Jobs for people with history backgrounds are not clustered in any single place. Graduates do prefer to live in cities or larger suburban places so they can have more job opportunities and access to universities where they can get new skills.
How do you envision technology impacting History Professors in the next 5 years?
Dr. Stephen Waring: Historians, like myself, are better at explaining the past than predicting the future! But in five years, life will be much like today. Professional knowledge workers, more and more, work thru information networks. This puts a premium on having skills with computers, database and writing programs, video production and editing, and social media. Contemporary humanities and liberal arts classes still teach the old skills of reading, writing, research and discussion--but the medium is often computer-based technology.
What type of skills will young History Professors need?
Brian Bockelman Ph.D.: They will need critical thinking skills and an ability to adapt to new jobs, some of which have yet to be invented. In addition, they will need to be able to communicate well, both orally and in writing, to do basic research on any subject, and to use spreadsheets and presentation software to manage data and make arguments from it.
Are there any particularly good places in the United States for History Professors to find work opportunities?
Brian Bockelman Ph.D.: Towns and cities are better bets than rural environments because work in history tends to cluster around academic institutions (including K-12 schools), museums, archives, and historical societies. But thankfully, history (compared to some other academic fields) is well-known among the general public, and so there is always a demand for teachers, librarians, archivists, curators, and docents who can help us document and make sense of the past.
How do you envision technology impacting History Professors in the next 5 years?
Brian Bockelman Ph.D.: The rise of digital technologies in the humanities has changed both teaching and research in the field. For students looking to make a career out of history, the digital turn has invigorated public history projects and institutions. Jobs in this area are growing, even as more traditional teaching positions at high schools and colleges are becoming more competitive and, in some cases, declining. Students who take the time to learn some digital tools or information management systems alongside their historical studies are well-placed to enter public history careers.