Amy Pszczolkowski, Princeton University
Emily A Prifogle, Princeton University
Anthony Grafton, Princeton University
Mearah Quinn-Brauner, Northwestern University
Derek Attig, University of Illinois at Urbana-Champaign
Bernadette So, New York University
This session will explore a solution to these problems: collaboration at the university level with career and professional development staff who specialize in working with graduate students. These staff are experts in career diversity, drawing on their own experiences with hundreds or thousands of graduate students as well as on the collective expertise of the Graduate Career Consortium (GCC), a national organization of career professionals serving graduate students. They spend their days on precisely the challenges now bedeviling history departments and represent an already existing resource on which those departments can draw to serve their students without overtaxing faculty. Building these collaborations combines staff expertise in graduate student career development with faculty expertise in the work of history, further amplifying efforts to help students identify and articulate the broad appeal and value of their historical skills.
In order to advance and facilitate these partnerships, this session will explore two key dynamics and offer two case studies. The first dynamic is how notions of “expertise” can complicate attempts at collaboration between faculty and staff on graduate student career development, and how faculty and staff can work together to overcome these complications. The second dynamic is how faculty-staff collaborations can help faculty make small changes to their mentoring that can have big effects for department culture and student success. The first case study is of a particular history department (Princeton) and its collaboration with university-level professional development staff. The second case study is of a specific tool—ImaginePhD, an online career development and planning tool for humanities doctoral students created by the GCC—and how it can be used by departments and faculty. After brief presentations on these four topics, the balance of the session will be devoted to collaborative brainstorming and strategizing among the presenters and the audience.