Become a John Winthrop Student Fellow at the Massachusetts Historical Society

MHS

I just learned about this great opportunity for high school students and their teachers at the Massachusetts Historical Society in Boston:

The John and Elizabeth Winthrop Endowed Fellowship encourages high school students to make use of the nationally significant documents of the MHS in a research project of their choosing. Selected students will be referred to as “Winthrop Fellows”.  Winthrop Fellows and their supervising teacher will each receive a $350 stipend. This fellowship gives students the chance to learn how to navigate an archive, work directly with primary sources, and experience what it is like to be a historian.

Although students are welcome to work at the MHS Reading Room in Boston, online access to hundreds of recently-digitized documents from our collections now makes it possible for students from across the country to identify, incorporate, investigate, and interpret these primary sources in their work. Together with their teacher advisor (a current or past History or English teacher, member of Library/Media staff, etc), students decide on a research project proposal that uses sources from the MHS collections.  This can be a project already assigned in class.  With the support of MHS library and education staff, students then perform research using MHS materials during the spring and must complete their research project to the teacher advisor’s satisfaction by 1 June, and finally write a blog post about their experience.

The John Winthrop Fellowship empowers students to explore a topic of their interest and helps them to access the often intimidating world of historical research. One of the most valuable aspects of this fellowship is the opportunity for students to directly interact with materials from the MHS archives.  In reflecting on their experiences, many students were struck by the immediacy of the artifacts:

“I never expected to be staring at a three hundred year old letter in which Hugh Hall, one of Boston’s prominent slave traders, complains rather vehemently of seasickness. The letter was written in big, loopy handwriting, the polar opposite of Hugh’s brother Richard’s cramped impossibility, on yellowed old paper that felt somewhat slimy. For a moment, I was overcome by the idea that I was touching Hall’s DNA.” (2015 John Winthrop Student Fellow)

“It was incredible to see old newspapers that were transported along the Post Road to relay the world’s current events in the early 1700s, transformed into a computer document and displayed right in front of us.  The only thing that could top it was being able to hold the physical letter that essentially started the Boston Post Road. Oh yeah, we did that too!” (2016 John Winthrop Student Fellow)

Many students appreciated the chance to draw their own impressions of history directly from primary sources rather than interpreted through a textbook:

“At points in the letters, Nora [Saltonstall]’s sense of humor and wittiness were evident which reminded me that she was indeed human and brought to life the events that transpired, in a way that textbooks are unable to.” (2013 John Winthrop Student Fellow)

“I suppose what I liked most was the ability to interpret the original documents on my own and draw my own conclusions around the actual evidence, rather than directly being told a conclusion by a third party.” (2013 John Winthrop Student Fellow)

Students also valued the opportunity to work with MHS staff and librarians, who welcomed them to the archive and made the work of historical research more accessible:

“The staff always took me seriously, and was always ready to help if I had a question. Until now I had never used microfiche, but within two minutes the reference librarian had me set up and I knew all I needed to know to use it. I could even take pictures of the old documents and email them to myself so I could do work at home.” (2014 John Winthrop Student Fellow)

“Although we were entirely new to the MHS, the staff treated us as if we were any other historians. Along with finding great sources, the respect we received from the staff boosted our confidence in our historical research skills.” (2016 John Winthrop Student Fellow)

Most importantly, students walked away from their fellowship opportunity empowered by their experience at the MHS:  

“I have always wanted to be a historian. My time at the Massachusetts Historical Society obliterated any lingering doubts in that ambition. Words cannot describe the joy of these encounters with the past, an opportunity I will never forget.” (2015 John Winthrop Student Fellow)

Applications for 2019 John Winthrop Fellowships should be mailed no later 18 February 2019. Check out our website for more information on the Swensrud Fellowship and how to apply!

It’s Not The “Teaching American History” Grants, But It Is Something

Here are the details from The National Coalition for History:

Federal Funding Opportunity for K-12 History and Civics Grants Announced

Federal Competitive Grant funding is now available for K-12 History and Civics Education professional development! The US Department of Education has published a Federal Register Notice announcing the grant competition for the National Activities grants we successfully advocated for in the Every Student Succeeds Act (ESSA). Click here to read the Federal Register Notice.

NOTE: The timing on this is tight! For those wishing to apply for funding please note the following:

The deadline on notice to apply is August 10th (this entails you telling the US Department of Education you intend to apply).

The Department of Education will host a pre-application webinar to provide technical assistance to interested applicants on July 18, 2017-next Tuesday at 2:30 p.m. eastern time. To join the webinar please go to the event address: at https://educateevents.webex.com/educateevents/onstage/g.php?MTID=e0ff2dd5c36144d0f8e4ba71d69d03484.

The deadline to submit applications is August 21st.

For further information contact: Christine Miller, U.S. Department of Education, 400 Maryland Avenue SW., Room 4W205, Washington, DC 20202–5960. Or by email: 

Christine.Miller@ed.govDetails about the K-12 History and Civics National Activities Grants Program (click here):

The new program is designed to promote innovative instruction, learning strategies, and professional development in American history, civics and government, and geography, with an emphasis on activities and programs that benefit low-income students and underserved populations.

This is the first year the new grants program received funding from Congress. It is expected the grants will be awarded in October 2017. The estimated amount of available funds for FY 17 is $1,700,000. Contingent upon the availability of funds and the quality of applications, the Department of Education may make additional awards in subsequent years from the list of unfunded applications from this competition. The estimated range of awards is $200,000–$700,000 per year and the estimated average size of awards is $500,000 per year. The estimated number of awards is 2–7. The project period is up to three years, with renewal of up two additional years if the grantee demonstrates to the Secretary that the grantee is effectively using funds.

 

Postdoctoral Fellow in “Humility & Conviction in Public Life” at UCONN Humanities Institute

 

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First, let me say how impressed I am that the University of Connecticut Humanities Institute is devoting itself to these kinds of questions.  Bravo!

Second, I hope you might consider applying.  I am told by the powers-that-be at UCONN that it is not too late.

Job Title: Postdoctoral Fellow, Humanities Institute
Job ID: 2017625
Location: Storrs Campus
Full/Part Time: Full-Time
Regular/Temporary: Temporary

Job Posting

The University of Connecticut Humanities Institute, in the College of Liberal Arts and Sciences at the University of Connecticut, Storrs, is accepting applications for a postdoctoral researcher with an anticipated start date of August 23, 2017. The researcher will work under the auspices of Humility & Conviction in Public Life (HCPL), an applied research project generously funded by the John Templeton Foundation aimed at understanding and revitalizing meaningful public discourse over such topics as morality, politics, science and religion. The initial appointment is for one year, with the possibility of renewal for a second year. For more information on the project, please see its website.

MINIMUM QUALIFICATIONS

Completed requirements for a Ph.D. (or foreign equivalent) in a humanities field (broadly construed) by start date of employment; evidence of a strong research/publication trajectory; and active research and public engagement interests integrating well with the stated aims and interests of the HCPL project.

PREFERRED QUALIFICATIONS

Evidence of excellence in research; a research profile that indicates strong interest in applied research relevant to public discourse, interest in or knowledge of research on intellectual or epistemic humility, public deliberation and dialogue; and the ability to contribute through research, teaching, and/or public engagement to the diversity and excellence of project and Institute missions.

APPOINTMENT TERMS

This is an 11 month, annually renewable position. The successful candidate’s primary academic appointment will be in the Humanities Institute on the Storrs campus.

TO APPLY

Select “Apply Now” to be redirected to Academic Jobs Online to complete your application. Please submit the following materials: 1) cover letter with description of how your research and qualifications mesh with the HCPL project, 2) CV, and 3) a sample of scholarly writing. Additionally, please follow the instructions in Academic Jobs Online to direct three reference writers to submit letters of reference on your behalf. 

Evaluation of applications will begin immediately, and continue until the position is filled. Preference will be given to applications received by August 1, 2017. Employment of the successful candidate is contingent upon the successful completion of a pre- employment background check. (Search # 2017625). 

Inquiries may be sent to Jo-Ann Waide at: uchi@uconn.edu .

All employees are subject to adherence to the State Code of Ethics which may be found at http://www.ct.gov/ethics/site/default.asp.

The University of Connecticut is committed to building and supporting a multicultural and diverse community of students, faculty and staff. The diversity of students, faculty and staff continues to increase, as does the number of honors students, valedictorians and salutatorians who consistently make UConn their top choice. More than 100 research centers and institutes serve the University’s teaching, research, diversity, and outreach missions, leading to UConn’s ranking as one of the nation’s top research universities. UConn’s faculty and staff are the critical link to fostering and expanding our vibrant, multicultural and diverse University community. As an Affirmative Action/Equal Employment Opportunity employer, UConn encourages applications from women, veterans, people with disabilities and members of traditionally underrepresented populations.

 

Call for Papers: Women and Religion in the Early Americas

Dunn

Mary Maples Dunn

Ann Little, aka Historiann, is co-editing a special edition of Early American Studies in honor of the late Mary Maples Dunn.  Here is the call for papers:

Call For Papers: Women and Religion in the Early Americas

For a special issue in honor of the life and career of Mary Maples Dunn, Early American Studies seeks article-length contributions from scholars working on the history of women and religion in the early Americas. Mary Maples Dunn (1931-2017) was a leading practitioner of women’s history, as a scholar, as a teacher, and in her life as a university leader. She worked in a variety of fields from early American women’s history; to colonial Latin American history; to the history of religious women; to the history of women’s education as well as, of course, the worlds of William Penn and early Philadelphia.

The editors invite essays that consider the history of early American women, early American religion (or both) and are especially interested in work that makes cross-cultural comparisons or integrates multiple Atlantic orientations: North and South (French, British, Dutch, Spanish and/or Portuguese) East and West (from European and/or African links to Native American perspectives). We are interested in both formal article-length contributions (10,000 words) and in shorter essays on “Notes and Documents” that highlight innovative or creative ways of reading/using primary-source documents (3,000-5,000 words).

To submit, please email a 3-page CV and a 1,000 word summary of the contribution you propose to write by September 30 to Ann Little (ann.little@colostate.edu) and Nicole Eustace (nicole.eustace@nyu.edu). Please use the subject line “Mary Maples Dunn Special Issue Submission.” We will notify you of your preliminary acceptance by October 31, 2017 and final essays are due on April 30, 2018. Articles are to be published, subject to peer review, in 2019.

Summer Internship Opportunity at *Black Perspectives*

Black

Here it is:

Black Perspectives, the blog of the African American Intellectual History Society (AAIHS), is currently accepting applications for our inaugural summer editorial internship program. The internship, which begins on June 1st and ends on August 31st, is open to graduate students and advanced undergraduate students.

About Black Perspectives

Black Perspectives is the leading online platform for public scholarship on global black thought, history, and culture. As engaged scholars, we are deeply committed to producing and disseminating cutting-edge research that is accessible to the public and is oriented towards advancing the lives of people of African descent and humanity. Formerly referred to as the African American Intellectual History Society (AAIHS) Blog, Black Perspectives serves as the medium to advance these critical goals. Although many of the writers are historians, we provide a crucial online space for scholars working in various academic fields.

We understand African American and African diasporic thought in its broadest terms and encourage the use of interdisciplinary research approaches. We also value diversity and inclusion and welcome all scholars–regardless of race, gender, class, sexual orientation, or any other social category—to contribute as long as the research is thorough and accurate in its portrayal of black thought, history, and culture.

About the Internship

Interns will work closely with the blog editors on a part-time, unpaid basis for three months and receive practical experience in academic blogging. Each intern will contribute to the publication of the blog in a variety of aspects including research, copy-editing, fact checking, and formatting. Interns will receive a complimentary one-year membership in AAIHS and waived registration fee for the 2018 AAIHS conference.

The 3-month internship offers young scholars an opportunity to sharpen their writing skills and receive personalized feedback on their writing. It also provides interns with access to a diverse network of early career bloggers (and professors), and the opportunity to publish their pieces on a popular academic blog. The internship is online, which means that interns only need access to a computer and internet.

Qualifications

  • Currently enrolled in an accredited academic institution; graduate students (PhD and MA students) and advanced undergraduate students.
  • Preference will be given to candidates who major/specialize in History, African American Studies, English, and Journalism. However, we will consider applications from candidates in a variety of fields including Political Science, Sociology, Women’s and Gender Studies, International Relations and America Studies.
  • Must be motivated, detailed-oriented, and possess strong writing skills.
  • Must have a knowledge base and keen interest in black thought, history and culture.
  • Must have an interest in blog writing and social media.
  • Must be interested in working with a diverse group of scholars who are passionate about black thought, history, and culture.
  • Must be willing to devote approximately 10 hours per week to assisting with the blog; and be willing to attend mandatory online training sessions during the week of May 28th and attend one-hour SKYPE/Phone meetings (generally once per month).

Those interested in the program are invited to submit the following materials to Profs. Keisha N. Blain and Ibram X. Kendi via email at aaihs10@gmail.com no later than May 25, 2017.

The American Historical Association is Looking for Summer Bloggers

Blogging

Here’s the skinny:

The AHA is seeking two aspiring graduate-student bloggers, each to write a series of posts on historical documents from their research projects. If you are looking to hone your blogging skills and share the process of doing history with a wide audience, consider applying to be a summer blogger on AHA Today, and show readers how historians’ habits of mind shape the way they see the world.

This year, we’re challenging our summer bloggers to select a historical document and write about its significance to their research. (Think of “document” expansively—it could be a letter, a memo, an article in a community newsletter, a photograph, a map, an oral-history interview, a sound recording, or a nontraditional primary source.) We especially want to hear about how engaging with this particular document led you ask different questions and how it took your research in exciting new directions. You might also consider these questions:

Read the entire call at AHA Today.

 

Correspondents Wanted: 2017 OAH Meeting in New Orleans

OAH

Anyone interested in a writing a post or two (or three or four or five…) from the Annual Meeting of the Organization of American Historians in New Orleans from April 6-9 2017?

Once again The Way of Improvement Leads Home is looking for writers/correspondents to report from the conference.

What am I hoping for out of these posts/reports? Frankly, anything. Let the spirit move you. I would love to get general observations, reports on sessions you attend, job market updates, or any other kind of stuff you might have the time or inclination to write about.

Feel free to be as creative and journalistic as you want. If at all possible I would like to get some stuff as the conference is going on, but general summaries would also work. Feel free to write as few or as many as you would like. I will try to get stuff posted here in real time (or thereabouts) during the conference.

Though we can’t pay you for writing, we can introduce you, your writing, and your online presence to a few thousand readers a day.

If you are interested, shoot me an e-mail at jfea(at)messiah(dot)edu and we can get the ball rolling.  In the meantime, check out our posts from other conferences to get an idea of what some of our previous correspondents have done:

2016 Organization of American Historians

2016 American Historical Association

2015 American Historical Association

Student and Teacher Fellowships at the Massachusetts Historical Society

mhs-logoSome great opportunities here for history teachers and history students.  At taste:

Each year the MHS offers at least three fellowships to K-12 educators. Applications are welcome from any candidate (living anywhere in the United States) who is interested in developing an engaging series of lessons using documents and artifacts from the Society’s collections. Each fellow receives a $4,000 stipend in exchange for approximately 4 weeks of research and writing. Our 2016 teacher fellows investigated topics including the coming of the American Revolution in Boston, Bostonians’ experiences in World War I, and the Transcendentalist movement and the creation of Brook Farm. Other fellows explored the role of women in the abolitionist movement and how Boston’s abolitionist movement influenced ideas about Black identity and racial equality. Throughout 2017, we will be adding these (and more) curriculum units to our website, so visit our education pages frequently. (http://www.masshist.org/2012/education/lessonplans)

Our Winthrop Student Fellowship encourages budding historians to engage with primary sources to write a paper, create a website, or design an exhibit … whatever piques the student’s interest. Prior to applying, a student should consult with his or her teacher to agree upon an appropriate topic and product. This year’s Winthrop Fellows were a group of students from Stoneham (Mass.) High School. They created an exhibition for National History Day on the Boston Post Road, and described their research experiences in a recent blog post. (http://www.masshist.org/blog/index.php?series=46) Both the teacher and the student(s) receive a stipend upon completion of the fellowship, as well as an opportunity to attend a behind-the-scenes tour of MHS.

Applications for teacher and students fellowships must be postmarked no later than February 16, 2017. Learn more about application requirements, suggested topics, and other guidelines on our website (http://www.masshist.org/education/fellowships), or contact education staff members for more information (education@masshist.org).

*The Encyclopedia of Great Philadelphia* is Seeking Authors

philly-skyline

Here is the post from the blog of The Encyclopedia of Greater Philadelphia:

The editors of The Encyclopedia of Greater Philadelphia seek to make 50 additional assignments to complete our current phase of expansion. Now is the time to add your expertise to a resource used daily by teachers and students, journalists, scholars, and general readers.

To view the list of available assignments, link here:

Call for authors

To join more than 350 leading and emerging scholars who have already contributed to this peer-reviewed, digital-first project, let us know your choice of topics. Authors will have the opportunity to select feasible deadlines between January and March 2017 and will have the option of volunteering or receiving modest stipends. Prospective authors must have expertise in their chosen subjects demonstrated by previous publications and/or advanced training in historical research. To express interest, please send an email describing your qualifications and specifying topics of interest to the editor-in-chief, Charlene Mires, cmires@camden.rutgers.edu. No attachments, please. Graduate students, please include the name and email address of an academic reference.

The Encyclopedia of Greater Philadelphia‘s expansion is supported by the National Endowment for the Humanities, the Mayor’s Fund for Philadelphia, and Poor Richard’s Charitable Trust. The scope of the project includes the city of Philadelphia and the surrounding region of southeastern Pennsylvania, South Jersey, and northern Delaware. 

Guidelines for writers:
http://philadelphiaencyclopedia.org/about/guidelines-for-writers/

Roster of authors:
http://philadelphiaencyclopedia.org/archive/category/authors/

Editors and staff:
http://philadelphiaencyclopedia.org/about/editors/

Student Scholarships Available for Civil War Institute at Gettysburg College Summer Conference

ed422-gettysburg_college_signJill Ogiline Titus of the Civil War Institute at Gettysburg College informs us of this great opportunity for students to participate in this year’s summer conference on Reconstruction and the legacy of the Civil War:

Interested in spending five days in Gettysburg exploring the Civil War through small group discussions, battlefield tours, and lectures? Scholarships are now available for HIGH SCHOOL STUDENTS, K-12 TEACHERS, AND PUBLIC HISTORIANS to attend the 2016 CWI Summer Conference, “Reconstruction and the Legacy of the Civil War,” which will continue the 150th commemoration by examining linkages between the war years and its revolutionary and violent aftermath. The conference – one of the first of its kind for a popular audience – will explore topics ranging from Civil War memory to comparative emancipation, Reconstruction in the West, veterans’ return home, and reconstructing southern womanhood. All scholarships include an air-conditioned dorm room, meals for the duration of the conference, tours, and tuition fees. Applications are due FEBRUARY 15.

Call for Authors: George Washington Digital Encyclopedia

The Fred W. Smith National Library for the Study of George Washington at Mount Vernon is looking for contributions to the George Washington Digital Encyclopedia.  

Here is the call:

The purpose of the Encyclopedia is to act as a reference for High School AP and entry-level university students that explores the long 18th Century, especially as it relates to the interaction between the Americas, Europe, and Africa in developing the British North American colonies and the early United States.

The editors seek contributors from the fields of history, literature, anthropology, performing arts, visual arts, decorative arts, and allied subjects to write entries ranging from 500-1000 words on a wide range of topics.
The Library intends to continue developing an academically rigorous and attractive resource that provides users a general understanding of the latest scholarship in the field.  With over one million online visitors a year to the Encyclopedia, entries offer the general public a more complete understanding of historical events.
Contributors will receive publication credit in the Encyclopedia.  The Library provides no monetary compensation.
Interested authors should contact the managing editor to request a list of available entries or to propose a topic.  Email your name, title, institutional affiliation (if applicable), and a current CV or resume to: 
Joe Stoltz, Ph.D.
Digital Scholarship Librarian
The Fred W. Smith National Library for the Study of George Washington


Call for Papers: *American Baptist Quarterly*

“Baptists and Conscience in Public: Legacy and Future Implications”

Baptists have long been noted as people of conscience. From the days of Roger Williams to the work of E.Y. Mullins to the witness to Martin Luther King, Jr., conscience is one of the hallmarks of Baptist thought, witness, and work. But historical explorations of Baptists and conscience have focused on two primary themes: individual freedom of conscience, and dissent from authority.

This focus has largely neglected the relationship between the Christian conscience and public debates. What contributions have Baptists made with regards to how to approach public issues of religious liberty and ethics? And in what ways have Baptists accounts of conscience offered something distinctive? In an age when issues of religious liberty, the common good, protection of minority interests, and surveillance, recovering what Baptists have to offer with regards to conscience is of prime importance.

This issue of the American Baptist Quarterly explicitly solicits articles on this issue: investigating the nature, role, and legacy of Baptist thought on conscience. Articles should be historical explorations of seminal figures, events, and movements in which Baptist appeals to conscience have shaped Baptist life and thought. Possible historical explorations include, but are not limited to:

  • Conscience and objection to war
  • Religious liberty in the 20th century
  • The relationship between Baptist polity and civic law
  • Liturgical freedom and legal forms of liberty
  • Gender, conscience, and public reason
  • Conscience and the limits of religious liberty 
  • The relationship between individual, ecclesial, and civic conscience
  • Baptists and the prophetic national conscience
  • Church, state, and conscience in the 19th and 20th century 
  • Conscience, equality, and the public square
  • Global Christianity, Baptists, and unity
  • Western Christianity and Baptist advocacy
  • Baptists and the conscience of marginalized groups

Abstracts for essays (500 words) should be submitted no later than December 31st, 2015 to Myles Werntz (Palm Beach Atlantic University) atmyles_werntz@pba.edu

New Books Series on Jacksonian America

Do you have a manuscript on Jacksonian America sitting around?  Mark Cheathem wants to see it:

Beth Salerno and I are co-editing a new book series at Vanderbilt University Press (VUP). Entitled New Perspectives on Jacksonian America, the series will examine the period from 1812-1861, which generally spans the decades when Andrew Jackson was a significant figure in life and death. The chronological definition of the series recognizes the importance of the War of 1812 in elevating Jackson to national prominence and his continued importance, even after his death in 1845, to United States politics and society in the years leading up to the Civil War. This series will consider any manuscript that addresses the Jacksonian period and its place in shaping the United States during these decades.
Our current advisory board consists of:
John Belohlavek, University of South Florida
Andrew Frank, Florida State University
Lorri Glover, Saint Louis University
Stephen Mihm, University of Georgia
Kirsten E. Wood, Florida International University
You can find submission guidelines at the VUP site. Proposals can be sent tomeBeth Salerno, or VUP Acquisitions Editor Eli Bortz.

Undergraduate Liberal Arts Conference: "The Examined Life"

Are you an undergraduate in the liberal arts looking for an outlet to present your work?  If so, consider submitting a proposal to “The Examined Life: An Undergraduate Conference in the Liberal Arts” to be held March 18-19 at Saint Francis University in Loretto, Pennsylvania.

While the conference organizers will take papers on any appropriate liberal arts topic, priority will be given to this year’s theme: “Being Political and the Politics of Being.”

I have had students present at this conference before and I know that the organizers are definitely open to historically-themed papers and presentations.

 I heard the keynote speaker ain’t too bad either.

You have time to submit.  The deadline for proposals is not until February 10, 2016.  Learn more at the conference website.

One Year, Full-Time Position in Western Civilization and World History at Messiah College

Last week I posted a job ad for an adjunct instructor in Western Civilization at Messiah College, the college where I teach and serve as the Chair of the History Department.  Since that time we have received approval to turn this position into a one-year, full-time position with salary and benefits.

We are looking for someone who can teach the following course load:

Fall 2015:  3 sections of Western Civ I or Western Civ II and a First Year Seminar  (writing enriched) on a topic of their choice.

J-Term 2016 (3 week course): Western Civ I or Western Civ II

Spring 2016: 2 sections of World Civilization I or World Civilization II and a section of Western Civ.

As many of you know, Messiah College is a Christian College.  Faculty should be willing, in good conscience, to sign the Apostles Creed and support the mission of the college.

Here is a taste of the official job ad.  It should be posted at the Messiah College Human Resources page and on H-Net and the Chronicle of Higher Education in the next few days.

Position Title:                   One-year Lecturer in Western and World Civilizations
 
Position:                      The Department of History at Messiah College invites applications for a one year lecturer position in Western and World Civilizations beginning August 2015.
 
Responsibilities:          Teaching responsibilities will include introductory, general education survey courses (100-level) in Western Civilization (I & II) and World Civilization (I or II). Willingness to teach a First Year Seminar in area of expertise. Experience teaching Western Civilization and World Civilization required. Evidence of strong commitment to teaching undergraduates in the liberal arts tradition is expected. Course load is 4 courses in Fall 2015, 1 course during J-term, and 3 courses in Spring 2016.
 
Qualifications:           Ph.D. Or A.B.D. in History with focus on European history or non-Western World preferred. M.A. with substantial teaching experience may be considered.
Feel free to contact me with any questions about the position.

Looking For an Adjunct History Instructor for Fall 2015

The Messiah College History Department, which I chair, is looking for someone to teach two sections of Western Civilization (preferably Western Civ I: Before 1500) in the Fall 2015 semester.  The ideal candidate will have a Ph.D in history, but an ABD or M.A. with some teaching experience in Western Civilization or European History could work.  I also prefer someone who can teach during the regular academic day (as opposed to evening) on a MWF or T-TH schedule.  Having said that, I will consider one of these courses being an evening class if the right candidate emerges.

There may also be opportunities for this person to teach Western Civ in our J-Term session and in the Spring 2016.

As many of you know, Messiah College is a Christian College.  Faculty should be willing, in good conscience, to sign the Apostles Creed and support the mission of the college.
If you are interested, or have any questions, please contact me at jfea(at)messiah(dot)edu and attach a current vita.   I am looking to fill these slots as soon as possible.  
Also, please feel free to share this with friends or other potential applicants.
Thanks,

Writers Wanted: *Encyclopedia of Philadelphia*

From the Encyclopedia of Philadelphia website:

The Encyclopedia of Greater Philadelphia is expanding and opening new subject categories with support from the National Endowment for the Humanities, the Mayor’s Fund for Philadelphia, and Poor Richard’s Charitable Trust. To join more than one hundred leading and emerging scholars who have already contributed to this peer-reviewed, digital-first project, let us know your choice of topics.

Apply for the Michael Kraus Research Grant in American Colonial History


The American Historical Association offers the Michael Kraus Research Grants to recognize the most deserving proposal relating to work in progress on a research project in American colonial history, with particular reference to the intercultural aspects of American and European relations. These modest annual grants are intended to further research in progress and may be used for travel to a library or archive, for microfilms, photographs, or photocopying—a list of purposes that is meant to be merely illustrative, not exhaustive (other expenses, such as child care, can be included). Individual grants up to $800 will be awarded. See the list of past recipients.

Eligibility

Only members of the Association are eligible to apply for AHA research grants. Preference will be given to those with specific research needs, such as the completion of a project or completion of a discrete segment thereof. Preference will be given to advanced doctoral students, non-tenured faculty, and unaffiliated scholars.

Please note: Within a five-year period, no individual is eligible to receive more than a combined total of $1,000 from all AHA research grants.

Application Process and Deadline
The AHA has partnered with Interfolio to manage our research grant application process. Application instructions for members are available here. (You must be logged in to access this page.) Applications must be submitted through Interfolio by February 15 each year. Mailed, e-mailed, or faxed applications will not be accepted.

Applications must include

  • CV (three to five pages maximum)
  • statement of no more than 750 words describing your project
  • one-page bibliography
  • project budget worksheet

Selection Process
A selection committee reviews applications each spring, and applicants will be notified of the committee’s decision by e-mail in mid-May. Awards are distributed each June. Please, no phone calls.

Requirements
Successful applicants will be expected to complete a survey outlining how the funds were used and how they furthered the grantee’s research. 

Job Opening: Political Science at Trinity Christian College

John Fry, the chair of the Department of History at Trinity Christian College in the Chicago suburbs (Palos Heights), is looking for a political scientist.  Here is the job ad:

Position
Tenure-track faculty position in the political science department, starting August 2014.
Qualifications
Ph.D. strongly preferred; with any area of expertise, including but not limited to American politics, international relations, law, or political theory. Previous collegiate teaching experience and/or a JD strengthens the application.  Trinity seeks candidates for faculty positions who are professing Christians and committed to excellence in teaching, scholarship, and service.  They should support the goals of a strong liberal arts education in the tradition of Reformed Christian higher education and be competent to demonstrate to students a mature articulation of faith and learning.  Faculty members are also dedicated to personal involvement with students outside the classroom in advising, social interaction, and informal academic and cultural settings.
Responsibilities
Primary responsibilities include teaching the general education political science courses and upper-level courses in the major, along with advising political science and pre-law students.   The dates of the new faculty orientation are August 12-14, 2014.
Compensation
Rank and salary commensurate with experience.  Benefits include health insurance, pension, term life insurance, and disability insurance.
Application Process
Formal review of applications will begin on December 2, 2013 but applications will be accepted until the position is filled.  All inquiries should be directed to:
Dr. Liz Rudenga, Provost
Trinity Christian College
Phone: 708-239-4839
 Faculty applications may be found on our Trinity website:  http://www.trnty.edu/jobopenings/.

Apply for a Research Fellowship at the Fred W. Smith National Library for the Study of George Washington at Mount Vernon

Are you working on a project related to George Washington or the founding era?  Consider applying for a fellowship at the newly opened Fred. W. Smith Library.  Go to the Mount Vernon website to learn more.  Here is how to do it:

Applications are now being accepted for 2014-15 fellowships from The Fred W. Smith National Library for the Study of George Washington at Mount Vernon. Short- and long-term awards are available to doctoral candidates, recent PhDs, mid-career faculty, as well as advanced scholars and independent researchers with relevant topics.
To apply, please provide your:
  1. Curriculum vitae
  2. 1,000-word fellowship proposal highlighting how you intend to use the collection and research assets of The Fred W. Smith National Library for the Study of George Washington
  3. Two letters of recommendation to be sent confidentially to Mount Vernon by the references.

Submit applications to:
Douglas Bradburn
Founding Director, Fred W. Smith National Library for the Study of George Washington
The Fred W. Smith National Library for the Study of George Washington
P.O. Box 110
Mount Vernon, VA 22121

Applications may also be submitted electronically to fellowships@mountvernon.org.

The application must be received by November 15, 2013. Applications will be reviewed by a panel of scholars assembled by Mount Vernon. Awardees will be notified on or before George Washington’s birthday, February 22, 2014.