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Wednesday, January 5, 2011

Diverse Issues in Higher Education: With High Demand, Pell Grant Program Faces Challenges

January 5, 2011 by Charles Dervarics

In a political climate rife with calls to limit federal spending, Pell Grants can pose an easy target. Federal funding for the program has doubled since 2008 to more than $30 billion, mainly due to heavy use in the recession and a pledge by lawmakers to increase the top grant for needy students.

Factor in a shortfall of $5.7 billion—caused by a major uptick in the number of eligible low-income students—and it’s a situation that makes some higher education leaders nervous.

“Almost every day, the crisis gets worse,” says Joel Packer, executive director of the Committee for Education Funding, a coalition of K-12 and higher education organizations. “As the economy struggles, more students with greater need become eligible for Pell Grants.”

The linchpin of the federal student aid system, Pell Grants served 7 million students in 2009-10, based on data from the web site www.finaid.org, a student aid information site. That represents an increase of 1.5 million students in just one year. While the program is not an entitlement such as Social Security, it operates in much the same manner, as all students who qualify receive aid based on tuition, need and part-time or full-time status.

The Pell program isn’t funded like an entitlement, however, with Congress projecting estimated use on a yearly basis and earmarking funds in its appropriations bills. In recent years, those projections have fallen short of reality, creating the shortfall.

“Eventually it catches up to them,” says Mark Kantrowitz, publisher of www.finaid.org. “This [shortfall] can only go on for so much time before Congress has to fund the shortfall or cut grants.”

Many education organizations want Congress to pay off the growing shortfall and provide the program with solid funding through next fall. But Republicans taking control of the U.S. House of Representatives have pledged instead to cut domestic spending.

If Congress fails to address the shortfall, the maximum Pell Grant could fall by $850 (this) year—more than 15 percent of the current top grant of $5,550. “Failure to pay off the shortfall may result in devastating cuts,” Kantrowitz says.

The issue is particularly acute at many minority-serving institutions. In 2008, 72 percent of students at United Negro College Fund institutions and 67 percent of all students at historically Black colleges received Pell Grant aid, says Dr. Tammy Mann, chief executive officer of the Patterson Research Institute.

Across all four-year public and private institutions, the percentage of students receiving aid was much lower—42 percent. “Clearly there is quite a difference,” Mann says.

Also, because Congress raised the top grant in 2008, students are depending on Pell more than ever. The average grant was $3,611 in 2009-10, up nearly $700 in two years, Kantrowitz says.

“If they don’t backfill this shortfall, there is not enough money for the next academic year,” he says.

The uncertainty about Pell also is coming at a time of change in the program. Congress in 2008 authorized year-round Pell Grants, allowing needy students to get additional support during the summer months. As a result, students can obtain two Pell Grants in a single award year. Many colleges went through this process for the first time this past summer.

At the College of Southern Nevada, 664 students benefited from year-round Pell Grants in summer 2010, receiving an additional $830,000, says Peter Hurley, director of student financial services. With main campuses in Las Vegas and Henderson, Nev., the college has 43,686 students, of whom 56 percent are racial or ethnic minorities.

“Las Vegas is leading the nation in unemployment and people coming back to school,” says Hurley.

Overall, during the most recent academic year, 10,664 students at the college received Pell Grants, up dramatically from 6,404 only two years previously.

Hurley says year-round classes are appealing to many students who are unable to find high-paying jobs in the summer or school year. As a result, they choose to take a full load of classes, meaning that they can exhaust their traditional Pell Grants before summer.

A year-round Pell does bring a heavier workload for colleges, says Justin Praeger, executive director of the National Association of Student Financial Aid Administrators. In some cases, financial aid officials have to figure the additional grant by hand. “You may spend hours of staff time to provide a student with an extra $50,” he says.

While a potential boon to students, year-round Pell currently has regulations that are a bit unwieldy. “It’s a good concept that’s gone awry on implementation,” Praeger says.

But, despite the extra paperwork, Hurley notes that the program can serve as an important motivational tool.

“It allows students who are focused and serious to continue their college education without taking the summer off simply because they can’t afford it,” he says.
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Tuesday, January 4, 2011

Tomorrow's Professor - January 4 2011

Tomorrow's Academy

1061 Organizing Higher Education for Collaboration: A Guide for Campus Leaders -- Review
1056 Global Education & Liberal Education
1053 World Grant Universities: Meeting the Challenges of the Twenty-first Century
1048 Building a Metacognitive Curriculum: An Educational Psychology to Teach Metacognition
1044 Team Teaching With Students
1039 Financing Higher Education Worldwide
1038 Suggestions for Making Chair Work More Satisfying and Attractive
1032 Understanding Transfers: Unique Students with Unique Needs
1028 Where the Guys Are: Males in Higher Education
1025 Why Performance Management Should Matter in Academia

Tomorrow's Graduate Students and Postdocs

1055 Preparing Professors to Teach
1004 The Doctoral Dilemma for a Campus Graduate Student
998 Writing a Statement of Teaching Philosophy for the Academic Job Search
986 Demystifying Dissertation Writing
977 Talking Yourself Up - How to Score Points During an Interview and What to do After it's Over
952 What They Didn't Teach You in Graduate School
949 Aiming for Excellence in the Dissertation
945 Ph.D. Admissions Shrinkage
908 Where Are the Minority Ph.D.'s? In Tampa, Actually
769 Playing The Game: The Review

Tomorrow's Academic Careers

1054 Recruiting the Next Generation of the Professoriate
1052 Interviewing Strategies That Search Committees and Chairs Need to Know
1051 Faculty Work at Traditional and For Profit Institutions
1050 Myths, Men and Motherhood
1049 Doing 'Dual Career' Right
1021 An Examination of the Tenured Mind (review)
1010 Mentors Make The Difference
1007 Different Paths to Full Professor
1005 Married Profs Sound Off on Dual Academic Career Hiring
994 Reaching the Unreachable: Improving the Teaching of Poor Teachers

Tomorrow's Teaching and Learning

1060 Awake, Accountable, and Engaged
1059 Dysfunctional Illusions of Rigor: Part 2 - Advanced Illusions
1058 Dysfunctional Illusions of Rigor: Part 1 - Basic Illusions
1057 Bridging Learning Research and Teaching Practice
1047 Teaching the Millennial Generation
1046 Why Are Students So Passive and What Can Teachers Do About it?
1045 Tips and Strategies for Effective Teamwork
1043 The Link Between Research and Teaching.2. How to Strength Each Without Weakening the Other
1042 Lecture Capture: A Guide to Effective Use
1036 Arts and Humanities: For the Common Good

Tomorrow's Research

1041 Enhancing Undergraduate Research in the Arts and the Humanities
1040 Administrator-Scientist – What it Takes to do Both
1037 The Link Between Teaching and Research - Does it Exist?
1035 Are Women Better PIs?
1030 Getting the Most Out of a Research Conference
1013 Strengths and Limitations of Case Studies
1009 Writing About Your Research: Verb Tense
997 Right your Writing: How to Sharpen Your Writing and Make Your Manuscripts More Engaging
971 Scoring on Sabbaticals
939 Responding to Journal Decisions

Richard Reis' academic career column, Catalyst, appearing in The Chronicle of Higher Education on-line Career Network.
Articles:
Avoiding scientific misconduct
To compete or collaborate?
The scientific job talk
Letters of recommendation 101
Getting Published as a Graduate Student in the Sciences
Interdisciplinary Research and Your Scientific Career
How To Get All-Important Teaching Experience
Keeping Your Research Alive
The Basics of Science C.V.'s
The Basics of Cover Letter Writing
How to Get the Most Out of Scientific Conferences
Choosing The Right Research Adviser
Choosing a Research Topic
When Faculty Consulting Helps -- and When It Hurts -- Your Career
Is the tenure path the best route for you?
The Right Start-UP Package for Beginning Scientists
So what do you do, and why should I care?
Establishing Your Absence
Staying Ahead of Your Competition
The Need for Self-Promotion in Scientific Careers
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Dillard University Interdisciplinary Research Funding Opportunity

Dillard Faculty:
The National Science Foundation (NSF) supports fundamental research and education across all fields of science and engineering. This program announcement and information from the Social, Behavioral and Economic Sciences Directorate (SBE) with potential for research funding will be of interest to the social, behavioral, and economic sciences and presents an opportunity for collaboration with the STEM programs.

NSF 11-023
Dear Colleague Letter: Stimulating Research Related to the Science of Broadening Participation

“Within the social, behavioral, and economic sciences, there is a rich tradition of research that can be used to inform the Science of Broadening Participation (SBP). Investing in scientific research that informs the SBP involves almost all of the SBE sciences. Furthermore, because efforts to broaden participation in the natural and physical sciences have emphasized attracting students from underrepresented groups into the STEM “pipeline,” there are unique opportunities for collaboration between scientists in these fields with those engaged in the actual science of broadening participation” (NSF, SBE, 2010).

Dear Colleague Letter: Stimulating Research Related to the Science of Broadening Participation - http://www.nsf.gov/pubs/2011/nsf11023/nsf11023.jsp?WT.mc_id=USNSF_38&WT.mc_ev=click

Lynn Y.R. Strong
Director, Undergraduate Research
Assistant Director, LAMP/GAELA/TESSE Programs
Dillard University
Professional Schools Bldg., Rm. 250
2601 Gentilly Blvd.
New Orleans, LA 70122
Tel: 504-816-4446 or 816-4877
Cell: 209-404-3472
Fax: 504-816-4313
lstrong@dillard.edu
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DILLARD U. MANDATORY FINANCIAL AID & SCHOLARSHIPS STUDENT EMPLOYMENT & PAYROLL SEMINAR FOR SUPERVISORS SPRING 2011

DILLARD UNIVERSITY MANDATORY FINANCIAL AID & SCHOLARSHIPS STUDENT EMPLOYMENT & PAYROLL SEMINAR FOR SUPERVISORS

Friday, January 7, 2011
Time: 2:30p.m.
Location: Distance Learning Room of the Library, 2nd Floor

Any Questions Please Contact Hortense Lockett @ 504-816-4865
hlockett@dillard.edu
Office of Financial Aid & Scholarships Rosenwald – Room 126


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SPELMAN COLLEGE CHOSEN TO PARTICIPATE IN NATIONAL INITIATIVE, "PREPARING CRITICAL FACULTY FOR THE FUTURE"

ATLANTA (December 21, 2010) Spelman College has been chosen through a national competition sponsored by the Association of American Colleges and Universities to participate in Preparing Critical Faculty for the Future (PCFF), a project that will support women of color faculty in science, technology, engineering, mathematics (STEM) disciplines in becoming strong academic and administrative leaders, both on campus and within their respective disciplines. The project is funded by the National Science Foundation's Historically Black Colleges and Universities-Undergraduate Program (HBCU-UP). The 13 institutions selected represent many different types-including two-year and four-year, public and private institutions.

"Spelman's participation in Preparing Critical Faculty for the Future will be a significant asset to our faculty as they move forward in fulfilling the college's mission to increase the number of Spelman students who earn degrees in STEM fields," said Johnnella Butler, provost and vice president for academic affairs. "For the academic year 2010-2011, 28 percent or nearly one-third of our students are STEM majors. PCFF will assist Spelman faculty with introducing cutting-edge teaching techniques into their classroom and laboratory practice and enhancing their leadership skills, sustaining a robust learning environment for STEM students."

The list of institutions chosen to participate includes:

* Bennett College for Women, Greensboro, N.C.
* Central State University, Wilberforce, Ohio
* J.F. Drake State Technical College, Huntsville, Ala.
* Livingstone College, Salisbury, N.C.
* North Carolina Agricultural and Technical State University, Greensboro, N.C.
* North Carolina Central University Durham, N.C.
* Spelman College, Atlanta, Ga.
* Tennessee State University, Nashville, Tenn.
* University of Arkansas at Pine Bluff, Pine Bluff, Ark.
* University of Maryland Eastern Shore, Princess Anne, Md.
* University of the District of Columbia, Washington, D.C.
* Wiley College, Marshall, Texas
* Winston-Salem State University, Winston-Salem, N.C.


Spelman College has nominated Rosalind Gregory Bass, assistant professor, biology, and Robynn Cox, assistant professor, economics, to participate in all phases of the project along with colleagues from the other participating institutions. These two faculty members will also be joined by an administrative team (Myra Burnett, vice provost; Lily McNair, associate provost for research; and Tasha Inniss, associate professor, mathematics) from Spelman College who will attend an AAC&U summer institute in July 2011 on "Engaging Departments."

"The individual faculty members participating in this project include many talented faculty members who will be leaders both in their institutions and nationally in the coming years," said AAC&U Senior Scholar and Project Director Alma Clayton-Pedersen. "Through this initiative, we hope to provide support to a network of scholars and teachers who can help each other and the rest of the nation as we all seek to improve undergraduate STEM education for students at HBCU's and for students, especially those historically underserved, at all different kinds of colleges and universities."

The goals of the PCFF project are to: provide professional and leadership development for women of color faculty in STEM disciplines, or NSF natural and behavioral science disciplines; and improve undergraduate STEM education at HBCUs and beyond. This new project will provide participants with the opportunity and the financial support to engage in and influence the national dialogue on improving undergraduate STEM education. Project participants will both contribute to and gain from national efforts to develop and implement innovative STEM teaching and learning practices and effective curricular change strategies. By uncovering useful strategies for preparing women faculty of color for academic leadership in STEM fields, PCFF expects to improve STEM education broadly as well as at HBCUs.

This initiative is supported with a grant from the National Science Foundation. For additional information about the project, see: www.aacu.org/pcff.

Association of American Colleges & Universities:
AAC&U is the leading national association concerned with the quality, vitality, and public standing of undergraduate liberal education. Its members are committed to extending the advantages of a liberal education to all students, regardless of academic specialization or intended career. Founded in 1915, AAC&U now comprises more than 1,200 member institutions-including accredited public and private colleges and universities of every type and size.

AAC&U functions as a catalyst and facilitator, forging links among presidents, administrators, and faculty members who are engaged in institutional and curricular planning. Its mission is to reinforce the collective commitment to liberal education at both the national and local levels and to help individual institutions keep the quality of student learning at the core of their work as they evolve to meet new economic and social challenges.

Information about AAC&U membership, programs, and publications can be found at www.aacu.org.

###

Spelman College:
Founded in 1881, Spelman College is a prestigious, highly selective, liberal arts college that prepares women to change the world. Located in Atlanta, Ga., this historically black college boasts a 79 percent graduation rate, and outstanding alumnae such as Children's Defense Fund Founder Marian Wright Edelman; former U.S. Foreign Service Director General Ruth Davis, authors Tina McElroy Ansa and Pearl Cleage; and actress LaTanya Richardson. More than 83 percent of the full-time faculty members have Ph.D.s or other terminal degrees, and the average faculty to student ratio is 12:1. More than 2,100 students attend Spelman. For more information, visit: www.spelman.edu.
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Inside Higher Ed: Defending the Liberal Arts College

January 4, 2011
Raynard S. Kington may not have been the likeliest choice to be president of Grinnell College. His (numerous) degrees came from research universities, and his career has been focused on biomedical research institutions in large metropolitan areas -- he was deputy director of the National Institutes of Health when he was named to lead Grinnell, His selection also attracted attention because Kington is something of a demographic rarity among college presidents: a black gay man moving to campus with his partner and their two young children.

Kington discussed his transition in this podcast interview while on a recent visit to Inside Higher Ed's offices.

Moving to a small community in Iowa has been gratifying, but also an adjustment, he said. "My neighborhoods were usually larger" than Grinnell, Iowa is. And for the first time in his career, he said, he's instantly recognized everywhere he goes in the area. (He joked about standing out as the "gay black dad president.")

While many liberal arts colleges have faced tough economic decisions in recent years, Grinnell is in a strong position, even with the economic downturn, Kington said. During the better years on Wall Street, as the college's endowment grew, officials used much of the income to bolster the college for the long term (for instance by taking care of deferred maintenance) rather than creating many new programs. As a result, while the college faces the same economizing as other institutions, it hasn't had to impose layoffs or radical cuts.

Even if the college is "not in crisis," Kington said, it is important to think about the future, in an era with reduced endowment income, a tougher fund-raising environment, and increased student need for financial aid. Liberal arts colleges, he said, are going to need to examine "the tradeoff between depth and breadth."

While some liberal arts colleges are adding more business or career-oriented majors, Kington doesn't favor such an approach for Grinnell. He noted that the college has debated the idea many times over the years, going back to when land-grant universities were created with a more practical orientation than that of liberal arts colleges. But with "people living longer and having multiple careers," Kington said he believes students are better off with writing and other communication skills, quantitative literacy and "a broad understanding of the world and how it got there," plus the imagination to think about how the world might improve than they would be with a more career-oriented undergraduate experience.

New graduates of liberal arts colleges may "have fewer technical skills as they walk out the door," but they will be better suited for careers "in the long run," he said.

While defending the liberal arts mission, Kington also said that colleges like Grinnell need to be open to talking about assessment in ways that make many uncomfortable. He said that while assessment, "if carried to an extreme," might hurt colleges, there is a role for numerical measures of what goes on in higher education.

He noted that 20 years ago, when hospitals were pressured to start comparing mortality rates, many had objections, pointing out that hospitals "with the sickest patients" may have higher mortality rates than other institutions. Those objections were "all true," Kington said, but it's also the case that "there's something to it" in that mortality rates do (with context) convey important information.

The complete podcast of the interview may be found here.

— Scott Jaschik
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Monday, January 3, 2011

South Carolina State University News: Newly Awarded Grants Provide Exceptional Opportunities for Students

A nationally recognized, award-winning degree program at SC State University has recently received $1.25 million in federal funding to assist graduate students who are interested in working with clients with mental illness, substance abuse and addiction issues.

Dr. Bridget Hollis-Staten, ’96, associate professor of Rehabilitation Counseling, serves as principal investigator of the newly awarded “Rehabilitation Counseling Long Term Training Grant in Addictions Rehabilitation and Substance Abuse.” This grant will award $750,000 over the next five years to the Rehabilitation Counseling program. Additionally, Dr. Michelle Maultsby, associate professor of Rehabilitation Counseling, serves as principal investigator of the “Long Term Training Project Rehabilitation of Individuals who are Mentally Ill.” This grant will award $500,000 for the next five years to the program. The awarding of two new grants will allow students enrolled in the Master’s in Rehabilitation Counseling degree program to receive free tuition, a $500 monthly stipend and professional development opportunities during the 2010-2011 academic year.

Dr. David Staten, ‘92, ‘94, associate professor of rehabilitation counseling, says these newly awarded grants and others provide huge benefits to students and the Rehabilitation Counseling program alike. “We are pleased to be able to attract and recruit the best and brightest students through these grants and others within our program,” says Staten. “We primarily like to provide opportunities locally and therefore recruit students from SC State University and Claflin University, but we receive students from across the state and other locations as well,” he notes.

In 2001, when Staten returned to his Alma Mater, he found the Rehabilitation Counseling program without any active grants to provide student support. Having benefited from grants while enrolled in the program himself, Staten quickly embraced the opportunity to assist students in similar ways. He and his wife, Dr. Hollis-Staten, who also obtained her Master’s in Rehabilitation Counseling degree from SC State, became actively involved in obtaining grants for the program. In 2003, Hollis-Staten was awarded her first $750,000 grant for student scholarships, stipends and professional development opportunities. In 2005, the Staten team served as co-project directors on their second awarded long-term training grant, in which they received $750,000 to provide the same opportunities. Two years later, they submitted five grants, in which four were awarded. Collectively, the husband and wife team have been instrumental in obtaining close to $5.25 million in federally funded grants for the Master’s in Rehabilitation Counseling program.

“The feedback we have received regarding the grants has been overwhelmingly positive,” says Staten. “Not only have students received scholarships, but after they graduate, they have been able to obtain jobs as counselors, working with state and federal agencies and working with veterans with disabilities. Many of our students have gone on to pursue PhD’s as well, to include enrolling in doctoral programs at the University of Iowa, Southern Illinois, Pennsylvania State, Florida State and many other universities.”

Staten’s doctoral opportunity came while he was enrolled in SC State’s Rehabilitation Counseling program and was awarded the Patricia Harris Roberts Fellowship, a national fellowship which enabled him to receive full tuition, an $833 monthly stipend to assist with college expenses and other valuable, life-changing opportunities.

“That particular fellowship allowed me to receive professional development opportunities, attend conferences and meet professors. Those resources ultimately assisted me in getting accepted into the Rehabilitation Counseling PhD program at the University of Iowa,” he says.

This is the same motivation exhibited through the Rehabilitation Counseling faculty when writing their grants, to ensure they include professional development opportunities for their students to travel so that they are exposed to leaders in the fields. “When it’s time to pursue PhD programs, a lot of our students are already established with faculty at various universities across the country,” mentions Staten.

In 2008, the Rehabilitation Counseling program was awarded federal funding from the U.S. Department of Postsecondary Education to implement the Disability Enhancement Project (DEP), which is designed to increase the awareness and support for faculty, staff and administrators as they meet the academic needs of students with disabilities. Dr. Maultsby and Dr. Dwight Varnum, who serve as co-directors of DEP, were instrumental in obtaining $957,635 for the three-year grant (2008-2011).
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Southern University at New Orleans News: SUNO to get share of major Coca-Cola Foundation Grant

December 22, 2010

SUNO to get share of major Coca-Cola Foundation Grant

New Orleans, La. – Southern University at New Orleans (SUNO) Foundation has been awarded $25,000 from The Coca-Cola Foundation (the Foundation), the philanthropic arm of The Coca-Cola Company. The funds are part of a $4 million grant distributed to 38 organizations across the United States and Canada in keeping with the Foundation's commitment to build sustainable communities throughout North America, including the District of Columbia and one Canadian province. The total scope of the grants includes water conservation, community recycling, active healthy living and education. The Southern University at New Orleans Foundation is the fundraising arm of SUNO.


The grant will provide First Generation College Scholarships to twenty students who are enrolled as fulltime students at SUNO. To be eligible, students must have completed at least one semester at the University to be eligible. The First Generation Scholarship Program provides scholarship support to fulltime students who are the first in their immediate family to attend college, maintain a 3.0 grade point average and demonstrate financial need. The Coca-Cola Foundation has contributed more than $23 million in First Generation Scholarship support since 1993.

"The Coca-Cola Company should be commended for its support of education and its support of young people," said Dr. Emmett Bashful, Chairman of the Board of the SUNO Foundation. Bashful is also Chancellor Emeritus and the first Chancellor of SUNO. "These funds are important to helping SUNO maintain a commitment to its mission of providing access

to a college education to students," said Dr. Victor Ukpolo, Chancellor of SUNO. "The University wants to do whatever it can to ensure that first generation college students from everywhere have access to the affordable quality opportunity SUNO presents to help students advance their lives."

"At the Foundation, our goal is to make a positive impact by promoting and creating sustainable communities around the world," said Ingrid Saunders Jones, senior vice president, Global Community Connections, The Coca-Cola Company and chair of The Coca-Cola Foundation. "The funding provided to these 38 organizations will support community programs that align to our giving priorities across the U.S. and Canada."


www.SUNO.edu

An Equal Educational Opportunity Institution

Southern University at New Orleans is a four-year public institution founded in 1956. Located in the Gentilly area, the University is an accredited liberal arts teaching institution which serves more than 3,100 students. SUNO, known for its highly engaged faculty and personal academic support, offers undergraduate degrees in seventeen academic programs and graduate degrees in four academic programs. The University accepts students under the Louisiana Board of Regents regional admission criteria, and is a member of the Southern University System. As a part of reaffirmation of its accreditation, SUNO’s Quality Enhancement Plan focuses on strengthening student online learning by getting "E-Focused!"

More information about Southern University at New Orleans and its Quality Enhancement Plan is available at SUNO.edu.

About The Coca-Cola Foundation

Since its inception, The Coca-Cola Foundation has donated more than $355 million to community projects and initiatives across the globe. For more information about The Coca-Cola Foundation, please go to http://www.thecoca-colacompany.com/citizenship/foundation_coke.html
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Dillard University Faculty Institute Agenda Jan 4&5 2011

WELCOME BACK! DU OAA
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Inside Higher Ed: Job Freefall, Job Recovery

January 3, 2011
There has never been a single academic job market: variation among disciplines, institutions and regions has always mattered.

The reality of radically differing job markets may be especially clear as 2011 begins with disciplinary associations gathering for job interviews at annual meetings and releasing data on the number of available positions. During the 2009-10 academic year, the number of positions listed with the American Historical Association dropped by 29.4 percent, according to a study the group will release today. That follows a 23.8 percent drop the year before. Last year, the association announced that the number of listings it received -- 806 -- was the smallest in a decade; this year's total of 569 marks the smallest number in 25 years.

But in data also being released this week, the American Economic Association is announcing that its job listings in 2010 recovered from a 21 percent decline in 2008. Further, the number of academic jobs exceeded the number in 2008. (Economics job listings include positions in the finance and consulting industries, in addition to academic slots.)

Association job listings don't have every open position, and many jobs at community colleges or adjunct positions aren't included. But the association listings tend to be a reliable barometer on the job markets in the respective disciplines -- especially for the tenure-track or other full-time positions most sought by new Ph.D.s.

A Bleak Outlook in History

The report on the history job outlook -- prepared by Robert B. Townsend, assistant director of research and publications at the AHA -- not only provides the bad news about job openings, but offers context that suggests that the situation is even more dire.

In 2009, the number of new history doctorates awarded rose to its highest level in nine years -- 989, up from 969 the year before. Given that many of those who earned doctorates in the past few years have failed to find the tenure-track positions they want, and those going on the market for the first time are increasing in number, that means the competition for the openings that exist is likely to be even tougher. Budget cuts have eliminated positions, according to department chairs interviewed for a related study also being released today. Departments are eliminating some courses, increasing class size in others, and turning to part-timers to teach -- rather than hiring people into full-time positions.

Further exacerbating the situation, the report says, is that "the number of faculty [in history] approaching retirement age in the next 10 years is reaching the lowest level in 30 years." Currently, the proportion of full-time faculty in history departments who earned their doctoral degrees at least 20 years ago -- the demographic group that is considered even to be approaching retirement -- totals only 40 percent. "[E]ven if there were no hiring freezes to factor into the equation, it is clear that over the next 10 to 15 years the discipline will not be generating as many jobs from retiring faculty as it has in the recent past," the report says.

Across history specializations, the largest percentage decreases in available positions were in fields in which there have historically been relatively few positions to start with. African history job openings fell 62 percent this year, the largest drop among fields, from 42 openings to 16. Latin American history also took a large fall -- down by 43 percent. The largest fields -- as has been the case for years -- were European and U.S. history, which fell by 34 and 28 percent, respectively.

Even the field of Middle Eastern history, which has seen strong gains in recent years amid growing student interest, saw the number of openings drop to 30 from 38. One consolation is that this field and world history were the only two specialties to have more listings this year than they had a decade ago.

In the AHA survey of department chairs, public institutions generally fared much worse than did private colleges on a range of issues, including hiring -- and not just of faculty members, but also of support staff members on whom many departments depend.

The report on the job market was frank in suggesting that departments need to rethink their policies on the size of their graduate programs. "Most history doctoral students are being trained for an academic job market that is now beset by crises," the report says. "Departments should begin to carefully reflect on the type of training they are providing their students and the number of students they are admitting to their programs."

In an interview, Townsend said that he was not sure what advice he could offer to a new Ph.D. struggling on the job market right now. He said that such people need to think about "how long it is reasonable to linger on in part-time and postdoc positions."

There is no doubt, Townsend said, that many talented new Ph.D.s are still hunting for long-term positions, but he said that there is very real time pressure involved. "Typically, our advice is that after about three years, your odds of getting on to the tenure track go down significantly," he said. What remains to be seen, he said, is whether attitudes about such historians will change in light of the exceptionally poor job market faced by those going on the market now.

Economic Recovery

For economists, last year's 21 percent drop in positions was a sign of just how bad the academic job market had become. While humanities disciplines were expecting a bad job market last year, some thought social science fields like economics wouldn't see a large dip. Economics is a popular and growing major on many campuses; economics Ph.D.s can be hired by a range of departments, including business schools; and economics has a long history of sending many of its new Ph.D.s to positions outside of academe. But the numbers last year were bad for all kinds of economics positions.

This year, the jobs bounced back. The total number of listings with the AEA rose to 2,842 in 2010, up from 2,285 in 2009, and only 43 jobs shy of the 2008 total. Because many of the 2008 openings that were listed were for searches that were subsequently called off, the AEA report -- prepared by John J. Siegfried, secretary-treasurer of the association -- says that it believes job openings are now above 2008 levels.

New academic jobs increased to 1,884 in 2010, up from 1,512 in 2009, and now exceed 2008 totals by 24. The vast majority of the academic jobs are at universities with graduate programs.

The top area of specialization in job listings, by far, was mathematical and quantitative methods, followed by microeconomics, macroeconomics and financial economics, international economics, and macroeconomics and monetary economics.

Scott Jaschik
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