what does a history phd involve

The past is never dead. It's not even past

Not Even Past

The Purpose of a History PHD: Lessons Learned from Career Diversity

By Alejandra Garza

From the editors: Over the past 5 weeks we have been delighted to publish a new series, Navigating the PhD and Beyond: Lessons from the AHA Career Diversity Initiative . The series was presented and curated by Alejandra Garza as part of the AHA Career Diversity for Historians Initiative. As the 2018-20 graduate student fellow, Alejandra’s goal was to show graduate students and professors that the skills developed in a PhD program “are applicable no matter what we do when we leave.” Read more about her experience here . In this last article, we showcase the AHA Career Diversity Initiative and its results more generally. The article published below first appeared in AHA Perspectives on History on August 14, 2020 . As preface for this last article in our Not Even Past series, we asked Alejandra Garza to summarize her overall experience and the importance of what was achieved.

AHA Career Diversity Concluding thoughts from Alejandra Garza

In June 2018, I sat in a meeting room at the American Historical Association headquarters in Washington, D.C as one of the nineteen other newly appointed Career Diversity fellows. James Grossman, executive director of the AHA, welcomed us with a question, “What is the purpose of a PhD in History?”  We stared back at him, not knowing what the “correct answer” was. Honestly, I don’t think there was just one. Rather, I think Dr. Grossman was planting a seed that the fellows and their faculty partners would water for the next two years. We were expected to leave D.C. after those few days with ideas, not solutions. How were we going to change the culture around career development in our departments? A room full of historians knew that changing the culture of something was not going to happen overnight. We needed to plant the seeds. Two years later, I see those ideas blooming across the universities that participated in this initiative. We are no longer satisfied with the idea that the purpose of a PhD in History leads to one type of job. The various ways twenty history departments used their time in this initiative shows that.

The purpose of a History PhD by the AHA Career Diversity Fellows

The AHA’s  Career Diversity for Historians  initiative is leading a national conversation to better align the purpose of doctoral education with the varying skills, values, and interests of graduate students and the changing professional opportunities for historians within and beyond the academy. In the spring of 2018, 20 PhD-granting history departments were awarded Career Diversity implementation grants to support a team of faculty and a graduate student fellow to collaboratively build sustainable cultural and structural change in their doctoral programs. After two years of work at our partner institutions, we asked the fellows to discuss what they’ve learned and share some of the innovative ways they are creating student-centered doctoral programs that prepare history PhDs for a range of careers.

In this post, the sixth of a six-part series, the Career Diversity fellows reflect on how two years of department-focused work has changed their views on the purpose of doctoral education in history, on higher education in general, and their own careers.

WHAT DO YOU THINK IS THE PURPOSE OF A HISTORY PHD?

Vanessa Madrigal-Lauchland (Univ. of California, Davis): Most folks interpret “What is the purpose of a history PhD?” as “What can one  do  with a history PhD?” The Career Diversity initiative has worked hard to answer that question with a resounding, “Anything you want.” However, the heart of the question, “What is the purpose of a history PhD?” is really asking about our goals as humanists in this world. This forces us to reflect on our values, relationship with our communities, and our impact on society. 

Derek Kane O’Leary (Univ. of California, Berkeley): I don’t know. But I would love to see my department bring together faculty, grad students, undergrads, and alumni to collaboratively craft an answer to that and publish it on our website.

Lillian Wilson (Wayne State Univ.): I worked in museums and as a community college and art college lecturer before beginning the PhD and understood that I needed the doctorate to advance in the museum world or in academia. My work for Career Diversity has revealed to me that I can have a meaningful career that merges my strengths as a teacher and mentor, museum administrator, and scholar.

Matt Reeves (Univ. of Missouri–Kansas City),: The PhD is a signifier of professional approval. What, precisely, that sign of approval means is up to faculty in PhD-granting departments. But those expectations can (and should) change as the nature of the work performed by PhDs changes. As graduate students have the freedom to make their degree work for their careers, faculty have the freedom to redefine doctoral degree requirements. If we believe that people with PhDs are a positive good for society both within and beyond academe, then it’s time that faculty accept diverse new comps fields and capstone projects beyond the traditional dissertation. 

Stephanie Narrow (Univ. of California, Irvine): The history PhD naturally attracts the intellectually curious, those who seek to find new perspectives on past and present issues. The PhD should foster this curiosity so that graduate students feel empowered to explore professionalization and career pathways with the same spirit of inquiry that they do their research agendas.

Trishula Patel (Georgetown Univ.): A PhD in history provides training not only in the traditional aspects of research, historiography, and pedagogy, but in the intellectual grounding that we’re given to articulate our work’s value beyond the academy. Many PhD students and faculty write for popular media outlets, teach outside the university, or engage with the public in ways that go beyond the occasional interview or op-ed. The ultimate goal, I believe, should be to give students the intellectual and practical tools to teach, research, and apply what we learn to policy, activism, and the greater good of society. 

Allison Faber (Texas A&M Univ.): The most challenging part of this question is to determine  one  purpose of a history PhD. Broadly, a PhD signals that one has completed the highest level of training in historical research methods and historiography. However, that training is fruitless without sharing the knowledge and tools gained during a doctoral program. So, I would say that the purpose of a history PhD is to give students the ability to effectively use historical thinking to shed light on historical problems and to communicate that knowledge to others.

Brian Campbell (Univ. of Illinois, Urbana-Champaign): We need historical expertise now more than ever. Historians excel at explaining difficult concepts in the classroom, and such evidence-based historical learning should be a foundational part of any high school and middle school experience. We could better support graduate students who aspire to teach K–12, as well as in other educational spaces like prisons. Also more historians could be working as analysts and consultants, helping to inform decision-making that affects policy, governance, and culture.

DO YOU THINK ABOUT HIGHER EDUCATION DIFFERENTLY NOW?

Vanessa Madrigal-Lauchland (Univ. of California, Davis): The term “higher education” always brought to mind the image of a bar just out of reach. It’s in the name, right? “Higher.” It wasn’t created for me, the Xicana, the first-generation American, the girl who lived squished in a one-bedroom apartment with her giant family. Even as I earned my way into more advanced programs and became part of the system, the mass and momentum of higher education seemed alien and separate from my passive existence as a student. But this experience empowered me (and other students) to collaborate with faculty, cross-campus institutions, and administrators to make concrete and identifiable change. After this fellowship, I think of higher education as a system supported and driven by a passionate community of individuals committed to education and equality, who are willing to work toward changing a structure that was built to resist it. 

Stephanie Narrow (Univ. of California, Irvine): My work has opened my eyes to the complexity of universities and their administrative hierarchies, especially in a large system like the University of California. We’ve found success in navigating institutional channels by partnering with other campus organizations, and working through, rather than against, the university. 

Tim Herbert (Univ. of Illinois at Chicago): I’ll admit that I had a naive and privileged view of higher education before I started graduate school. (The Ivory Tower! Life of the Mind!) Participating in Career Diversity accelerated the shift in my views already under way and gave me a better framework for thinking about higher education. I also have a greater appreciation for the work faculty do, especially the committee and service work that is often invisible to graduate students. For instance, I’ve watched our department chair handle budgeting at a time when Illinois’s finances—and thus the University of Illinois at Chicago’s financial state—were emerging from total chaos (Illinois effectively did not have a complete budget for two years prior to 2018). 

Andrew Brown (Texas A&M Univ.): This fellowship has provided me with the opportunity to wade into the world of faculty politics and helped me learn more about department and college service than ever before. Service is not a small part of each faculty member’s job but it is probably the area most graduate students are unprepared for in the academy. I learned how decisions are made in our department and college, which helped me gain an appreciation for the people who do that work.

Matthew Villeneuve (Univ. of Michigan): We have a lot of “intergenerational” historical knowledge to draw on, and heeding that accumulated wisdom is one of the things that can broaden our sense of what historical thinking is, and where it happens.

Tyler Krahe (West Virginia Univ.): I’ve become even more convinced that higher education has a lot of room to grow. A department doesn’t have to be all things to all students and it is more than just the faculty within it. The expertise and skills of alumni are a way for a department to cater to the wants and needs of individual students. I hope that is the direction we are headed. 

WITH WHAT YOU KNOW NOW, WHAT WOULD YOUR IDEAL OF GRADUATE EDUCATION IN HISTORY BE LIKE?

Vanessa Madrigal-Lauchland (Univ. of California, Davis): Graduate education ought to be flexible, equitable, and diverse. Although social justice might not seem like a key aim of Career Diversity, the topic has been present in every conversation about sustainability, resources, and accessibility. If graduate programs are truly committed to diversity and equal access to education, we must create equitable solutions to facilitate student success. 

Tim Herbert (Univ. of Illinois at Chicago): I want graduate education to respond to students’ needs while offering them the proper material, emotional, and intellectual support. Ideally, doctoral programs would be fully funded at a living wage for four to five years in programs designed to be completed in that period of time (though Stacey makes an important point below about the potential problems with this limit). A more flexible education would encourage students to explore the discipline and learn about the different ways of being a historian. This might include teaching, working as interns, and new formats for dissertations. Finally, I’d like to see the “doktorvater” view of graduate advising replaced by a model promoting multiple mentors.

Andrew Brown (Texas A&M Univ.): Teacher training and teaching experience have to be a priority in every graduate program. I would also like to see departments find ways to promote a healthy collegial atmosphere and cohesion in program cohorts through social events and programming. This promotes the mental health of students and reduces the sense of isolation, which is too common in the academy. It takes a long time to finish a PhD and this period cannot be seen as a break from real life. Students need a healthy and friendly atmosphere to get through the rigorous process.

Stacey Murrell (Brown Univ.): Maybe it’s because I work in a premodern field (requiring three languages and travel abroad for research) but four to five years is next to impossible. So not treating the PhD as one size fits all would be ideal. I think that all courses should involve useful assignments that can help students further develop specific skills that are useful in multiple career paths and I second the need for diverse intern opportunities and more opportunities to teach. Finally, I think it’s incredibly important that students have the opportunity to provide feedback on their courses and the program. 

Joseph Stuart (Univ. of Utah): I agree with everything said above about the importance of a living wage, more professional development, and a structure that rewards and incentivizes high-quality advisers. I’d also be interested in creating classes designed to orient students to graduate school, not just to the content and historiography of their field. We ask students to figure out too much on their own, like how to apply for conferences, figure out where to do research, and balance school, work, and life. We can do more to help students, particularly underrepresented groups succeed in graduate school. 

Hope Shannon (Loyola Univ. Chicago): Historians can and should be trained to bring historical thinking to wherever it might be most useful and valued. To center graduate programs around the idea that students should be trained to pursue meaningful work also requires providing students with the funding and resources necessary to explore those interests. Unfunded career diversity opportunities don’t help anyone, and they exacerbate the financial difficulties already faced by so many graduate students.

Ramya Swayamprakash (Michigan State Univ.): As an international student, I have raised the importance of thinking beyond the academy for those of us whose existence in this country is dependent on visas. Diverse, demonstrable skills would make any candidate more desirable for a variety of careers outside the professoriate. Graduate programs with large numbers of international students also need to make sure their career development programming takes their unique needs into account.

HAVE YOUR OWN CAREER ASPIRATIONS BEEN SHAPED BY PARTICIPATING IN THIS INITIATIVE?

Alejandra Garza (Univ. of Texas at Austin): I entered the graduate program at the University of Texas at Austin knowing what I  didn’t  want to do afterward, but I had no idea what I wanted to do. Now, I aspire to work in higher education administration, ideally an office like Texas Career Engagement, where I could help future graduate students see how their grad degree can help them be whatever they want to be. A graduate degree doesn’t limit you in any way, it does the exact opposite. 

Shuko Tamao (Univ. at Buffalo, State Univ. of New York): I graduated during the pandemic and am reassessing my career plans right now. As a fellow, I feel I should have some solid ideas for my career plans, but I have to be flexible right now. I have set a broad, long-term career goal, but I may not get to where I aspired a few years ago. But by participating in this initiative, I learned that I could allow myself to envision my career beyond the confinement of “I should,” encouraging myself to be creative and resourceful.

Matt Reeves (Univ. of Missouri–Kansas City): I credit my time as a career fellow with coming to fully accept the positive value of a career outside the academy. It’s easy to pay lip service to the “No More Plan B” talk; it’s harder to accept and believe it. I now know that I can use the skills I learned in graduate school to positive ends outside the academy. Two years ago, I was hired as a part-time librarian in special collections at the Kansas City Public Library. Within a year, I was promoted into a full-time education and outreach position. I credit the promotion to the entrepreneurial mindset I honed in graduate school: constantly improving programs and always making the case for the value of the humanities. 

Joseph Stuart (Univ. of Utah): I always knew that I needed to be open to a wide array of career opportunities. The Career Diversity initiative has given me a language and framework for how to use my historical skills to find meaningful employment that pays a living wage. If given the choice of any option, I still want to be a professor. But I know that I could succeed and be happy doing many things.

Matthew Villeneuve (Univ. of Michigan): After working on Career Diversity, I am recommitted to the broader effort of knocking down the walls of the academy—not just those artificial boundaries between historians and the public, but between historians themselves. That conviction makes me all the more committed to pursue a career in the academy. I’m confident that academic historians can continue to find common cause with everyone who uses rigorous historical thinking skills as a part of making their way in the world, and I look forward to being a part of that effort.

Leah Burnham (Georgia State Univ.): This initiative has opened my eyes to other career possibilities and I plan on applying to a variety of jobs. But it’s important to understand that a PhD does not automatically make one qualified for a job outside of academia. Those interested in other careers should participate in informational interviews through  AHA Career Contacts  and thoroughly research those careers to make sure they’re doing everything in their power to become qualified before applying.

More in this series:

• Part I: My Journey Through Career Diversity
• Part II: Navigating the PhD and Beyond: Verónica Martínez-Matsuda
• Part III: Navigating the PhD and Beyond: David Conrad
• Part IV: Navigating the PhD and Beyond: Eric Busch
• Part V: Navigating the PhD and Beyond: Brian Stauffer

The views and opinions expressed in this article or video are those of the individual author(s) or presenter(s) and do not necessarily reflect the policy or views of the editors at Not Even Past, the UT Department of History, the University of Texas at Austin, or the UT System Board of Regents. Not Even Past is an online public history magazine rather than a peer-reviewed academic journal. While we make efforts to ensure that factual information in articles was obtained from reliable sources, Not Even Past is not responsible for any errors or omissions.  

Recent Posts

• Review of A Ritual Geology: Gold and Subterranean Knowledge in Savanna West Africa (2022) by Robyn d’Avignon
• The Weight Around My Neck
• Review of The Age of Dissent: Revolution and the Power of Communication in Chile (2023), by Martín Bowen
• AudiAnnotate: Amplifying Audio & Video in Research, Scholarship, and Teaching (IHS Talk Report)
• Notes from the Field: Reflections on Dictatorship and Democracy in Argentina

Donate Contact

All content © 2010-present NOT EVEN PAST and the authors, unless otherwise noted

Sign up to receive our MONTHLY NEWSLETTER

Graduate Students

Learn more about our  students' research interests and dissertation projects.

CURRENT STUDENTS

Ph.D. Program

Stanford Ph.D. Program in History aims to train world-class scholars.

Every year we admit 10-12 promising students  from a large pool of highly selective applicants. Our small cohort size allows more individual work with faculty than most graduate programs in the United States and also enables funding in one form or another available to members of each cohort.

Fields of Study

Our graduate students may specialize in 14 distinct subfields: Africa, Britain, Early Modern Europe, East Asia, Jewish History, Latin America, Medieval Europe, Modern Europe,  Ottoman Empire and Middle East, Russia/Eastern Europe, Science, Technology, Environment, and Medicine, South Asia, Transnational, International, and Global History, and United States. Explore each field and their affiliates . 

The department expects most graduate students to spend no less than four and no more than six years completing the work for the Ph.D. degree. Individual students' time to degree will vary with the strength of their undergraduate preparation as well as with the particular language and research requirements of their respective Major fields.

Expectations and Degree Requirements

We expect that most graduate students will spend no less than four and no more than six years toward completing their Ph.D. Individual students' time-to-degree vary with the strength of their undergraduate preparation as well as with the particular language and research requirements of their respective subfield.

All History Ph.D. students are expected to satisfy the following degree requirements:

• Teaching: Students who enter on the Department Fellowship are required to complete 4 quarters of teaching experience by the end of their third year. Teaching experience includes teaching assistantships and teaching a Sources and Methods course on their own.
• Candidacy : Students apply for candidacy to the PhD program by the end of their second year in the program.
• Orals:  The University Orals Examination is typically taken at the beginning of the 3rd year in the program.
• Languages: Language requirements vary depending on the field of study.
• Residency Requirement : The University requi res  135 units of full-tuition residency  for PhD students. After that, students should have completed all course work and must request Terminal Graduate Registration (TGR) status. 

Browse the Ph.D. Handbook to learn more .

The History Department offers 5 years of financial support to PhD students.  No funding is offered for the co-terminal and terminal M.A. programs. A sample Ph.D. funding package is as follows:  

• 1st year: 3 quarters fellowship stipend and 1 summer stipend 
• 2nd year: 2 quarters TAships, 1 quarter RAship (pre-doc affiliate), and 1 summer stipend 
• 3rd year: 2 quarters TAships, 1 quarter RAship (pre-doc affiliate), and 1 summer stipend 
• 4th year: 3 quarters of RAships (pre-doc affiliate) and 1 summer stipend 
• 5th year: 3 quarters of RAships (pre-doc affiliate) and 1 summer stipend

Knight-Hennessy Scholars

Join dozens of  Stanford School of Humanities and Sciences students  who gain valuable leadership skills in a multidisciplinary, multicultural community as  Knight-Hennessy Scholars  (KHS). KHS admits up to 100 select applicants each year from across Stanford’s seven graduate schools, and delivers engaging experiences that prepare them to be visionary, courageous, and collaborative leaders ready to address complex global challenges. As a scholar, you join a distinguished cohort, participate in up to three years of leadership programming, and receive full funding for up to three years of your studies at Stanford. candidates of any country may apply. KHS applicants must have earned their first undergraduate degree within the last seven years, and must apply to both a Stanford graduate program and to KHS. Stanford PhD students may also apply to KHS during their first year of PhD enrollment. If you aspire to be a leader in your field, we invite you to apply. The KHS application deadline is October 11, 2023. Learn more about  KHS admission .

How to Apply

Admission to the History Graduate Programs are for Autumn quarter only.  Interested applicants can online at  https://gradadmissions.stanford.edu/apply/apply-now and submit the following documents: 

• Statement of Purpose (included in Application)
• 3 Letters of Recommendation
•  Transcripts are required from all prior college level schools attended for at least one year.  A scanned copy of the official transcript is submitted as part of the online application.  Please do not mail transcripts to the department.   We will ask only the admitted students to submit actual copies of official transcripts.
• 1 Writing Sample on a historic topic (10-25 pages; sent via  Stanford's online application system  only)
• The GRE exam is not required for the autumn 2024 admission cycle
• TOEFL for all international applicants (whose primary language is not English) sent via ETS. Our University code is 4704.
• TOEFL Exemptions and Waiver information
• Application Fee Waiver
• The department is not able to provide fee waivers. Please see the link above for the available fee waivers and how to submit a request. Requests are due 2 weeks before the application deadline.

The Department of History welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. Review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays in order to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

The Department of History also recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

Application deadline for Autumn 2024-25 is Tuesday, December 5, 2023 at 11:59pm EST . This is a hard -not a postmark- deadline. 

All application material is available online. No information is sent via snail mail. Interested applicants are invited to view a Guide to Graduate Admissions at  https://gradadmissions.stanford.edu/ . 

Questions? 

Please contact  Arthur Palmon  (Assistant Director of Student Services).

Department Bookshelf

Browse the most recent publications from our faculty members.

In the Shadow of Liberty: The Invisible History of Immigrant Detention in the United States

Uncertain Past Time: Empire, Republic, and Politics | Belirsiz Geçmiş Zaman: İmparatorluk, Cumhuriyet Ve Siyaset

Embodied Knowledge: Women and Science before Silicon Valley

Compton in My Soul

The Fox Spirit, the Stone Maiden, and Other Transgender Histories from Late Imperial China

• Skip to main content
• Prospective Students
• Current Students
• Apply Apply
•   Follow Us

What Can You Do with a PhD in History?

You’re a history buff — the person everyone wants on their trivia team. You can rattle off the dates, facts, and names of the world’s most significant events and periods. If you’re considering using your powers for good, getting a PhD in history is a great option. 

People with a passion for being stuck in the past have options once they’ve completed their history doctoral program. Beyond history jobs in academia, there’s a spot for a historian around the table in nearly every industry. The skill set required to complete a PhD opens up a variety of doors in whichever direction you choose to pursue. Here’s an idea of some things you can do with a PhD in History . 

If you see yourself leading the nation’s young people through their own historical journeys, a PhD prepares you to teach at almost any level, though going the professor route could be more lucrative than teaching high school. On average history professors make between $80,000-$164,000 per year. 

You’ll select your focus and spend your days sharing your passion with undergraduate and master’s level students. Along with teaching, if you pursue a history career in academia, you’ll likely spend some time researching topics within your wheelhouse. Re: your passion! 

If spending your days in front of the class, hosting debates, and leading young minds excites you, there might be even more time on a college campus in your future. However, tenured history professor roles may take some time to find and the salaries can range based on the type of university and location.  

Future Planning

Those studying the past usually have some insights into the future. If you’re looking to explore the world outside of strictly history, you might use your skills to find a career in future planning. No, not retirement planning (though that’s an option too).

Historians have a knack for identifying themes and patterns in culture, politics, and the world. A history PhD program allows you to use your historical knowledge to contribute to the modern world by making an impact on the community around you. Many politicians, inclusion officers, grant writers, and even human resource managers use their history PhDs to influence their worlds. 

Your ability to think critically about the past and lend your knowledge to the future makes you an asset to any organization looking to excel into the modern world. Be prepared to market yourself as someone who can best set the organization up for success in an ever-changing world. 

Business/Technology

In the business and technology world, it’s all about understanding the customer. Who are you selling to? What is their day-to-day life like? How do you best understand their needs and wants? 

As a historian, your ability to communicate with a diverse population and understand the context of their lives makes you especially valuable on a sales, marketing, development, or innovation team. As a PhD, employers know you are well-read, have strong research skills and have spent many, many, many hours writing. It’s no surprise that Historians make excellent copywriters, marketers, and editors. 

We won’t lie to you, there aren’t many Fortune 500 CEOs that can claim a doctorate in history. Most CEOs have MBAs or degrees in engineering. But there should be more historians up at the top — maybe you have what it takes. 

Intelligence Analysis

You may not be the next Indiana Jones, but you might cut it as a secret agent. The ability to analyze and synthesize information from various sources is crucial for intelligence analysts — and history PhDs have that in spades. 

Skilled at recognizing biases, evaluating the reliability of sources, and making informed judgments based on incomplete or uncertain information, historians have a strong ability to think critically and evaluate evidence. 

Additionally, historians have a deep understanding of the historical, cultural and social context in which events occur. This understanding can help you identify underlying factors and motivations that may not be immediately apparent to others. 

Archivist/Historian

If you’ve always dreamed about a career in history, this is likely what you’ve pictured. Spending days dusting off old newspapers and curating the perfect collection of artifacts — historians and archivists are often hired by governments or organizations to collect, analyze, organize, and preserve important documents and artifacts. 

Companies may hire a historian to reflect on the organization’s past in order to better inform their future choices or to maintain an existing collection of artifacts. We get it. We saw National Treasure, too. This would be a pretty amazing career.

The salary for historian jobs   can vary based on size of the organization and unfortunately, the importance they place on preserving their history. For reference, the average PhD in history salary is $75,000 in the U.S.

Become a Historian at SMU

So, what can you do with a PhD in history? You can make sense of the past to inform the future, you can write exceptionally well, and you can excel in nearly any industry. Simply holding your doctoral degree in history shows employers the determination you have. There should be a seat saved for you at every company, college, and organization looking to succeed.

Ready to get started?

Explore what you can do with a PhD in History, read the guide Reanalyzing Our World, PhDs in The Humanities at SMU !

Request more

Information.

Complete the form to reach out to us for more information

Published On

More articles, recommended articles for you, spotlight: ph.d. alumnus matthew babcock.

Prof. Matthew Babcock is an Assistant Professor of History at UNT Dallas, where he has worked as a...

How to Compare History PhD Programs

So, you've set your sights on pursuing a PhD in History. As a prospective History PhD student, you...

Is a PhD in Humanities Worth It?

If you’ve recently completed an undergraduate degree in a field like English, History or Religious...

Browse articles by topic

Subscribe to.

• PhD History
• Prospective Students
• MA Programs

The Department of History offers a PhD program centered on rigorous research within a vibrant and diverse intellectual community. While most of our students have a history degree (BA) or degrees (BA and MA), we accept students with a variety of backgrounds and interests. 

Admission is highly competitive. All offers include a full university fellowship for the duration of the program. Between 2017 and 2023, a number of excellent students selected for admission were named  Neubauer Family Distinguished Doctoral Fellows and received additional fellowship support over for five years.

Autumn 2023 Admissions Deadline:  December 5, 2023 at 11:55 PM CST

Application Process

Interested students apply to the PhD program through the  Division of the Social Sciences . For questions regarding the application submission and fee waivers, please contact  SSD Admissions.  For questions regarding the History PhD Program or History-specific application components, please contact our  graduate affairs administrator .

Official decisions are sent by the Social Science Admissions Office by late February. The Department cannot release any information on admissions decisions.

Application Advice

The requirements for the application can be found on the divisional  admissions pages . The following advice is specific to your application to the Department of History.

Your  writing sample  should be a complete self-contained work. The ideal sample should be in the field of history (or a closely related field) that you plan to pursue at Chicago. Include the class or publication for which the sample was written. We do not have a page or word limit for writing samples. For papers longer than twenty-five pages, please flag a section for the committee.

Your  candidate statement  provides us with vital insight into the intersection of your intellectual goals and personal trajectory. It should communicate: 1) the ambitions you wish to pursue through doctoral work in history; 2) the specific questions and themes that will shape your dissertation research; 3) the personal and intellectual trajectory that has brought you to those themes and questions and prepared you to pursue them; and 4) the reasons that the University of Chicago and its faculty are well-matched to your doctoral plans.

The most helpful  letters of recommendation  come from faculty members who can assess your ability to work on your proposed historical topic.

Prospective students are asked to identify one or two primary fields of scholarly interest from a list in the application. Our faculty pages are sorted by field. Please see those pages for more information on faculty working in your field of interest. Please note, however, that we highly encourage applicants who work across field boundaries and do not apportion admissions by field.

There is no minimum  foreign language requirement  to enter the program, but successful applicants should possess strong language skills in their proposed research language(s) and be aware of the  language requirements for the various fields . All students are required to take a language exam in the first quarter of the program.

The University sets the  English-language assessment  requirements. Refer to the  Division of the Social Sciences  for English-language requirements and waivers.

Submission of  GRE scores  is entirely optional. Those who choose not to submit scores will not be disadvantaged in the admissions process.

MA Program Consideration

All applicants who are not admitted to our PhD program are automatically forwarded for consideration by our MA programs, unless the applicant specifically opts out of this process on their application. That said, as referred applications are considered later than most other MA applications, scholarship assistance for students admitted to an MA program through the referral process may be limited. If you are interested in our MA programs and would need scholarship assistance to attend, we would encourage you to apply directly to the MA as well as our program (note that this would require a separate application and application fee). MA applications are accepted  multiple times per year  with decisions typically issued within 6 to 8 weeks. Questions about applying to an MA program should be directed to  [email protected] .

Campus Visits

We encourage prospective students to reach out to potential faculty mentors through email. Please consult our faculty page to find professors who share your interests. Our graduate affairs administrator can provide additional information about the program.

The University also offers  graduate campus tours  throughout the year that are led by graduate students. Please check their website for campus visitor updates.

Admitted PhD students are invited to visit campus for "History Day" at the beginning of Spring Quarter.

This Website Uses Cookies.

This website uses cookies to improve user experience. By using our website you consent to all cookies in accordance with our Cookie Policy.

Department of History

Ph.d. programs.

The Department of History’s doctoral degree program seeks to train talented historians for careers in scholarship, teaching, and beyond the academy. The department typically accepts 22 Ph.D. students per year. Additional students are enrolled through various combined programs and through HSHM.  All admitted Ph.D. students receive a  full  financial aid package  from the Graduate School of Arts and Sciences. 

History of Science and Medicine

The  Program in the History of Science and Medicine  (HSHM)  is a semi-autonomous graduate track within the Department of History. HSHM students receive degrees in History, with a concentration in the History of Science and Medicine.  There is a separate admissions process for students interested in the History of Science and Medicine. For more information, please see the  HSHM website . 

Combined Doctoral Programs

Joint ph.d. programs.

School of History

• Study with us
• Current students
• Minoru Hokari scholarship
• Overseas study tours

Research Centres

• Australian Centre for Indigenous History
• Centre for Environmental History
• National Centre of Biography
• Research Centre for Deep History

ARC Laureate Program

• Rediscovering the Deep Human Past

Related Sites

• ANU College of Arts and Social Sciences
• Research School of Social Sciences
• Australian National Internships Program
• Australian Journey
• One Hundred Stories

You are here

Current phd and mphil students, manage my degree - higher degree research resources.

Students can access eForms via their ISIS account http://isis.anu.edu.au

Manage My Degree (HDR)

The following functions are included;

• Apply for leave
• Change enrolment – Add / Drop Coursework
• Apply for extension of program – including scholarship extensions
• Change of intensity – full or part time
• Change of program level – (PhD / MPhil / Professional Doctorate)
• Voluntary Discontinuation / Program Withdrawal
• Apply for extension of eCOE (electronic confirmation of enrolment)

Manage My Degree (Coursework)

• Apply for leave (for International students, Medicinae ac Chirurgiae Doctoranda (M ChD) and Honours Students)
• Reduced Study Load
• Add Courses – Overload
• Add Courses – 3 rd Attempt only
• Apply for Late Withdrawal

Compulsory Coursework for Current PhD and MPhil Students

Advanced training in methodology, historiography, project design and ethical research conduct is structured into the School of History's higher degree research program. All HDR students must complete two courses over the first 12 to 24 months of full-time candidature. These are designed to broaden your academic training and to contribute directly to your thesis development, while also developing your professional skills. Upon successful completion of these courses you will receive a Graduate Research Certificate, which will appear on your transcript.

The School of History conducts the following courses for HDR students:

1. The Craft of History: Approaches, Themes, Methods

The Craft of History: Approaches, Themes, Methods is the program's foundation course and runs in two modules. The first module focuses on historiographical concepts, methods and theories. It usually runs over four days as an intensive series of eight workshops, led by members of the School's academic staff.

The second module comprises two half-day workshops focused on questions of constructing a research archive of original materials, and methods for using and interpreting evidence. Advance preparation (the completion of assigned readings and the posting of discussion questions) is required, as well two reflective essays due after the completion of each module.

The intensive historiographical workshops are usually run during the break in semester 1, with the archive workshops taking place in the second half of first semester.

2. The Professional Historian: Advanced Training

The Professional Historian: Advanced Training course consists of two components. The first is a series of four workshops to be held in second semester. These workshops focus on the formulation of your research questions and hypotheses, the development of your research strategy, your choice of methods, and your situation of your project within existing fields of research. This module culminates in the presentation of your thesis proposal at a thesis proposal presentation day, to which the entire School is invited; it also contributes directly to the completion of one of your HDR milestones.

The second component aims to develop students’ historical communication skills. It may be completed in a variety of ways by completing graduate intensive workshops, attending seminars and masterclass, and by participating in reading groups held across the year. Assessment may include such activities as reflective essays, book reviews, or contributions to online media outlets, such as the Conversation.

Participation in workshops and masterclasses delivered through other parts of the University may be eligible for credit toward the completion of HIST9102. Check in advance with the HDR convenor and your supervisor.

Please note: your supervisor should assess your reflective essays for both HIST9101 and HIST9102, not the seminar leaders. However, if the seminar leader is a member of staff they may be willing to review it.

Ethical Research

All new HDRs are required to complete training in research ethics by taking the Research Integrity Training module within three months of commencing their research degree.

If your research involves living subjects or sensitive materials, you may need to submit a detailed ethics proposal for approval before commencing your research.

To help prepare for this, students are encouraged to consult the Human Ethics Committee site , which provides an overview of ANU ethics processes.

Additional Funding

HDR students are provided with a notional fund of $6,000 to cover costs associated with completing their thesis research. However, the receipt of funding is contingent on the successful completion of milestones, the support of the supervisory chair, the endorsement of the Head of School, and the sanction of the Dean. Students must also comply with ethical protocol and safety guidelines before undertaking extended research trips.

The following links provide the necessary internal forms and information on external funding for domestic and international students:

• Hokari Scholarship
• Graduate Scholarships
• Internal Funding Application Form for Research Activities

Additional Resources

• ANU Covid-19-related advice and support for HDRs
• ANU HDR Covid-19 FAQs – Administrative support
• CASS Higher Degree Research guide
• CASS student policy, forms, resources, contacts, overtime policy, updates: https://cass.anu.edu.au/current-students/higher-degree-research/resources-current-HDR-students
• ANU Graduate Research Office
• CASS – HDR study at ANU – general information and how to apply

For student events, see the School of History Sharepoint calendar. 

Tweets by ‎@HistoryANU

There were no tweets found.

Connect with us

Updated:   16 June 2020 / Responsible Officer:   Head of School / Page Contact:   CASS Marketing & Communications

• Contact ANU
• Freedom of Information

+61 2 6125 5111 The Australian National University, Canberra TEQSA Provider ID: PRV12002 (Australian University) CRICOS Provider : 00120C ABN : 52 234 063 906

• Schools & departments

PhD in History

The PhD in History offers you the opportunity to study history at an advanced level through independent research.

The PhD is our principal research degree. The size of Edinburgh’s history department, and the breadth of expertise available from our staff, means that we can offer supervision for research projects in a wide array of fields. We have strong research concentrations in Scottish history, American history, global and transnational history, Irish history, intellectual history, and medieval history, and colleagues who can supervise topics spanning two millennia and five continents. Members of the history department have strong links with colleagues elsewhere in the University with research expertise in related disciplines, from Classics, Archaeology and History of Art to Politics and Economics.

The breadth of research expertise in the School and in the wider University makes it possible for us to supervise a very wide range of topics. Each student is allocated at least two supervisors, allowing us to combine thematic, chronological and, if appropriate, disciplinary expertise in the supervisory team. We also have close links with external organisations, such as the National Museums of Scotland, and may be able to include external partners in supervisory teams.

Details of PhD projects currently being undertaken in the School can be found on our list of research student web profiles .

Read an  interview  with a PhD student in History.

Programme structure

The PhD is a substantial piece of independent research which makes a contribution to the state of existing knowledge in the field. The PhD programme is designed to take three years full-time or six years part time. The PhD is examined by submission of a thesis of up to 100,000 words and by oral examination.

PhD students work closely with their supervisors, who are recognised experts in the field of study. All PhD students pursue an individually tailored programme of research training agreed with their supervisors. The PhD programmes in History provide core training in the research skills necessary to flourish at doctoral level and beyond, through a core course in semester one, Professional Skills for Historians , and a day-long annual conference for PhD students in semester two.  All PhD students in the School also benefit from School and University-wide training in research and professional skills.

PhD students are encouraged to share their research with other postgraduate students through workshops and seminars, and to take an active part in the research life of the history subject area, the School and the University through our research groups and centres and through student-led workshops and seminars. Current research groups include Digital Humanities; Intellectual History ; Material Culture; Global and Transnational History; History of Science, Medicine and Technology; Economic and Social History; Political History ; Irish History ; and Late Antique and Byzantine Studies . We also have three research centres: The Centre for the Study of Modern and Contemporary History ;  Medieval and Renaissance Studies ; and the Edinburgh Centre for Global History .

You must  contact a potential supervisor  to discuss your research project before making a formal application.

If you have any questions about the programme, please contact the Programme Director.

Dr Felix Boecking

Programme director.

• School of History, Classics and Archaeology
• University of Edinburgh

Contact details

• Work: +44 (0)131 650 3844
• Email: [email protected]
• Web: Dr Boeking's staff profile

Apply for this programme

• Fees and funding
• School guidance on  applying (link to 5 step guide)
• If you require a visa we advise that you apply as early as possible.
• All candidates who want apply for funding must submit their application for a place at the University in advance of the relevant funding deadline (in December and January typically - details can be found on the  funding website ).
• The final deadline for which the School will consider applications for the programme is 1 July 2024.

Apply through our Degree Finder now

• If you are hoping to study for this degree by distance please read further details and entry requirements here - PhD by Distance

What can you do with a history degree?

Things to consider when choosing a career or considering further study.

• undertake career planning and research
• build your networks, meet employers and graduates
• gain essential work experience during your course
• attend career fairs and events
• continually develop your skills and knowledge
• get involved with relevant clubs and societies
• visit the Careers Service for advice.

Knowledge and skills

• critical reasoning and analytical skills, including the capacity for solving problems and thinking creatively
• intellectual rigour and independence, including the ability to conduct detailed research
• ability to construct an argument and communicate findings in a clear and persuasive manner, both orally and in writing
• capability to work without direct supervision and manage your time and priorities effectively
• ability to discuss ideas in groups, and to negotiate, question and summarise
• capacity to think objectively and approach problems and new situations with an open mind
• appreciation of the different factors that influence the activities of groups and individuals in society.

Career options

15 months after graduating*.

• Target Jobs
• The Historical Association
• Get Into Teaching
• School History (teaching resource)
• Historical Society
• Royal Historical Society  
• English Heritage
• Academic Mentor
• Account Manager
• Assistant Language Teacher
• Assistant Marketing Employee Social Media
• Audit and Accounts Associate
• British Army Officer
• Collections Assistant
• Customs Brexit Support Officer
• Digital Artist
• English as a Foreign Language Teacher
• Freelance Heritage Consultant
• Graduate Trainee Chartered Accountant
• Historical Researcher
• History Teacher
• Logistical Manager
• Online Learning Developer
• Primary School Teacher
• Private Client Paralegal
• Procurement Officer
• Project Engineer
• Sabbatical Officer – VP Education
• Social Media and Communications Assistant
• Teacher of Humanities
• Guernsey Border Agency
• Guernsey Press
• Hanham Woods Academy
• Ivybridge Community College
• National Museum of the Royal Navy
• National Trust
• Rouse Partners LLP
• Royal National Lifeboat Institution
• St Brendan's Sixth Form College
• The Japan Exchange and Teaching (JET) Programme
• University of Exeter
• University of Plymouth Students' Union

Further study

• MA History  
• MA Heritage Theory and Practice  
• MA Maritime History  
• MA Environmental Humanities  
• Find a Masters

Careers Service support

• effective career planning
• job hunting techniques
• finding part-time work
• CVs and interviews
• mastering LinkedIn

Connect with graduates

• search LinkedIn for ‘University of Plymouth’
• select ‘Alumni’
• filter the results by subject, sector, company or location.

Other advice and guidance

Our history graduates.

Nicholas Ball – Archaeological Data Manager

Sophie Ward – Operation Management Graduate Trainee

Terri Freeman – Visitor Experience Manager

Rory Blazeby – Senior Account Manager

Careers service.

[email protected]

+44 1752 587456

Careers Service, Student Hub, Charles Seale-Hayne Library

Monday to Thursday: 08:30–17:00, Friday: 09:30–16:30

AccessAble accessibility guide

Where could your degree subject take you?

• Architecture and built environment  
• Animal behaviour and welfare  
• Conservation biology  
• Accounting and finance  
• Economics  
• Human resources management  
• Marketing  
• Maritime business  
• Operations and supply chain management  
• Chemistry  
• Computing  
• Games development technologies  
• Illustration  
• Photography  
• 3D design: interior design/product and furniture  
• Game arts and digital media design
• Graphic design  
• Earth science  
• Environmental science  
• Geography  
• BEd Primary  
• Early childhood studies  
• Education  
• Civil and coastal engineering  
• Electrical and electronic engineering  
• Mechanical and marine engineering  
• Events management  
• Hospitality, tourism and events management  
• Anthropology  
• Art history  
• Criminology and criminal justice  
• Marine biology  
• Ocean science and exploration  
• Mathematics  
• Media and filmmaking  
• Biomedical science  
• Human biosciences  
• Dietetics  
• Midwifery (pre-registration)  
• Nutrition, exercise and health  
• Paramedic science  
• Physiotherapy  
• Social work  
• Optometry  
• Occupational therapy  
• Performing arts  
• Psychology  
• Sociology  
• International relations  

Law and History Program of Study

Students who plan to practice in almost any area of law, as well as those interested in the academic study of legal history have much to gain from courses in Law and History. The Program of Study in Law and History offers students a chance to examine law and its relationship to the larger world of social movements, economic change, politics and government – in the context of studying law in a period of time different from our own. It is designed to reflect the present evolution of interdisciplinary university education in our rapidly changing world. Law and History offers students a chance to contrast our present circumstances with the past, a chance to understand the long path of development that led to the legal problems we grapple with in the present, and the chance to see the deep roots of the social forces that are changing the shape of our own world. The program offers a chance to study lawyers, legal institutions, and the larger society and its interaction with law. The study of law in historical context provides a rich foundation for both practice and scholarship in all fields of law.

The Program of Study in Law and History is designed to be useful to both students who might take one or several of its foundational or advanced courses to round out their law school education, and for those who are interested in more sustained exposure to academic legal history and interdisciplinary study that will connect them to faculty and students from other parts of the university. The program is designed:

• To guide students through foundational and advanced courses and seminars about law and history, and related subjects.
• To facilitate faculty-student interaction and scholarship about legal history—broadly defined—among interested faculty and students.
• To offer support and advising for students who are engaged in the JD/PhD program in history and plan to pursue academic careers.

The law school boasts unmatched expertise in law and history. Students involved in the program have the opportunity to study with renowned faculty who are leaders in the field. Members of the Harvard Law School faculty write and teach about a wide range of law and history subjects, periods, localities, and methods. We have experts in Civil Rights, the Legal Profession, Economic History, Comparative Law, the Ancient World, English Legal History, Legal Thought, Slavery and Emancipation, and all periods of American Constitutional and Legal History.

Interested students are advised to enroll in a range of course offerings. Foundational courses introduce students to the study of law and history, while advanced courses offer in-depth study of particular subjects. Students also are encouraged to attend the law and history workshop; in this context, students can deepen their understanding of the central questions and controversies that animate the field of legal history.

Academic Offerings

For the latest academic year offerings in Law and History, please visit the HLS Course Catalog .

Foundational Courses

These courses offer context, perspective and introductory readings about or relevant to legal history to interested students.

• American Legal History
• Legal History Workshop

Advanced Courses and Seminars

• American Legal History, 1776 – 1865
• American Legal History: Law, Economy, and Society in the Era of the American Revolution
• American Legal History: From Reconstruction to the Present
• Comparative Law: Ancient Law
• Constitutional History I: From the Founding to the Civil War
• Constitional History II: From Reconstruction to the Civil Rights Movement
• Constitutional Law: Money and the Making of American Capitalism
• English Legal History
• Legal History: History of American Economic Regulation
• Legal History: Workshop on the Political Economy of Modern Capitalism
• Legal History Seminar: Continential Legal History
• Legal History Workshop: Race and Policing in Historical Context
• Legal History Workshop: Sex and the Law
• Making Legal History
• Pierson v. Post and the Theory of Property Seminar
• Politics, Social Life and Law in Jeffersonian America
• The Warren Court

Related Courses

• Advanced Legislation: Statutory Interpretation
• American Legal Education
• Civil Liberties and the Second Reconstruction: Problems of Suppression and Covert Disruption
• From Protest to Law: Triumphs and Defeats of the Civil Rights Revolution 1950-1970
• Mind and Criminal Responsibility in the Anglo-American Tradition
• The Legal Architecture of Globalization: Money, Debt, and Development

Academic Careers

Students who wish to pursue academic careers in this area should enroll in a variety of the offerings described above combined with significant research and writing under the direction of relevant faculty. For further information, contact the Law and History Program of Study faculty leaders and advising faculty.

Advising Faculty

William Alford

Nikolas Bowie

Christine Desan

Tomiko Brown-Nagin

Charles Donahue

William Fisher

Annette Gordon-Reed

Elizabeth Papp Kamali

Michael Klarman

Adriaan Lanni

Anna Lvovsky

Kenneth Mack

Intisar Rabb

Kristen A. Stilt

Laura Weinrib

Fellowship Opportunities

• Raoul Berger-MarkDeWolfe Legal History Fellowship
• Reginald F. Lewis Fellowship
• Rappaport Fellowship

Interdisciplinary Study

The Law School offers a  Coordinated JD/PhD Program  with the Harvard  Graduate School of Arts and Sciences  (GSAS). Students in the program earn a JD and a PhD, allowing them to integrate the study of law with their doctoral studies in history. Several  members  of the  Harvard History Department  work in areas related or highly relevant to the law.

To be admitted to the coordinated JD/PHD program, students must apply to and be separately admitted to both the Law School and to GSAS. Students interested in the coordinated program are encouraged to contact  April Pettit , in the Office of Academic Affairs at HLS, or  Shelby Johnson , in the Office of Student Affairs at GSAS, for further information.

Modal Gallery

Gallery block modal gallery.

• Log in
• Site search

What is a PhD?

As the highest degree level achievable at university, completing a PhD shows that you've made a meaningful new contribution to your chosen research field

PhDs at a glance

• Involves three or four years of full-time study, or up to seven part time.
• Typically undertaken after achieving a Masters degree.
• Can either be funded or self-funded.
• Assessed through a written thesis and oral exam.
• Many Doctoral graduates choose to pursue an academic or research career.

What is the meaning of PhD?

The term PhD or Doctorate of Philosophy is an abbreviation of the Latin phrase 'philosophiae doctor'.

A PhD degree typically involves students independently conducting original and significant research in a specific field or subject, before producing a publication-worthy thesis.

While some Doctorates include taught components, PhD students are almost always assessed on the quality and originality of the argument presented in their independent research project.

How long is a PhD in the UK?

Full-time PhDs usually last for three or four years, while part-time PhDs can take up to six or seven. However, the thesis deadline can be extended by up to four years at the institution's discretion. Indeed, many students who enrol on three-year PhDs only finish their thesis in their fourth year.

While most PhD studentships begin in September or October, both funded and self-funded PhDs can be undertaken at any point during the year.

If you're planning on studying for a PhD abroad, take a look at our individual country profiles .

Do I need a Masters to do a PhD?

The majority of institutions require PhD candidates to possess a Masters degree , plus a Bachelors degree at 2:1 or above. However, some universities demand only the latter, while self-funded PhD students or those with significant professional experience may also be accepted with lower grades.

You may need to initially register for a one or two-year Master of Philosophy (MPhil) or Master of Research (MRes) degree rather than a PhD. If you make sufficient progress, you and your work will then be 'upgraded' to a PhD programme. If not, you may be able to graduate with a Masters degree.

If you need an MPhil or MRes before enrolling on your PhD, search Masters degrees .

What does a PhD involve?

A standard PhD degree is typically split into three stages. A three-year PhD may follow this pattern:

• First year - You'll meet with your supervisor to discuss your research proposal and agree an action plan with deadlines. You'll then complete your literature review, in which you'll evaluate and critique existing works to inform the direction of your project and ensure that your research will be original.
• Second year - Your focus will shift to gathering results and developing your thesis, and potentially begin writing chapters of your thesis. You may also present your results and ideas at academic conferences, gain teaching experience, collaborate with other students on similar projects, communicate the benefits of your research to the general public through workshops, lectures and presentations, or submit work for publication in an academic journal or book.
• Third year - Primarily involves writing your thesis, though your research may still be in progress. After your supervisor gives their approval, you'll submit your thesis before undertaking a one to three-hour oral exam ( viva voce ) in which you'll discuss and defend your thesis in the presence of at least one internal and external examiner.

How do I find a PhD?

As a PhD is different to other degrees, you're committing to more than simply an advanced qualification. You've chosen to engage in a large-scale independent research project and so you'll need to take into account a range of factors that will drive your search.

A methodical approach to the process is required and you'll need to consider the subject you're interested in carrying out research in and the type of Doctorate you're looking for, making sure this is the right project for you. Only when you're fully prepared and have a good idea of your research proposal should you search for PhD opportunities .

What other types of Doctorate are there?

Alternative types of PhD include:

• Higher Doctorate - These are usually granted on the recommendation of a committee of internal and external examiners, which assesses a portfolio of published, peer-reviewed research you've undertaken over the course of many years. This type of Doctorate is usually for those with several years of academic experience. Common award titles include the Doctor of Civil Law (DCL), Doctor of Divinity (DD), Doctor of Literature/Letters (DLit/DLitt/LitD/LittD), Doctor of Music (DMus/MusD), Doctor of Science (DS/SD/DSc/ScD) and Doctor of Law (LLD).
• Integrated/New Route PhD - This four-year PhD course is offered by over 30 universities and involves taking a one-year MRes before studying a three-year PhD. It combines taught elements with independent research, allowing students to learn different methodologies while building their transferable skills.
• Professional Doctorate - Geared towards students of vocational subjects such as medicine, education and engineering, professional Doctorates are focused on teaching and so normally involve smaller research projects and thesis component. They're often favoured by those aiming for a career outside of academia and are usually supported by employers.

How much does a PhD cost?

Tuition fees vary, but usually fall between £3,000 and £6,000 per year for UK students and those from the European Union (EU) with settled status. UK Research Councils pay universities £4,596 per year (from 2022/23) on behalf of each funded PhD student, so this gives a good indication of the average figure.

For EU students looking to pursue a Doctorate in 2022/23, you'll need to have gained settled or pre-settled status to be eligible for student finance - see PhD loans .

Non-EU students may pay considerably more for their tuition fees.

Despite this, many PhD students are now part or fully funded - scholarships and bursaries are widely available, and particular attention should be paid to Research Council grants .

PhD studentships and assistantships involving a mixture of research and teaching are also common, with scientific studentships usually paid at a higher rate.

How do I apply for a PhD?

Some students propose their own research area and apply for funding, while in some cases a supervisor may already have funding for a project and advertise it like a job. When making a PhD application, you'll typically be asked to submit:

• an academic CV
• your academic transcripts
• two or three academic references
• a personal statement
• a research proposal.

International students without settled UK status looking to study certain courses in medicine, mathematics, engineering and material sciences are required to comply with the Academic Technology Approval Scheme (ATAS) . This involves undergoing a security clearance process with the Foreign, Commonwealth & Development Office. International students may also have to prove their English proficiency.

What can I do next?

Your ability to critically analyse, display intellectual maturity, and research independently and honestly is highly valued within academia and the workplace.

Many students who undertake a PhD get an academic job or become an industry researcher, possibly following the PhD with postdoctoral study, then a fellowship or lectureship.

Other career options will depend on your study area.

Discover what a PhD degree can lead to at your PhD, what next?

Find out more

• Consider your PhD options at 5 routes to getting a Doctorate .
• Get help with choosing your PhD supervisor .
• Explore funding postgraduate study .

How would you rate this page?

On a scale where 1 is dislike and 5 is like

• Dislike 1 unhappy-very
• Like 5 happy-very

Thank you for rating the page

• Skip Navigation
• Request Family Testimony Copy
• search SEARCH
• OUR SITES --> OUR SITES USC Shoah Foundation IWitness Visual History Archive Request Permission for Use

Azrieli Research Fellowship for PhD Candidates and Early-Career Scholars, 2024-2025

The Division of Academic Programs at the USC Shoah Foundation invites applications for its inaugural Azrieli Research Fellowships for PhD candidates and early-career scholars during the spring 2025 semester.

One applicant will be chosen to pursue their original research on the Holocaust and/or historical and contemporary antisemitism using the USC Shoah Foundation’s Visual History Archive (VHA), which currently holds over 55,000 video testimonies of survivors and witnesses of the Holocaust and other genocides. The incumbents may also wish to complement their testimony-based research in the VHA with the primary and secondary source collections related to the Holocaust at USC’s Doheny Library.

The fellowship will provide $25,000 support for one semester-long research stay at the USC Shoah Foundation. Fellows must reside in Los Angeles for the duration of their award and will hold one public lecture at USC about their research. Fellows are responsible for securing their own housing, which may be available on USC’s campus, and health insurance.

Eligibility requirements: Candidates must be enrolled in an accredited PhD program or be scholars who are either untenured or in the first five years of their career. Although any person may apply, preference will be given to Canadian scholars, those at institutions located in Canada, or research related to Canada.

This fellowship i awarded on a competitive basis. Applications must be submitted no later than midnight PT on July 31, 2024. Applications will consist of the following:

• Letter of Intent
• Project proposal of approximately 1,000 words
• Curriculum vitae
• Reference letter from dissertation committee member (for graduate students) or senior colleague (for early-career scholars)

Please note: only applications that have submitted each of the required materials will be considered for these fellowships. Applicants will be notified of the outcome by August 15, 2024. Fellowship recipients may begin their tenure at the USC Shoah Foundation in January 2025.

Please direct both questions regarding the fellowship or application process and reference letters to Dr. Jennifer L. Rodgers, Director of Academic Programs to jr77905[@]usc.edu.

Like this article? Get our e-newsletter.

Sign up today!

Be the first to learn about new articles and personal stories like the one you've just read.

• Election 2024
• Entertainment
• Newsletters
• Photography
• Personal Finance
• AP Investigations
• AP Buyline Personal Finance
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Election Results
• Delegate Tracker
• AP & Elections
• March Madness
• AP Top 25 Poll
• Movie reviews
• Book reviews
• Personal finance
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

Trump trial: Why can’t Americans see or hear what is going on inside the courtroom?

Donald Trump has returned to a New York courtroom as jury selection in his historic hush money trial enters a second day.

In this courtroom sketch, former President Donald Trump turns to face the audience at the beginning of his trial over charges that he falsified business records to conceal money paid to silence porn star Stormy Daniels in 2016, in Manhattan state court in New York, Monday, April 15, 2024. (Jane Rosenberg/Pool Photo via AP)

• Copy Link copied

Former President Donald Trump, left, with his attorney Todd Blanche, speaks to reporters outside of the courtroom following the first day of jury selection for his trial at the Manhattan criminal court in New York, on Monday, April 15, 2024. (Jabin Botsford/The Washington Post via AP, Pool)

Republican presidential candidate, former President Donald Trump speaks to the media on the first day of jury selection during his trial at Manhattan Criminal Court Monday, April 15, 2024, in New York. (Michael Nagle/New York Post via AP, Pool)

NEW YORK (AP) — It’s a moment in history — the first U.S. president facing criminal charges in an American courtroom. Yet only a handful of observers are able to see or even hear what is going on.

Instead, most of the nation is getting news of former President Donald Trump’s hush money trial secondhand. Starting with preliminary motions and jury selection Monday, reporters in a Manhattan courtroom must convey what is being said to the outside world after the fact.

What to know about Trump’s hush money trial:

• Follow our live updates .
• Trump will be first ex-president on criminal trial. Here’s what to know about the hush money case.
• A jury of his peers: A look at how jury selection will work in Donald Trump’s first criminal trial .
• Donald Trump is facing four criminal indictments, and a civil lawsuit. You can track all of the cases here.

That’s all because New York state law regarding media coverage of court proceedings is one of the most restrictive in the country. Last week’s death of O.J. Simpson, whose murder trial beamed live from a California courtroom captivated a nation three decades ago, was a telling reminder of how New York is behind the times — or, at least, a holdout.

WHY WON’T NEW YORK LET ME SEE IT?

Regulations limiting media coverage in courtrooms date back nearly a century, when the spectacle of bright flashbulbs and camera operators standing on witness tables during the 1935 trial of the man accused of kidnapping and killing Charles Lindbergh’s baby son horrified the legal community, according to a 2022 report by the New York-based Fund for Modern Courts.

AP AUDIO: Trump trial: Why can’t Americans see or hear what is going on inside the courtroom?

AP correspondent Julie Walker reports from Donald Trump’s hush money trail why why you can’t see it on TV.

Rules to enforce decorum spread nationally, amended to account for the invention of television, as defense lawyers worried that video coverage would harm their cases, the report said.

Yet an interest in open government chipped away at these laws and — slowly, carefully — video cameras began to be permitted in courts across the country, often at the discretion of judges presiding in individual cases.

New York allowed them, too, on an experimental basis between 1987 and 1997, but they were shut down. Lobbyists for defense lawyers remain strong in New York and hold particular sway among lawyers in the state Assembly, said Victor Kovner, a former New York City corporation counsel who advocates for open courtrooms.

New York and Louisiana are the only states remaining that completely restrict video coverage, the Fund for Modern Courts said.

To Kovner and others, that’s outrageous.

“We’re the media capital of the world, we like to think, and the fact that cameras aren’t permitted in one of our three branches of government is unacceptable,” said New York State Sen. Brad Hoylman-Sigal, who has sponsored a bill to try to change that.

“It’s one of the most consequential trials of our modern age,” the senator said. “I think the public has a right to see exactly what happens in that courtroom.”

At the trial’s outset, some reporters suggested that it appeared there were times that Trump drifted off to sleep while watching the proceedings. The former president’s campaign disputed that. With no video camera in place and trained on him, there’s no way of knowing for sure.

WAIT — I SAW A PICTURE OF TRUMP IN COURT AT THE TRIAL’S START

That’s because the presiding judge, Juan M. Merchan, permitted a handful of still photographers to shoot photos of Trump before the day’s proceedings started. Once court was called into session, courtroom sketch artists — a dying communications form — hold sway.

There is actually some video coverage of the trial, available on monitors in an overflow room adjacent to the main courtroom. It was packed Monday with reporters, court officers and a few members of the public, including Ron Sinibaldi, a former accountant from Long Island who lined up outside the courthouse before midnight for a seat.

“I read presidential biographies,” Sinibaldi said. “I go to presidential libraries. I’m here for the history.”

HOW CAN THOSE INVOLVED GET AROUND THE RESTRICTIONS?

In a hallway outside of the courtroom, a limited number of cameras and a small pool of reporters are positioned to capture remarks of anyone involved in the trial who want to address the outside world. That included Trump, even before the proceedings started.

Absent live coverage of the trial, how often the former president chooses to take advantage of those cameras and whether news organizations carry his remarks either live, taped or not at all will play a big role in how the case is perceived publicly.

MSNBC carried his remarks live on Monday morning. “They’re trying to grab the narrative regardless of the outcome,” CNN reporter Phil Mattingly said of the Trump defense team.

HOW ARE JOURNALISTS COVERING THE TRIAL HANDLING IT?

With some difficulty. CNN stationed a team on the streets of Manhattan outside the courtroom, where a truck festooned with pro-Trump flags frequently drove by, blaring horns and music from loudspeakers. Reporters sometimes struggled to be heard. “It is kind of a circus down here,” CNN’s Kaitlan Collins said.

Commentators and experts, many of them with experience in jury selection, offered opinions from outside the courtroom or from studios. Fox News analyst Jonathan Turley said “most cities, at least those outside of New York,” will see the case as a weaponization of criminal justice.

With estimates that jury selection could take two weeks, and no way of showing it, journalists will have a lot of time to fill unless they turn their attention elsewhere.

WILL OTHER TRUMP CASES BE TELEVISED?

Georgia, where Trump faces charges of election meddling , gives judges discretion over whether to allow television cameras. Superior Court of Fulton County Judge Scott McAfee has said he will make all hearings and trials in that case available for broadcast. That has already included hearings on whether Fulton County District Attorney Fani Willis would be removed from the case.

Federal courts do not allow cameras in criminal cases. Trump is facing separate federal cases for election interference and mishandling classified documents, although it is not clear when, or if, trials will take place.

The feds offer one glimmer of hope: The U.S. Supreme Court permits audio of oral arguments to be broadcast outside of the courtroom. But there’s no indication that this would apply to Trump’s case. New York’s law does not allow audio coverage of his hush money trial.

Proponents of legislation to open up New York courts to electronic media coverage are hoping the attention paid to the Trump case may boost their proposals. The idea is being considered as part of current negotiations over the New York state budget so, theoretically, a new law could even affect the Trump trial if it is passed and goes into effect immediately.

Given New York state’s history, it’s best not to count on it.

Associated Press correspondent Jennifer Peltz and Jake Offenhartz in New York, and Anthony Izaguirre and Maysoon Khan in Albany, N.Y., contributed to this report. David Bauder writes about media for The Associated Press. Follow him at http://twitter.com/dbauder.

Watch CBS News

Trump's "hush money" trial is getting underway. Here's what to know.

By Graham Kates , Katrina Kaufman

Updated on: April 15, 2024 / 7:44 PM EDT / CBS News

The historic criminal trial of former President Donald Trump  kicked off in a Manhattan courtroom Monday — the first time a former president in U.S. history has stood trial on criminal charges.

The proceedings before Judge Juan Merchan moved forward after Trump made multiple attempts to delay them, resulting in a string of losses that failed to derail the trial's start.

The prosecution by Manhattan District Attorney Alvin Bragg stems from allegations Trump made a "hush money" payment to an adult film star in an effort to conceal damaging information about him during the 2016 election. 

It is the first of four criminal cases involving the former president to go to trial and comes as Trump is making a bid to return to the White House for a second term. He has pleaded not guilty to all charges he faces and claims the prosecutions are politically motivated.

Here's what to know about the case as jury selection gets underway:

What is the case about, and what is Trump charged with?

At the heart of this case is a payment made days before Trump was elected president in 2016. His attorney at the time, Michael Cohen, paid $130,000 to adult film star Stormy Daniels, whose real name is Stephanie Clifford, in exchange for her silence about an alleged affair, which Trump denies.

Prosecutors say Cohen was then reimbursed by Trump in a series of 12 monthly payments from the Trump Organization that were logged and characterized as checks for ongoing legal services, as opposed to repayments for the hush money. Trump is charged with 34 felony counts of falsifying business records and has pleaded not guilty.

Justice Juan Merchan will explain the case to potential jurors with these words, according to a court filing:

"The allegations are, in substance, that Donald Trump falsified business records to conceal an agreement with others to unlawfully influence the 2016 presidential election. Specifically, it is alleged that Donald Trump made or caused false business records to hide the true nature of payments made to Michael Cohen, by characterizing them as payment for legal services rendered pursuant to a retainer agreement. The People allege that in fact, the payments were intended to reimburse Michael Cohen for money he paid to Stephanie Clifford, also known as Stormy Daniels, in the weeks before the presidential election to prevent her from publicly revealing details about a past sexual encounter with Donald Trump."

What's happening Monday?

The trial formally kicks off on Monday with jury selection. More than 500 Manhattan residents have been summoned to appear as potential jurors in the trial. They will be asked to fill out a form with questions ranging from the mundane — what jobs they hold — to the more pointed, like whether they follow Trump on social media.

What do prosecutors say about the case?

Bragg said after Trump was arraigned in April 2023 that the core of the case is that Trump "repeatedly and fraudulently falsified New York business records to conceal crimes that hid damaging information from the voting public during the 2016 presidential election."

In a December radio interview, Bragg said the case is about "conspiring to corrupt a presidential election and then lying in New York business records to cover it up."

What has Trump said about the case?

Trump has repeatedly accused Bragg of pursuing the case for political gain, and has sought to tie the case to a broader accusation — without proof — that his political enemies have conspired to use the courts against him. He has also raged against Merchan, whom he has similarly accused of bias.

In a social media post on Wednesday, Trump made many of his typical unfounded claims about the case, including that it's "an illegal attack on a Political Opponent," and that he will be "forced to sit, GAGGED, before a HIGHLY CONFLICTED & CORRUPT JUDGE, whose hatred for me has no bounds."

Trump will be "gagged"? 

Well, not literally. But he is under a gag order limiting what he can say about the trial.

On March 26, Trump was barred from commenting on potential witnesses in the case, prospective jurors, court staff, lawyers in Bragg's office and the relatives of any counsel or court staffer — but was free to attack Bragg and Merchan.

Trump lashed out at the judge, and in the ensuing days focused on Merchan's adult daughter, who works for a consulting firm that works with Democratic candidates and causes. On April 1, Merchan expanded his gag order to prevent Trump from making more public comments about the judge's family. Merchan wrote that he had potential jurors and their families in mind.

"The average observer must now, after hearing [Trump's] recent attacks, draw the conclusion that if they become involved in these proceedings, even tangentially, they should worry not only for themselves, but their loved ones," Merchan wrote. "Such concerns will undoubtedly interfere with the fair administration of justice and constitutes a direct attack on the Rule of Law itself."

Will the trial be live-streamed?

No, there will be no live footage or audio from the courtroom, since New York state law prohibits broadcasting criminal proceedings. Photographers will be allowed to capture images at the start of each day of the trial. 

CBS News will have reporters covering the trial from the courtroom itself and from an overflow room on the same floor in the courthouse, where there will be a live feed.

Who are Trump's lawyers?

Trump is represented by Todd Blanche, Susan Necheles and Emil Bove, among others. Blanche is also leading Trump's defense in two unrelated federal criminal cases. Necheles has been an attorney in Trump's orbit for years, and represented his company during a 2022 trial in which two of its entities were forced to pay a fine after being convicted of 17 felony counts related to tax fraud committed by executives.

Where is the trial?

The trial is taking place at the Manhattan Criminal Court, the same courthouse that has been used for eight decades to process cases for thousands of New Yorkers who each year come into contact with the criminal justice system.

Will Trump attend the trial?

Yes. Defendants in New York criminal cases are required to attend trials unless they apply for a waiver from proceedings. Trump has not done so.

Will Trump testify?

Trump told reporters after a March 25 hearing that he "would have no problem testifying," but his lawyers have not said if they intend to call him. Pretrial filings in the case indicate the two sides have sparred over what topics prosecutors would be allowed to broach if Trump does take the stand.

How long will the trial last?

Court personnel and lawyers from both sides have said they expect the trial to last between six and eight weeks. Proceedings will generally be held four days a week, on Mondays, Tuesdays, Thursdays and Fridays, with exceptions for holidays.

The prosecution will present its case first, followed by the defense.

If Trump is convicted, can he be sentenced to prison?

Yes. Each of the counts against Trump carries a maximum sentence of four years incarceration. Trump would be a first-time, nonviolent offender. The judge would have wide discretion in imposing a sentence, and could even give Trump no prison time at all.

Graham Kates is an investigative reporter covering criminal justice, privacy issues and information security for CBS News Digital. Contact Graham at [email protected] or [email protected]

More from CBS News

Viral claims about Donald Trump's hush money trial, fact checked

Trump trial begins in New York with jury selection in historic case

Prosecutors intend to bring up fraud, sexual abuse cases if Trump testifies in N.Y. trial

First 7 jurors seated in Trump trial as judge warns former president

Who is Nicole Brown Simpson? O.J. Simpson was accused of stabbing and killing his ex-wife

On Thursday, O.J. Simpson's family announced that the former NFL star and Hollywood actor died of cancer the day prior.

Besides his prowess on the field — he won the Heisman Trophy in his college days at Southern California and led the NFL in rushing four times — Simpson became a household name in American history because of a divisive murder trial. He was acquitted of killing his ex-wife, Nicole Brown Simpson , and the man who was with her, Ron Goldman.

Brown Simpson became a well-known name in the news because of her high-profile ex-husband and the public nature of the trial, which is frequently labeled the "Trial of the Century."

She was known as a beautiful, loving woman whose life with her family was cut too short.

Who was Nicole Brown Simpson?

Nicole Brown Simpson was O.J. Simpson's second wife. She was stabbed and killed in 1994 at the age of 35, and her body was found outside of her Los Angeles home. The former NFL running back was tried for her murder and that of the man who was with her that night, Ron Goldman.

Brown Simpson was born in Frankfurt, Germany, and her family moved to Garden Grove, California, when she was a child. She had four siblings. She was known for her blond hair and loving personality and was named homecoming princess in high school. She became an interior decorator and was a doting mother to her two children that she had with Simpson, Sydney and Justin.

"She was just so vivacious, so full of life," her older sister, Denise Brown, told the New York Times in a 1994 story of how Brown Simpson was dealing after divorcing Simpson. "She had just gotten it all together, and it was so exciting. I was so happy for her. For the first time in her life, she was able to have her own friends. We were talking about going to Yosemite, camping, taking the kids to Club Med. Everything was going to revolve around the kids."

Nicole Brown Simpson's marriage to O.J. Simpson

Nicole Brown Simpson met O.J. Simpson in at a Beverly Hills nightclub called The Daisy where she worked as a waitress. She was 18 years old. He was 30 and nearing the end of his football career. At the time, he was still married to his first wife, Marguerite Whitley. Simpson divorced Whitley in 1979.

Simpson and Brown Simpson were then virtually inseparable. They lived together, and she traveled with him. They were married in 1985. Later that year, he was inducted into the Pro Football Hall of Fame, and he credited her with helping him get through the end of his playing days.

They had a tumultuous marriage, and he was allegedly abusive. She called the police several times, and friends said they would notice bruises on her. Simpson Brown filed for divorce in 1992. After their marriage ended, Simpson would harass and stalk Brown Simpson until her death.

"She was not a battered woman," Denise Brown told the New York Times. "My definition of a battered woman is somebody who gets beat up all the time. I don't want people to think it was like that. I know Nicole. She was a very strong-willed person."

Why did Iran attack Israel? What to know about the strikes, U.S. response.

Iran launched a wave of missiles and drones toward Israel late Saturday as regional tensions continued to mount over the war in Gaza . President Biden condemned the attack and spoke with Israeli Prime Minister Benjamin Netanyahu to reiterate the United States’ “ironclad” commitment to Israeli security, the White House said. Other allies including Germany, Canada, France and Britain reaffirmed their support for Israel in the wake of the attack while expressing fears that Tehran’s assault could further destabilize the Middle East.

Iranian state media said the missile and drone assault was in retaliation for a deadly Israeli strike on an Iranian diplomatic compound in Syria on April 1.

What happened

• More than 300 drones, cruise missiles and ballistic missiles were launched by Iran in the first full-scale military attack on Israel by Tehran. Around 99 percent of the projectiles were intercepted, according to Rear Adm. Daniel Hagari, the Israel Defense Forces spokesman.
• Some of the projectiles fell inside Israeli territory, and one damaged a military base in the country’s south, Hagari said. A young girl who was seriously injured in the attack underwent surgery and was moved to the pediatric intensive care unit, according to Israel’s Soroka Hospital.
• Hagari said “a coalition” of countries helped Israel with intercepting the projectiles. The U.S. military helped Israel take down “nearly all” of the drones and missiles, Biden said. British Prime Minister Rishi Sunak said Britain’s Royal Air Force shot down “a number of Iranian attack drones,” while Jordan’s cabinet said it “dealt with” objects that flew through its airspace overnight. France also contributed technological support, Hagari said.
• Tehran’s attack on Saturday was “four-pronged,” according to a report by the state-run Tasnim News Agency, originating from sites in Iran, Lebanon, Iraq and Yemen. The commander of Iran’s Islamic Revolutionary Guard Corps, Maj. Gen. Hossein Salami, called Tehran’s attack “more successful than we had expected” and warned that any retaliation by Israel would draw a more forceful response.
• At a United Nations Security Council meeting Sunday, Iran and Israel traded blame over the recent escalation. Iran’s ambassador said the Iranian attack was a “necessary and proportionate” response to an earlier Israeli strike on an Iranian consular building in Syria, while his Israeli counterpart said Iran’s actions “crossed every red line.”

Why did Iran attack Israel?

Iranian media said the attack was in retaliation for an Israeli strike this month on an Iranian consular building in Damascus, Syria, which killed members of the Islamic Revolutionary Guard Corps , including senior commander Mohammad Reza Zahedi and Brig. Gen. Mohammad Hadi Haj Rahimi.

Hamas expressed support for Iran’s attack on Israel this weekend, calling it a deserved response to the attack in Syria. Officials from the rebel Houthi group in Yemen congratulated Iran while downplaying their own involvement; Hagari said some UAVs and cruise missiles were launched from Yemen.

Israel has carried out strikes in Syria against Iran and its allies for years and throughout its six-month military campaign against Hamas in Gaza. But the April 1 attack stood out both because of its location — in a diplomatic compound, traditionally exempt from hostilities — and because of the seniority of the apparent targets.

Iran’s supreme leader, Ayatollah Ali Khamenei, promised that his country would avenge the Damascus attack. U.N. Secretary General António Guterres condemned the strike, citing “the inviolability of diplomatic and consular premises.”

The Israeli strike also frustrated Washington.

Three U.S. officials who spoke on the condition of anonymity to discuss security matters said Defense Secretary Lloyd Austin and other senior defense officials believed Israel should have informed them ahead of time because of the strike’s implications for U.S. interests in the region, The Washington Post reported.

U.S. officials worry about a multifront war breaking out and feared the Damascus strike could lead to attacks on U.S. military personnel based in Iraq, Syria or other parts of the Middle East.

Middle East conflict

How is the United States involved?

U.S. military forces in the Middle East intercepted “dozens” of Iranian drones and missiles, Austin said in a statement, adding that American military forces remain “postured” to protect U.S. troops and support Israel’s defense. He called on Iran to de-escalate tensions and halt attacks on Israel.

“We do not seek conflict with Iran, but we will not hesitate to act to protect our forces and support the defense of Israel,” the statement said.

Biden, who had directed aircraft and ballistic missile defense destroyers to be sent to the region over the past week in anticipation of an attack, said no U.S. troops or facilities were targeted in the barrage.

“We will remain vigilant to all threats and will not hesitate to take all necessary action to protect our people,” he said.

On Monday, National Security Council spokesman John Kirby said that Biden communicated to Israeli leader Benjamin Netanyahu that the weekend’s defensive actions had been an “extraordinary success,” and urged Netanyahu “to think about what that success says all by itself to the rest of the region” when considering next steps.

What is the recent history between Iran and Israel?

Iran has funded attacks on Israel in the decades before Israel’s war in Gaza that began Oct. 7, and its proxies have stepped up strikes in the months since.

Hezbollah, an Iranian-backed Lebanon-based armed group, has been firing rockets into Israel since the start of the war. Iran also supports Houthi rebels by smuggling weapons to Yemen, allowing the Houthis to prolong a deadly campaign of violence against commercial shipping.

Israel and Iran have been waging a covert war of assassinations and sabotage for years, The Post has reported .

More recently, Iran accused Israel of killing Brig. Gen. Sayyed Razi Mousavi, a senior adviser to Iran’s Islamic Revolutionary Guard Corps, in a missile strike in Syria in December. Israel declined to comment on this accusation.

Israel’s main focus for attacks in Iran has been the country’s nuclear program, which Israel has tried to undermine for years, The Post reported .

In 2021 Iran blamed Israel for an electrical blackout at Iran’s nuclear facilities, and more than a decade ago when a computer virus targeted Iranian nuclear infrastructure, the malware was suspected to be developed by Israel and the United States.

Kareem Fahim and Suzan Haidamous contributed to this report.

Israel-Gaza war

The Israel-Gaza war has gone on for six months, and tensions have spilled into the surrounding region .

The war: On Oct. 7, Hamas militants launched an unprecedented cross-border attack on Israel that included the taking of civilian hostages at a music festival . (See photos and videos of how the deadly assault unfolded ). Israel declared war on Hamas in response, launching a ground invasion that fueled the biggest displacement in the region since Israel’s creation in 1948 .

Gaza crisis: In the Gaza Strip, Israel has waged one of this century’s most destructive wars , killing tens of thousands and plunging at least half of the population into “ famine-like conditions. ” For months, Israel has resisted pressure from Western allies to allow more humanitarian aid into the enclave .

U.S. involvement: Despite tensions between Israeli Prime Minister Benjamin Netanyahu and some U.S. politicians , including President Biden, the United States supports Israel with weapons , funds aid packages , and has vetoed or abstained from the United Nations’ cease-fire resolutions.

History: The roots of the Israeli-Palestinian conflict and mistrust are deep and complex, predating the establishment of the state of Israel in 1948 . Read more on the history of the Gaza Strip .

• Israel’s military chief warns Iran will ‘face consequences’ for attack April 16, 2024 Israel’s military chief warns Iran will ‘face consequences’ for attack April 16, 2024
• What to know about Shahed-136 drones, which Iran used to attack Israel April 16, 2024 What to know about Shahed-136 drones, which Iran used to attack Israel April 16, 2024
• Why did Iran attack Israel? What to know about the strikes, U.S. response. April 15, 2024 Why did Iran attack Israel? What to know about the strikes, U.S. response. April 15, 2024

• Skip to main content
• Keyboard shortcuts for audio player

Consider This from NPR

• LISTEN & FOLLOW
• Apple Podcasts
• Google Podcasts
• Amazon Music

Your support helps make our show possible and unlocks access to our sponsor-free feed.

O.J. Simpson's trial divided the nation. What legacy does he leave behind?

O.J. Simpson died this week at 76 years old. Myung Chun/AFP via Getty Images hide caption

O.J. Simpson died this week at 76 years old.

You're reading the Consider This newsletter, which unpacks one major news story each day. Subscribe here to get it delivered to your inbox, and listen to more from the Consider This podcast .

1. For much of his career, O.J. Simpson symbolized a post-racial America.

Orenthal James Simpson, known as O.J., died on Wednesday aged 76 after battling cancer.

Simpson was a football icon, an NFL hall of famer and a trailblazer. He starred in commercials, like this 1978 Hertz ad . The Hertz campaign, which ran for years, was one of the first times an American audience saw a Black spokesperson for a major national company. Simpson later went on to become a movie star.

O.J. Simpson Hertz commercial.

Since his early days in the NFL, when asked about his feelings on issues like the civil rights movement, he'd say: " I'm not Black. I'm O.J.! "

Dave Zirin, the sports editor at The Nation , told NPR that Simpson linked this post-racial idea to economic success : "It was linked in his mind to actually being unshackled by racism. And it was linked in his mind to being a celebrity first and any sort of spokesperson for a cause second."

2. Simpson became a symbol of America's complicated relationship to race, celebrity and justice.

In 1994, he was accused of killing his ex-wife, Nicole Brown Simpson, and her friend Ronald Goldman. The case and ensuing trial captivated the country.

It came just two years after the acquittal of four Los Angeles Police officers. The officers had been charged with excessive force in the beating and arrest of Rodney King, a Black man. That acquittal led to six days of riots throughout Los Angeles.

O.J. Simpson, football legend acquitted of notorious killings, dies at 76

Zirin says the Simpson trial was a giant Rorschach test , in that what you thought about the trial spoke to what you believed about racism, police corruption, gender, domestic abuse and a two-tiered justice system that favors the wealthy and famous.

"People had strong opinions and opposing opinions about all of these topics. So O.J., who always saw himself as this kind of figure of unity in the United States, all of a sudden became this figure of profound polarization, where what you said about O.J. and the case actually indicated what you believed about a whole host of other incendiary topics."

3. Three decades later what's the legacy of the OJ Simpson trial?

Simpson's acquittal divided the country.

Zirin says the verdict became like an early form of a social media algorithm, with people turning on each other instantaneously based upon what they felt the case said about the United States.

"It was strongly divided among racial lines, because in the Black community, when they looked at the trial, what they saw first and foremost was Los Angeles with its own history of police corruption ... they saw police officers who engaged in actions or past commentaries that were racist," he said.

"And it made people say, well, wait a minute, maybe this isn't just about O.J. maybe this is about a broader corruption among police and a broader racism in U.S. society. While a whole other side was saying, well, wait a minute, what about Nicole Brown Simpson? What about Ronald Goldman? Where is the justice for them?"

To Zirin, the legacy of this trial is division and recognition.

"If we didn't have [recognition] before, we certainly had it after the trial — that different people see this country in profoundly different ways. And speaking about a United States of America can be a pipe dream at times."

For sponsor-free episodes of Consider This, sign up for Consider This+ via Apple Podcasts or at plus.npr.org . Email us at [email protected] .

This episode was produced by Marc Rivers, Kat Lonsdorf and Kathryn Fink. It was edited by Courtney Dorning and Sarah Handel. Our executive producer is Sami Yenigun.

• Ronald Goldman
• Nicole Brown Simpson
• O.J. Simpson

Tracking Undergraduate History Enrollments in 2023

Julia Brookins | Apr 16, 2024

B y some metrics, history is trending. Videos shared with the hashtag #HistoryTok have racked up more than six and a half billion views on the social media platform TikTok; in early 2023, a single viral video tagged #HistoryRepeats inspired more than 800,000 users to record their own imagined conversations with distant ancestors. Controversies in the headlines keep sparking vibrant and nuanced public conversation about the historical contexts that shape our contemporary world. And there is much evidence to indicate that students want to know more about the history behind today’s headlines.

Compare this public enthusiasm for history with our discipline’s shifting status in higher education. Since 2016, the AHA has surveyed history departments across the United States to track the total number of undergraduate students enrolling in history courses at their respective institutions. This data indicates an overall decline in history enrollments but leaves many questions unanswered.

The AHA’s 2023 survey of undergraduate history enrollments shows a 2.7 percent decline in the number of enrollments in 2022–23, compared to the previous academic year. The reported decline occurred even as overall undergraduate enrollment at four-year public and private not-for-profit institutions in the United States increased by 0.6 percent in fall 2023 from the year before, according to the National Student Clearinghouse Research Center. This trend is occurring alongside a longer-term decline in undergraduate history degree completions, which the Department of Education reports fell another 6.43 percent in 2022, the most recent year for which data is available.

Fig. 1: Undergraduate history enrollment, 2020–23. AHA internal data

This eighth annual survey of history enrollment was conducted online from July through mid-October 2023. The AHA solicited voluntary participation from more than 400 departmental chairs and administrative points of contact. The survey prompted respondents to input the number of undergraduate enrollments in their institution’s history courses for the past four years (2019–20, 2020–21, 2021–22, and 2022–23). This data (Fig. 1) illustrates one symptom of the many pressures undermining the health of history programs at North American universities, but the small number of responses demands cautious interpretation.

The direction in which history enrollments have trended is clear; the causes for this shift and the most effective strategies for improving recruitment and retention are less straightforward. It is vital that all undergraduate students continue to have access to high-quality history education as part of a comprehensive college curriculum.

The downward trend may have paused at some institutions during the pandemic and has now resumed, but less universally.

Out of more than 1,300 institutions in the United States and Canada, 79 colleges and universities contributed numerical data to the AHA’s 2023 enrollment questionnaire. This total includes 75 four-year colleges and universities and one two-year college in the United States, as well as three Canadian universities. Taken together, the responses showed that history course enrollment had declined 2.7 percent in 2020–21, risen 1 percent in 2021–22, and again declined 2.7 percent in 2022–23. Over the entire period, the number of student enrollments reported in 2022–23 was 4.4 percent lower than those for 2019–20. When public and private institutions are disaggregated, we see the only annual percentage growth was among public institutions in the 2020–21 school year, presumably related to unusual student course-taking patterns and the easing of pandemic restrictions on many campuses.

Declines led advances throughout the past four years but with wide variation (Fig. 2). Looking at the change in enrollment from the prior year, in 2020–21, 57 institutions saw falling student numbers and just 22 saw gains, while in 2021–22 enrollment fell at 43 institutions but rose at 36. Last year, 50 programs shrank while 29 grew. This suggests that the downward trend may have paused at some institutions during the pandemic and has now resumed, but less universally. Comparing the first and last years of the covered period, 25 of the responding institutions had higher enrollment in the 2022–23 year than in the 2019–20 year, while 54 served fewer undergraduates last year than they taught three years earlier.

Fig. 2: Change in history enrollment by control and year. AHA internal data

Reports from chairs and other faculty provide insight into how broader national forces have played out in local contexts. The impression among departments where enrollment has declined significantly and consistently is of a landscape where institutional priorities in other fields (preprofessional and/or STEM oriented) have left history departments with shrinking capacity to meet even existing student demand and limited ability to recruit students or market current offerings. One respondent at a midwestern regional public university, where history course enrollment crashed 45 percent over four years, observed that their reduction in enrollment corresponded to a reduction in faculty and thus the inability to offer as many courses. Another regional public institution in the Midwest reported that their total enrollment was down primarily because of lost faculty, but that the number of history majors had rebounded in the past year. One respondent in the Northeast lamented that many faculty expected the already-overworked department chair to address this issue without much buy-in from colleagues. There, enrollment was down more than 13 percent after falling nearly 10 percent the year before.

An individual department’s strategies can still have an effect.

Based on the survey responses, general education reform has continued to erode mandates for history education, but the pace of such reform initiatives might have slowed. And despite a long-term pattern of contraction due to structural shifts in how and why people go to college, an individual department’s strategies can still have an effect. These actions might include things like ensuring that popular classes are offered to students regularly, supporting first-time history students’ learning and progress to degree so that they can return to take another course in the department, and implementing an active recruitment program with marketing on campus and online. Another fruitful avenue for some history departments can be direct communication with academic advisors across campus about the features and benefits of their history offerings for students in other programs and majors.

These local perceptions of what is happening in history departments are vital to identifying important, larger questions that go beyond just numbers. Local awareness combined with broad-based data can help to reveal promising ways to reverse negative trends and suggest the best places to put limited resources to build on program strengths. The AHA will continue its efforts to support history enrollment by advocating publicly for the value of what students learn, communicating data and information about structural changes that impact history departments, and sharing successful models from individual departments.

Julia Brookins is the senior program analyst, teaching and learning, at the AHA.

Tags: News K-16 Education

The American Historical Association welcomes comments in the discussion area below, at AHA Communities , and in letters to the editor . Please read our commenting and letters policy before submitting.

Please read our commenting and letters policy before submitting.

Related Content

Julia Brookins | Feb 23, 2023

Trinidad Gonzales | Feb 2, 2022

Richard Bond | Dec 18, 2023