Research the Job Search

Approach your job search as you would approach any research problem. Finding a career which fits you and which you fit takes time, effort, and a lot of research.

Research not only the organizations that interest you but also the professional associations associated with specific careers (we have provided you with links and information on many of these associations and fields but you should see the information we provide here as simply a starting point). Discover and become familiar with the major issues which are of concern to people in specific fields.

A savvy job applicant knows and is familiar with the way in which resumes should be written (this varies from field to field), the language or jargon which is commonly used in a field, the major issues which confront those working in a specific field, and the different organzations which are associated with a specific profession.

The best job applicants also take a great deal of time to research and study their own careers to find and make the necessary connections between their experiences and skills and those required by the job.

And the best job applicants do the necessary research to understand which jobs suit their needs, desires, and experiences.

Recognize that there is no "right" or "wrong" job for an historian. You should be wary of assuming that any career book or career advice site, even ours, can provide you with specific information narrowly tailored to you. View this as the positive that is: this means that you can find a unique job which suits your needs, desires and experiences.

The web is a fantastic resource but you should also use informational interviews to learn about careers and different organzations.

CV to Resume: Five Quick Tips

There are two types of resumes: organizational and professional.

Create and maintain both types of resumes. In fact, you should always have multiple versions of your resume ready. Always adapt and change your resume to suit each specific position (yes, that is a lot of work but that should be central to any job search).

In an organizational resume, skills are listed in separate categories. This kind of resume can be good for academics as it will enable you to showcase your skills more effectively. Typical categories which are used include: managerial experience, research skills, and writing skills.

In a professional resume, the categories and divisions are all done by jobs. This kind of resume enables you to show employers how you have advanced along a career track.

Why doesn't Beyond Academe have sample resumes?

We do not post samples of resumes because these are and should be highly individual. Good resumes are also works in progress. They should be changed to fit each job as you apply for it and they should highlight your special abilities. There are, as a result, no real sample resumes.

Always, always tailor your resume for the job (for example, if the job calls for editing skills, make sure that your resume uses the phrase "editing skills" throughout to describe your experiences doing this type of work).

Note: As more and more employers rely on computers, the ability to match your skills and experiences with the exact phrases used in a job ad has become more and more important. A failure to tailor your resume for a job where applicants are screened by computer may mean that your application will not pass the first screening.

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Some Quick General Rules:

1. Keep it short and focused! A resume should not be longer than two pages. Remember: employers are quickly scanning dozens of resumes in a short period of time. An employer should be able to read your resume quickly (in about ten to fifteen minutes) and determine at a glance whether you have the skills necessary for the job at hand. For most employers, the most impressive resume is one which quickly and clearly demonstrates that the applicant possesses the skills the employer is seeking.

2. Employers look for leadership and managerial skills. Most employers do not understand that teaching requires leadership and management. You must show them this on your resume (see below for a list of the skill set teaching provides).

3. Lump your publications and presentations under broad categories. Do not list every publication; instead, simply state "published with Oxford University Press, Scribners," etc. When discussing presentations, simply state "presented scholarly work at national, international and local conferences."

4. You will find many different opinions on including a "job objective" line. However, we would caution you against this as the line simply takes up space. Worse yet, it can work against you if your job objective does not tally directly with the job for which you are applying.

5. Focus on work experiences as opposed to educational experiences. For example, if you speak a language fluently, do not list the years of coursework; instead, put "developed and did research using a legal vocabulary in German" or "read scholarly papers in Arabic."

"The most sought-after skills, according to a University of Michigan survey of 500 U.S. employers, include the ability to get things done, common sense, integrity, dependability, initiative, well-developed work habits, interpersonal skills, enthusiasm, motivation to achieve, adaptability, intelligence, oral-communication skills, and problem-solving abilities. Notice that most of these are character attributes that have probably appeared on your list of academic capabilities alone."
"Transferring Your Skills to a Non-Academic Setting," by Margaret Newhouse, The Chronicle of Higher Education, Friday, December 4, 1998.

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Teaching and Non-Academic Resumes: How to Create a Skills Set for Teaching

Almost all historians work as teaching assistants during their graduate careers but translating the skills one develops as a teacher into a skills set for a non-academic resume can be difficult. Darryl Stevens, PhD, Coordinator, Graduate Student Services, Career Center, University of California, Riverside, has provided this skills set for teaching:

Communication Skills:

Comfortable with public speaking. Effective presentation of complex material to audiences of varying skills. Facilitation discussion between group members. Providing performance feedback to groups and individuals. Assisting others in development of presentation skills. Exceptional writing skills, from brief executive summaries to long articles. Editing and correction of manuscripts and other copy. Ability to develop rapport through active listening and engagement

Research and Planning Skills:

Creation of novel approaches and generation of ideas. Problem clarification and resource identification. Goal setting and evaluation. Development of assessment and evaluation strategies Superior critical analysis skills. Needs analysis and information gathering techniques.

Leadership Skills

Management of details and coordinating tasks for multiple groups. Delegation of responsibility and evaluation of work product. Teaching, instruction, and coaching of novices attempting new tasks. Counseling, motivating, and managing groups and individuals. Development of strategies to cope with conflict and change. Understanding of how to structure activities for diverse groups.

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Cover Letters:

Employers generally spend no more than ten to fifteen minutes reading a job application and deciding whether or not the applicant possesses the skills they need (this is true in and outside of academia).

What does this mean for you, the applicant? Simply put, your cover letter must be extraordinarily direct and very concise. It also must clearly demonstrate that you possess the skills to do the job at hand.

How concise is concise?

We are talking about one page.

Within that one page (three to five paragraphs), you must accomplish two goals. First you must demonstrate, clearly, to the reader that you possess the experience and education necessary to do the job which is being advertised. Second, you should explain why you are interested either in working for the organization which is doing the hiring or doing the specific job which is being advertised.

Tempting as it may be, avoid writing a cover letter which is a simple list of your accomplishments. This doesn't mean that you should not discuss your accomplishments. Rather what it means is that when you discuss your accomplishments, you must relate them directly to the job requirements.

Do the job requirements include the words "an experienced researcher?" Did you win a prestigious award for your research? Tie these two things together by saying "I am an experienced and accomplished researcher as demonstrated by my being awarded the Schmickelfest Award for Great Research in 2007." If you cannot relate your being awarded the Schmickelfest Award to the needs of the employer, leave it out of your letter (yes, this is painful, we know).

On a basic level, you should always directly match the skills being demanded with your own experiences or educational training. Do the work for the employer by pointing out, with specific examples, how your experiences and skills match the skills listed in the job requirements of the ad.

It is not enough, however, to demonstrate that you possess the skills required for the job. Employers also want to know why you are interested in working for them or their organization. So, do your homework!

Study the website of the organization and explain why you want the job, relating it to the overall mission of the organization. "I am especially eager to work for the Dabbo Group as I share its desire to educate Americans on the importance of lint accumulation in dryers.'" If possible, provide a specific example of how your past experiences have been shaped by your interest in educating Americans on the importance of dryer lint. For example, you may want to point out "my dissertation which explored the history of dryers led me to become extremely interested in the problem of lint accumulation and my expertise in the history of dryers will enable me to provide the Dabbo Group with a unique perspective on the problem of lint accumulation."

Close the letter with a simple sentence saying that you look forward to hearing from them.

Finally, proof-read your letter multiple times before sending it off.

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Interviews

Employers only interview candidates whom they regard as qualified for the position. So, if you make it to the interview stage, take a moment to congratulate yourself.

Use the interview to demonstrate to the employer why, among the qualified applicants, you are the best person for the job. At this stage, employers are usually looking for someone who has passion for the position, who is articulate, who poseses a clear understanding of the organization, and who has clearly demonstrated why he or she would like the job.

Because employers generally ask the same types of questions, regardless of the job, you can prepare yourself for an interview by looking at this list of questions or this list of questions.

Finally, do not forget that the interviewer will begin assessing you the moment you work through the door. This assessment will continue throughout the interview and even as he or she walks you to the door when you leave. Don't forget, in other words, that you should always be on during an interview. Even when the interviewer takes you to lunch or when she introduces you to other employees, remember that all of this is a part of the interview.

Writing Samples

Employers in publishing, editing, reporting, advertising, and public history routinely ask for writing samples. Employers in other professions are less likely to ask for a writing sample but, depending on the job, an employer may ask for a writing sample.

Generally, a writing sample should be 5-7 pages.

Employers often ask for writing samples after they have made the first cut in applications. As a result, you may have a limited time in which to provide a writing sample. Make sure that you have writing samples on hand which fit the profession when you begin applying for jobs.

Writing styles vary from profession to profession. Academic writing, for example, differs substantially from business writing. The writing sample which you submit should highlight your ability to write in the style of the profession which you are trying to enter. Don’t, in other words, submit a chapter from your dissertation for a job in advertising or a job as a museum educator.

If the only writing samples you possess are from your dissertation, take some time to explore writing styles in the field which you want to enter. Look at the websites of museums, advertising agencies, or other organizations associated with that field. Read documents associated with that profession. For example, if you are considering applying for a job as a researcher at a foundation, read the reports produced by that foundation. If you want a job in museum education, look at written assessments and descriptions of programs developed by Education Departments in a variety of museums. This kind of research has the benefit of providing you with a deeper understanding of the field you are trying to enter as well as writing samples.

After you have done this research, sit down and write a 5-7 page piece which explores a topic relevant to the field which you are interested in entering. Model your writing style on the style used in that profession.

Whenever possible, pick or write a piece which highlights your ability to write in a lively fashion. Employers both inside and outside the academy are often tricked into dismissing technically proficient writing when it is used in a piece on a dry and uninteresting subject.

A few guidelines follow.

Submit writing samples only at the request of the employer.

When in doubt, ask the employer for information regarding the type of writing sample he or she would like to see.

Remember to proof-read and copy-edit the sample you submit. It should be free of both typographical and grammatical errors.

Rules of Conduct

* Academia does not always reward assertiveness. Outside of academia, you must be extremely aggressive. Call employers, arrange to meet with them and showcase your abilities in both informational interviews and written material which you may submit for a job.

* Recognize that the idea of specialization has different meanings in and outside of academia. While academics are extremely narrow in their definitions of specialization, the world outside of academia is not as narrow. For example, an academic job may require that you be a specialist in the French Revolution, with an emphasis on cultural history. If your dissertation was on nineteenth-century French politics, the chances of your obtaining this position would be slim to non-existent (even if you took several graduate courses on the French Revolution and cultural history). Outside of academia, employers look for broad generalists. Employers often prefer to hire someone who demonstrates an ability to learn and grow in the position.

* Do not use academic jargon in your resume, cover letter or during an interview. While every field (the law, medicine, business, history) has its own distinctive jargon, the use of this language often indicates an inability to communicate well. This is not a trait which employers look for in their employees.

* Be courteous to everyone whom you met. Look people in the eye, shake their hand firmly and always greet them, whether they are an administrative assistant or the head of a corporation.

* Never assume that because the people interviewing you do not have a PhD, they are ignorant or lack intellectual curiosity. You will find administrative assistants who read Gunter Grass and Charles Dickens, businessman who passionately study physics outside of work, and analysts who have an in-depth knowledge of nineteenth-century American architecture throughout the American workplace (here's how to contextualize this if you have any doubts: the overwhelming majority of Rhodes scholars are not academics). These people are just as curious and intellectual as your colleagues in academia were---they have simply chosen a different path in which to explore their interests. They will not appreciate patronizing comments or an assumption that their failure to attend graduate school is evidence of a lack of intellectual passion.

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* Never ever lie on your resume. We include putting ABD (a non-existent degree) on your resume under this category.

* Academia does not always reward enthusiasm (this is, after all, a profession where it is perfectly normal for people to read conference papers in a monotone). You must show enthusiasm and interest when looking for and performing jobs in the non-academic world. Employers are reluctant to hire low-energy and seemingly disinterested or dispassionate people.

* Thank people promptly (within the week) and show your appreciation for whatever help they give you (this includes thanking them even if you simply receive an email saying the individual is unable to help you).

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* Take care of your dress. We aren't suggesting that you rush out and become a fashion model, but poor dress and grooming can imply that you are uninterested in other people and their perceptions of you. We suggest that you err on the side of caution and wear a suit when interviewing, whether you are male or female.

* Arrive for interviews promptly and on time. If you are doing an informational interview, be sure that you do not overstay your welcome.

* It is illegal for interviewers to ask personal questions (specifically questions regarding your religious persuasion or your sexual orientation).

* Academic search committees are usually staffed by members of the hiring department and, as a result, they may not be skilled interviewers or they may be unfamiliar with the field in which they are hiring. In the non-academic world, you will often be interviewed by people who are professionals; these interviewers will be extremely well-prepared for the interview and they are likely to ask pointed and detailed questions. Prepare for these interviews in advance by learning as much as you can about the job and the hiring organization; listen carefully to the questions the interviewer asks and answer these questions directly. Provide specific examples of how and why you possess the skills which are required for the job.

* Meet deadlines consistently (this ability should be evident even when you are applying for a job: many employers find it worrisome when an applicant sends his or her application overnight express the day before the application is due).

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* When interviewing for a job, it is perfectly acceptable to ask interviewers for information about their hiring schedule. Be sure, however, to couch your question in terms of your enthusiasm and desire for the position.

* Time moves much more quickly outside of academia than inside academia. Projects usually have concrete deadlines; committees have set goals and tasks must be accomplished-with the result that employees initiate and complete projects more quickly than their academic peers.

Job Sites for Historians

Several organizations regularly post jobs which are especially suited for historians.  Many of these places also provide information about internships (paid and unpaid).  Below are some of the best job sites for historians.

American Association for Museums

Association of Children's Museums

Association of Midwest Museums

Association of State and Local History

The Council on Foundations

E Cultural Resources

The Foundation Center

Idealist.org

Mid-Atlantic Association of Museums

Mountain-Plains Museum Association

Museums Jobs.com (also lists jobs outside of the United States)

National Conference of State Historic Preservation Offices

National Trust for Historic Preservation

New England Museum Association

Preserve Net

The Southeast Museum Conference

Western Museums Association

The United States Government

You can prepare for your future!

This site was last updated in April 2010.

Beyond Academe was created as a service to the historical profession. Please contact Lexi Lord at beyondacademe@yahoo.com if you have any questions or concerns regarding the site. Thank you.

Welcome to Beyond Academe

Beginning a Job Search

Begin your job search with a visit to the local library or, if you are still at a university, the local career center. Ask the reference librarian or career counselor to show you all of the career information books and all of their resources for job-hunters.

Be broad minded and look at the entire collection---even if this means flipping through a book on jobs in a field which does not especially interest you. You may discover that the field differs from what you thought or you may discover that the book has some great tips on successful interviewing or resume-writing.

After you have exhausted your local library and/or the university career center, head for the local bookstores. The career books you find there may differ from those you will find at the library or your career center. Sort through these books carefully before you make a decision to buy any.

If at all possible, ask both your undergraduate college and your graduate program for lists of graduates who are willing to be contacted for informational interviews.

Now, sit down and make a list of all the jobs and fields in which you are interested. Write down everything you know about these fields/jobs. Write down the things that you don't know about these fields. These questions should serve as the basis for your informational interview questions. Be prepared to ask these questions repeatedly and of many different people; the answers will vary.

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Gathering Information (a.k.a. Conducting Research)

Go on line and search for organizations and/or businesses which are related to your interests. Look for the names of individuals whose work in that business or organization tallies with your interests. This is the person whom you should contact for an informational interview. Call the person or send them an email asking if you can meet with them. You should be flexible about how you will meet but, whenever possible, meet with people face-to-face, as opposed to over the phone.

While informational interviewing is not common in academia, it is extremely common outside of academia. The person whom you contact for an informational interview is well-aware of and familiar with the concept of informational interviewing. In fact, it is very likely that the person whom you contact for an informational interview contacted people for informational interviews when he was searching for a job.

Before your informational interview, compose a two-page resume. Resume-writing varies from field to field so there are no absolute rules as to how you should prepare your resume. We suggest that you sit down and write down every job you have ever held (regardless of how minor it was). Create highly detailed descriptions of everything you did in that position (each description should be a page long). Sift through these descriptions to find the qualities which are most relevant to the field you hope to enter. This is the information which should appear on your resume.

When you head off to meet with someone, bring a copy of your resume. You should always view your resume as a work in progress; when you meet with someone in a field which you want to enter, show her your resume and ask for her advice as to how you can fine-tune your resume. Ask the person with whom you are interviewing where you should look for jobs in that field and ask her to suggest other people whom you should contact.

As you network, bear in mind that you are creating something new. Because the academic world can be very self-contained, you may discover that you no longer know many people outside of academia. As a result, you will need to create a non-academic network from scratch. It will take time (several months) to build up this new network. Look in many places for contacts---join a community organization, talk to people at the gym, contact old friends from college who didn't go to graduate school. Broaden your horizons and reach out to everyone whom you meet. The more people you know, the faster you will be able to develop a real network which will help you in your job search. While you may be tempted to spend your time with your academic friends and while they may provide a great support network, they are not the people who will help you get a non-academic job.

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Applying for Jobs

When you find or hear about a position in which you are interested, write a short (one page) letter of application. Because computers often read resumes and job letters, make sure that your letter and your resume include the words which are used in the job advertisement (for example, if the job calls for editing, make sure the word "edited" appears repeatedly on your resume and in your letter of application). Always accentuate the positive and leave out the negative. Never indicate directly that you lack experience in this field; the hiring committee will be aware of this and there is no need to harp on it by reminding them of this. Instead, focus on the skills which you do have and relate those skills directly to the skills required for the job (these skills will typically be listed in the job ad).

If you are rejected for a job, ask the company why they turned down your application. They may provide you with suggestions as to how you can strengthen your resume and letter of application for another job.

As you arrange interviews and send off applications, remind yourself that searching for a job can be difficult and time-consuming. While you may well be offered a good job within a month of beginning your search, your job search will probably take significantly longer. Academic job searches always take at least a year (if not longer). Searching for a non-academic job can take this long as well.

The current economy means that you must be extremely pro-active and aggressive. We suggest that you create and follow a schedule. This schedule should reflect your specific personality and circumstances. We do, however, recommend that you spend at least an hour every day working on job-search activities.

Because searching for a job can be lonely as well as emotionally draining, you will want to reach out to people for assistance, not only in your job search but in your daily life as well. Join a book group at your local library or a local bookstore, meet friends for coffee frequently, play on a team. Overall, be sure that you get out of the house at least once every day; go for walks, go window-shopping, browse your local library. The more varied your day the more energy you will have to devote to your job search.

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Opt for a focused search!

Do not take a scattershot approach, applying to many, many jobs. The best way to approach a job search is to focus on those jobs for which you are best suited. If you are to make it to the interview stage in the hiring process, you must craft unique and directed cover letters. Employers often receive hundreds of applications, even in a good economy; this means that they take very little time to read and review applications especially at the preliminary stages. Ensuring that your cover letter and resume stand out among those hundreds requires time and effort.

It is always better to spend your time preparing outstanding applications for a few jobs than submitting mass mediocre or even weak applications for dozens of jobs. Not only will a weak application not net you an interview (even if you are qualified), applying to lots and lots of jobs means that you will not have the time to prepare an outstanding application for the job for which you are suited.

So, read job ads carefully and think long and hard about how your skills and experiences will enable you to persuade the employer that you are a good candidate for the job.

FAQs

General Job Search Questions

I find it very difficult to speak with strangers; can I find a job without networking?

Where should I look for good jobs?

How can I support myself financially while looking for a job?

What can I do which will enable me to continue teaching but also support myself?

Will having a PhD hurt me on the job market?

I've been offered a job outside of academia but I feel that I am over-qualified for the job and that I will not be earning as much as I want. Should I take the job or wait for something better?

What are the primary concerns of employers when hiring PhDs and how can I address these concerns?

An employer asked me to explain what an historian is and how one could serve her organization. How should I respond?

Questions About Jobs for Historians

What does being a public historian entail and where can I learn about job opportunities?

My dissertation and area of expertise do not directly relate to the public history job I want. Should I still apply?

Are there public history jobs for non-American historians?

What are federal historians and what does their work entail?

Where can I find out about federal jobs in general and how can I apply for one?

What is historical consulting?

What kinds of jobs do historians in museums hold and where can I find out about jobs in this field?

How can I learn more about preservation?

Where do preservationists work and how can I find out about jobs in this field?

I am interested in teaching at a private school. How can I learn about what this?

I'm interested in teaching at a public school. How can I learn more about this?

What are NGOs and how can I find out about jobs at an NGO?

What are foundations and think tanks and how can I find out about job opportunities at these organizations?

What does grant-writing entail and where can I learn about opportunities?

I find it difficult to speak with strangers. Can I find a job without networking?

Almost half of all American jobs are obtained through networking. While it is possible to find a job without networking, a reluctance to speak with strangers will seriously handicap you on the job market. We strongly encourage you to address your fears and concerns regarding networking (and bear in mind: most people feel shy around strangers so your concerns are completely normal).

First, remind yourself that most people love to talk about themselves and their work. People are often very excited and pleased to be contacted for informational interviews as it gives them a chance to talk about themselves.

Second, create a strict schedule. Force yourself to speak to at least three people a week. Depending on your personality, you may want to schedule these interviews on the same day (a Monday) and get them over with early in the week---or you may prefer to schedule one interview a day so that you don't feel overwhelmed. Give yourself a small reward after you do each interview.

Third, as you think about your interviews, remind yourself of your long-term goals. The difficulties which you may encounter while doing informational interviewing are short-lived. Remind yourself frequently that one hour of agony is worth it if the payoff is a great job.

Fourth, help yourself relax by ensuring that you are prepared for the interview. If you are doing a phone interview, keep a list of the questions you want to ask by the phone. If you are doing an interview in person, bring a sheet of questions in a file folder. Do not hesitate to refer to the questions (and to write answers to them) while doing the interview---most interviewers will be impressed by your preparation.

And finally, if you are hesitant to jump right into doing an interview, practice on family and friends. If possible, send out a call (via your university) to find people who are in a similar position. Meet with these people and practice doing informational interviews together; these people may also provide you with additional contacts or leads.

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An employer asked me to explain what an historian is and how one could serve her organization. How should I respond?

Historians are analysts. They study, assess and determine the factors which cause cultural, political, social, economic and religious change in a given society. To make these assessments, historians analyze written documents, visual evidence, material culture, economic data and a range of other materials. Historians often possess outstanding linguistic skills and because their work requires them to be accomplished speakers and writers, they are often highly effective communicators.

When teaching, historians routinely tailor and communicate information for a variety of audiences, not simply specialists. Teaching also requires that historians become managers, assigning and supervising a variety of tasks. And finally teaching requires historians to motivate others while directing and developing work-projects.

While employers can use these skills in a variety of settings, there are a few very specific ways in which historians can help businesses, non-profit organizations, government agencies etc. Historians can track and help predict markets. They can write and help publicize the goals of an organization or business. Historians can serve as liaisons between communities. Historians can also serve as trainers and motivators for projects.

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What are the primary concerns of employers when hiring PhDs and how can I address these concerns?

In our discussions with potential employers (both in the non-profit and for-profit sectors), two concerns constantly came to the fore. First, many employers believe that academics are unable to meet deadlines. Second, employers also believe that academics are unable to work well with others. You may feel that these beliefs are inaccurate but you need to be aware that these are common perceptions among many employers.

Address the first concern by pointing out that teaching requires you to meet constant deadlines and, if you have published or given conference papers, point out that you have routinely met deadlines with editors and conference organizers. If you took less than 8 years to complete your PhD, point out to employers that you completed your PhD more rapidly than the average doctoral candidate.

Addressing the second concern may be more difficult. If you have ever served on any academic committees, emphasize this. If you have given a joint paper or organized a workshop with others, include this in your resume. Look over the things which you did outside of academia or volunteer activities which you may have done; these may include activities which entailed "working in teams" or "working with others." And, if one of the things which you missed while in academia was the chance to work with others, emphasize this in your letter of application.

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How can I support myself financially while looking for a job?

Searching for a job, whether an academic position or a non-academic position, can take up to a year or more. You will need to support yourself in some fashion during this period. People's experiences and ability to support themselves will, we realize, vary widely. If you are single, you will probably have a more difficult time than if you are married (provided, of course, that your spouse is a wage earner). And, if you have children, you will also have a different and more difficult experience than people who are childless. We have a few recommendations but we also realize that this can be the most difficult aspect of a job search so you need to think creatively and find solutions which address your specific situation.

First, if you have been employed, do not hesitate to take full advantage of unemployment benefits. You should never feel ashamed to apply for unemployment; benefits are your right as an American citizen. If you have children, research and apply for benefits for families and dependent children.

Second, if you have student loans, ask for a deferment. You are entitled to one if you are unemployed. If you have other debts, speak to the bank and your creditors. Explain that you are unemployed but looking for work and ask if you can work out a loan payment schedule which will accommodate your finances.

When your unemployment runs out, you may want to try temping (this can sometimes--but not often--lead to a real job offer). The good thing about temp work is that there is often a fair amount of flexibility. You may find, for example, that you work four days a week which will enable you to do informational interviews on the fifth day.

Search for short-term jobs (dog-walking, waiting on tables, babysitting, yard work, free-lance writing, house-cleaning, translating documents) which will enable you to work odd hours, leaving your day-time hours open for job-search activities. One word of caution about this: be sure you record your activities for the IRS.

Performing tasks like babysitting or doing yard work may not seem appealing and you may ask: why don't I adjunct? You can, of course, adjunct but for several reasons, it is often better to make a clean break. First, teaching can be very time-consuming which may make it difficult to search for a job. Additionally, because it is also impossible to leave a teaching position in the middle of the semester, adjuncting may actually prevent you from being able to accept a job offer if you receive one in the course of the semester. And finally, adjuncting pays very poorly and rarely provide benefits (just to put this in context: working as a cashier in a grocery store or as a barista is actually more likely to provide you with healthcare benefits than adjuncting).

House-cleaning, translating, and other similar work may not be your ideal but these jobs require no prep-time, tend to provide you with cash in hand (sometimes even more than adjuncting) and may bring you into contact with people in the "outside" world---always a good thing when searching for a job. Moreover, these jobs are stop-gap measures; we are not suggesting that you enter into these areas as a career (and we do want to point out that many people do this kind of work on a permanent basis and we genuinely hope that you do not regard them or their work as beneath you).

And one final note: you may be eligible for health insurance under the COBRA Act. Go to this website to learn more about whether you are eligible and the amount of money you will need to spend on your insurance.

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I've been offered a job outside of academia but I feel that I am over-qualified for the job and that I will not be earning as much as I want. Should I take the job or wait for something better?

Bear in mind that many employers need to be educated about what historians can do for them. You may feel that the job which they are offering you is beneath you in terms of pay or title. However, academia does not provide you with the skills which employers look for in their top-level employees (i.e. the ability to manage an office budget or supervise large groups of people). You may need to begin or accept a job at a lower level than you want. However, and we can't say this enough, you will rise very quickly once you get the job. This is radically different from academia where pay jumps are minor or even insignificant in the greater scheme of things and promotions occur only after you have put in several years.

Finally, you should always remember that outside of academia, people can and do switch jobs frequently. You can put in six months working at the job which you may feel is beneath you---while looking for a different position. While the job market in academia is structured around set dates, the non-academic job market is always open.

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Will having a PhD hurt me on the job market?

There is no easy answer to this question. Some employers, it is true, are very reluctant to hire PhDs. Others, however, relish the opportunity to hire PhDs.

Remember: the majority of PhDs in this country do not work in academia which means that many employers do look favorably on PhDs. Tailor your search to accommodate this. Good places to look include: federal, state and local government (where the majority of PhDs work), foundations/think tanks, research and development groups, and consulting organizations.

And finally, remember that while many people say they did not enjoy their high school history classes, the History Channel, the American Experience series on PBS, and the incredible popularity of places like Williamsburg indicate that most Americans actually enjoy history and spend money on history-related products. These organizations need and routinely hire historians.

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Where should I look for good jobs?

Everywhere. The current economic situation means that this is a tight job market (although it is not as tight as the academic market) and you must be aggressive in your search. Let people know that you are looking and ask them to keep an eye out. Speak to everyone whom you know (college room-mates, your parents' friends, people who work out at your favorite gym etc.).

When you have an informational interview, always ask "Where did you find out about your job? And where do you suggest people interested in this field look for jobs?" Do not, however, ask directly about a job; if they are hiring, they will let you know.

Search on-line sites. We do not recommend that you search the large job banks; rather, you should look at job banks which are tailored to your interests and/or which focus on people with advanced degrees. In addition to the places on Best Job Sites for Historians, you may want to look at the Feminist Majority Career Center which lists jobs for men and women; Career Woman, the Council on Foundations Career Center; and the following sites for non-profit work: Idealist, Opportunity Knocks, and Nonprofit Jobs. These are just a few examples. Search the web!

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What kinds of jobs do historians in museums hold and where can I find out about jobs in museums?

There are historic sites and historical museums all across the country. These sites and museums often hire historians to work as curators, education directors, and grant-writers. Many of the Executive Directors of these sites are historians as well. These jobs all involve varied tasks.

Many Education Departments in museums look for people who have experience working with and knowledge of K-12 educational programs and/or developing educational programs for the general public. When speaking to people in these departments, think about both your understanding of K-12 programs as well as any experiences you have speaking to and working with a general audience. For example, if you have worked at a state university, have you worked in or taught classes which prepare students to become K-12 teachers? And if so, have you developed an understanding of K-12 educational policies? Have you done any outreach to high school teachers from your university? Have you spoken to non-academic audiences about your scholarship? If you are still in academia, take advantage of any and all opportunities which will enable you to broaden your horizons in this area now. Whether you are in or out of grad school, you can acquire experience in museum education by working as a docent (a volunteer) in a museum. A docent is a trained volunteer who provides tours of specific exhibits and/or a museum's general collection. Most museums which use docents have special programs which train docents to do these tasks; in exchange for this training, museums often ask docents to commit to a specific period for this volunteer work.

Curatorial Departments tend to look for people who have both experience working with and an understanding material culture. Depending on the museum, a curator may be responsible for overseeing (maintaining and protecting) a collection and/or for developing exhibits. This work entails a knowledge and understanding of how collections are inventoried, how objects can be protected to ensure their integrity, and an understanding of how to conduct research on material objects. Curators also develop special exhibits and/or permanent exhibits. When developing exhibits, a curator should know how to present the objects so that they are properly protected; in addition, a curator writes exhibit text. Curators may also with those in the Education Department to provide the text used in an audio program or a podcast. Finally, curators are also responsible for adding to a museum's collection. If you are still in academia, consider taking a course which deals with conservation in an art history department. To gain experience in understanding how a museum exhibit is created, consider developing a web exhibit based on your scholarship (hosting a website is relatively inexpensive and a knowledge of a web program like Dreamweaver or Content Manager is always good to have on your resume). To assist you in developing a web exhibit, check out the website for Museums and the Web. Look specifically at the section of this website which lists seminars and relevant reading materials.

For information on becoming a grant-writer in a museum, see the general question on grant-writing.

Executive Directors tend to possess administrative skills. These people often have experience managing a budget and supervising professional staff. Executive Directors often supervise curators and staff in an Education Department as well as grant-writers. If you do not have experience in any of the fields associated with museum work, it is unlikely that a museum, no matter how small, will consider you for an Executive Director position.

To find out more about this field, check out the American Association of Museums.

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I am interested in teaching at a private school. How can I learn about what this work entails? And how can I learn about job opportunities?

Teaching in an independent school can be very rewarding. Many private schools promote independence in the classroom. Additionally, because class size tends to be low (on average 18 students per class), teachers often have more time with their students.

When considering a job at a private school, you do need, however, to be extremely flexible. Because most private schools are small, faculty are called upon to play a variety of roles. You will probably be asked to coach a sport or supervise an extracurricular activity such as the Drama Club. If you are working at a boarding school, you may also be required to live in a dorm where you will supervise students. Depending on your personality, these additional roles may be highly satisfying or they may become a burden. Before embarking on a private school teaching career, you will want to think seriously about your desire not only to teach but also to coach and supervise students.

We strongly suggest that you do informational interviews. Speak to teachers who work at the type of private school where you would like to teach. Also volunteer at a school so that you will have the opportunity to discover what it is like to work with adolescents. If at all possible, sign up as a substitute teacher.

When doing informational interviews and researching this type of position, we want to offer a small caveat. Teaching high school does, of course, have some parallels to teaching at the college level but fundamentally teaching high school students is a distinctly different job from teaching college students. Because teaching high-school students differs from teaching college students, schools which hire for these positions look for specific skills which relate to their overall mission---which is teaching high school students. Be aware of and understand that these schools will prioritize those aspects of your resume which specifically relate to working with high-school students (this is the primary mission of all high schools, public or private). Employers will, as a result, be looking for distinctly different skills from the skills you may have acquired as a teaching assistant or a professor.

The largest recruiter for private schools is Carney, Sandoe, and Associates. Check out their website and speak directly to recruiters to learn more about this type of career.

Also, you may want to read this article in Perspectives. It was written by Darcy Fryer, an historian who teaches at an independent school (to learn more about Darcy's career path, check out her profile here on Beyond Academe).

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I'm interested in teaching at a public school but I'm concerned that I lack the credentials and that some schools will see me as over-qualified. How can I learn more about this?

Teaching at a public school, whether in an inner city, a suburb or a rural community, can be rewarding on several levels.

Public schools do hire people with doctorates to teach. However, hiring practices tend to vary from district to district so you will need to do some focused research to discover whether the district in which you want to teach is open to hiring people with PhDs.

Look at the website for the National Education Association and use their links to go to the union for the state in which you want to live. Most of the state websites contain links to specific school districts. We suggest that you directly contact the local union; look first at their website which will give you some general information and then call and speak directly to union leaders.

You may also want to contact the principal of the school at which you want to teach. Additionally, you will need to do informational interviews with history/social studies teachers at the school. Because public schools tend to be extremely varied, the best way to learn about a specific school is to speak directly to those who work at the school. Try to volunteer at the school and sign up on a substitute call list as this will give you an opportunity to learn about working with adolescents.

When doing informational interviews and researching this type of position, we want to offer a small caveat. Be aware of and understand that these schools will prioritize those aspects of your resume which specifically relate to working with high-school students (this is the primary mission of all high schools, public and private). Because teaching high-school students does differ from teaching college students, schools which hire for these positions look for specific skills which relate to their overall mission---which is teaching high-school students. Teaching high school does, of course, have some parallels to teaching at the college level but fundamentally teaching high school students is a distinctly different job from teaching college students. Employers will, as a result, be looking for distinctly different skills from the skills you may have acquired as a teaching assistant or a professor.

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What does being a public historian entail and where can I learn about job opportunities?

The work done by public historians is varied. As a result, public historians can be found in many different settings: public historians work in public and private museums, they work in national and state parks as well as on historical sites, they work for public and private organizations devoted to promoting history and, finally, they also work in government agencies (on the local, state and federal levels).

Fundamentally, public historians educate the general public about history. The audience for public historians is wide-ranging; it may include policy analaysts, legislators, businesspeople, scientists, school children, educators, history buffs, art lovers, genealogists, writers and professors. Because their audiences are so diverse, public historians must be extremely flexible.

Public historians teach through different medium. They may create museum exhibits; they may give lectures; they may write internal memos for legislators and businesspeople; they may provide journalists with background information or they may teach the general public, such as genealogists or educators, how to approach an historical problem.

Public historians are not archivists. However, many public historians work closely with archivists and they often have an in-depth knowledge of material in specific archives. Public historians may assist academics, steering them toward specific material in an archive. But public historians also draw on their knowledge of archived materials to publish their own work. If you are interested in learning more about how to become an archivists or how archivists and historians work together, consult the website for The Society of American Archivists (their website also contains job listings).

Many public historians do high-level research. Public historians publish in leading academic journals and with leading academic presses. They present their work at major conferences. Public historians are highly trained and highly rigorous scholars---just as their academic counterparts are. Even if you decide to remain in academia, we suggest that you educate yourself as to what public historians do because they can be wonderful partners for academic historians and their work may be of great use to you.

There is an unfortunate tendency among academic historians to dismiss the work of public historians and to assume that it can be done by someone with a limited background. This view is inaccurate and if you endorse it, we strongly encourage you to have an open mind and to do informational interviews which will enable you to learn about the field, even if you are strongly committed to remaining in academia. We want to emphasize this last point---because professors mentor undergraduate and graduate students, an understanding of the varied career options for historians is crucial, even among academics.

If you are interested in learning about public history, look at The National Council on Public History, The Society for History in the Federal Government, the American Association of Museums, The National Conference of State Historic Preservation Officers, Preserve Net, and The American Association for State and Local History websites. Read the sites carefully (the sites often have job listings), look at journals devoted to public history (such as The Public Historian) and speak directly to public historians to learn more about what they do.

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My dissertation and area of expertise do not directly relate to the public history job I want. Should I still apply?

Working in museums, the government or on historic sites often requires both a very specialized knowledge of a specific subject as well as a broad understanding of history. Because few historians have the specialized knowledge which some public history positions require, many, although not all, employers in this field prioritize skills over knowledge.

When applying for public history jobs, be aware that a good historian learns the skills to be an historian in graduate school. Over the course of a career, historians use these skills to acquire subject knowledge in different areas. That said, you will still need to demonstrate how your graduate training provided you with the skills required to practice history. You should also demonstrate how your existing knowledge base relates to the job.

Many public history jobs require specialized skills such as the ability to curate an exhibition, to care for artifacts, or to understand preservation issues. Because these skills are rarely taught in graduate school, you may need to do an internship, volunteer for a community project which deals with preservation, or find and take coursework which will teach you the basics of conservation or preservation. If you acquire these skills, you will be a strong candidate for most public history jobs simply because there are few applicants for these types of positions who possess both a PhD and the necessary skills.

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Are there public history jobs for non-American historians?

There are many public history positions which deal either directly or indirectly with non-American history. Some history museums focus specifically on non-American history. There are, for example, several museums which deal with the Holocaust as well as several museums and organizations which deal with medieval history. Museums which focus on subjects such as the history of computers or the history of aviation also tend to employ historians who have a background in their subject area, regardless of the historian's geographic focus. Grant foundations as well as the NEHmay also often look for historians who possess a background in non-American history (similarly, state humanities councils may be eager to hire historians whose education focused on non-American history).

Because America is a nation of immigrants, many American history museums also indirectly deal with non-American history. A museum on the history of San Francisco may, for example, be very pleased to employ a Chinese historian as the Chinese and Chinese-Americans have played such a significant role in the city's history. Conversely, the New York State Museum may be ecstatic to discover that, as a Dutch early modernist, you can read Dutch and you have an in-depth understanding of the culture of the state's earliest European inhabitants. In fact, if you want to see how a state historian who was trained as a Dutch historian changed how New Yorkers understand their early history, read Russell Shorto's book, The Island at the Center of the World: The Epic Story of Dutch Manhattan and the Forgotten Colony that Shaped America. The book is as much about the early history of New York as it is about Dr. Charles Gehring, the former New York State historian and a specialist in early modern Dutch history.

Private corporations and the government may also be interested in hiring non-American historians for positions within their company. Organizations which deal, for example, with claims relating to World War II may be interested in hiring Japanese or German historians. Similarly, many government history positions, especially those in the State Department, may require you to possess an in-depth understanding of non-American history.

Finally, while this may not net you an income in the short term (or even in the long term), you may want to think about creative ways in which you can promote non-American history in the public arena.  Creating a web exhibit may, for example, bring you a great deal of pleasure; similarly, writing a book on non-American history for a general audience may be something which enables you to indulge your passion for history. 

This kind of work will probably not provide an income upon which you may live.  However, bear in mind that you do not know where this work will take you.  As our profiles, especially the profiles of historians like Thomas Frank, Josh Marshall, Bernice Johnson Reagon or Sharan Newman, suggest, people who are able to make a living through their books, websites, music, or other media, always started small.  It is doubtful, in other words, that any of these people knew where their work would take them when they began it.  And since their work has led to their being awarded a MacArthur Fellowship along with other significant awards and to their pomoting history in diverse ways among the general public, we think it's good to encourage all historians to be creative about how they view and promote both their own historical scholarship and understanding of history.

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What are federal historians and what does their work entail?

Federal historians work directly for the United States government; most, but not all, of these positions require you to be located in Washington DC.

Although many federal history positions require a background in American history, this requirement is not universal. You will find federal history positions which require a background in diplomatic history, in the history of science, the history of environmentalism etc. Federal history offices often hire people who possess knowledge of the subject as opposed to a geographic speciality (an historian of science with a dissertation on the Russian space program will be a serious candidate for a NASA job while a general American historian may not).

Federal historians routinely brief legislators, leading government officials and others on legislative and policy initiatives. Federal historians must, as a result, do very high-level research and they must possess a graduate degree in the area in which they work.

Federal historians work in four key areas: research, documentation, consultation and information. On the research level, federal historians publish in leading academic journals and with leading academic presses. They routinely present papers at major academic conferences. They serve on academic committees and they frequently review articles and books for publication or in journals. Everything that an academic does in terms of research, a federal historian does. The only difference is that a federal historian will also do research for government officials; the research they do for these officials will be used to address questions regarding policy decisions.

Federal historians engage in documentation by doing oral histories and by developing commemorative events. Consultation includes the facilitation of scholarly studies on a subject as well as giving lectures on the history of an agency or specific policies to employees (depending on the audience, these lectures can be very detailed or more general, along the lines of teaching an undergraduate seminar). Federal historians also provide information to the general public, reporters, law firms, foundations, academics, historical societies, school children, and anyone else who has a question about the history of a federal policy, agency or law.

The Office of Personnel and Management for the Federal Government oversees the civilian federal workforce. Jobs for the federal government are classified according to set standards. You can read about the different jobs and classifications at this website.

Historians perform many different jobs within the federal government. Some work under the job title of historian; others may work under different job titles such as curator. Click here to read the the government's description and job classification system for "historian." The job series for the historian position within the federal government is GS-0170; the GS level for these positions can vary. Within the GS [General Service] schedule, historians with newly minted PhDs tend to be ranked as 11s and 12s (so a job of this type is listed as an Historian GS-0170-11 or an Historian GS-0170-12). Historians with PhDs and extensive experience are more likely to be 13s (GS-0170-13) and finally, historians with managerial tasks (i.e. supervising historians with MAs and PhDs) tend to be 14s and 15s (GS-0170-14 or GS-0170-15).

To find out more about working as a federal historian, read the websites for the history offices of specific federal agencies. Also consult The Society for History in the Federal Government. Read Victoria Harden's essay which appeared in Perspectives (Dr. Harden was a federal historian for over twenty years) and contact and speak with federal historians whose work parallels yours. Consider attending the annual conference promoted by the Society for History in the Federal Government. This conference is held in the spring and it is generally held in the Washington DC area. It is a small conference and networking with federal historians is easy to do at this conference.

We encourage all historians to learn about the work done by federal historians. Knowing about the career options which are available for historians will enable professors to become better mentors and advisors to both undergraduate and graduate students (and, of course, understanding how history can be and is used within the federal government entails understanding how the federal government actually works---this is something which should be understood by all citizens). And finally, if you are an Americanist, you should be aware that federal historians can assist you when you are conducting research on a range of American history topics (most federal agencies have an historian or an office staffed with historians and archivists).

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Where can I find out about federal history jobs and how can I apply for one? In fact, how can I apply for any federal job?

Federal jobs are advertised at USAJOBS.

Applying for a federal job often requires that you submit a special type of job application. Applicants often submit what are called KSAs (Knowledge, Skills and Abilities). KSAs are the most important part of a job application (more important than a letter or even a resume). Each KSA will require you to demonstrate your proficiency in a specific area (for example, if the job is for NASA, you will undoubtedly have to demonstrate a background in the history of science, specifically the history of physics and astrophysics). Your answers to the KSAs should be very general, i.e. "I have a PhD in the history of science with an emphasis on the history of astrophysics" but they should also be very detailed, i.e. "I have written a dissertation on the Apollo XIII mission; I have published two articles on the history of the space program in the leading historical journals on this subject (Isis)" etc. We suggest that you write at least two or three paragraphs for each KSA.

If at all possible, have a federal employee look at your KSAs before you submit them (here's where networking will pay off; if you meet a federal employee who seems helpful, he or she may volunteer to look over your KSAs).

This pdf file will walk you through a federal job ad.

Note: Although the federal government has long relied on KSAs for their job applications, they are slowly moving away from this system. The federal government is increasingly using computer-based applications. This type of application can make it more difficult for job applicants who lack a strong background in the specific skills needed for a job. At the moment, the system is still in flux but we strongly urge you to look at job applications now, even if you are still in graduate school, simply to get an understanding of the skills and experiences you will need to apply for a federal job. You can then begin planning on how you can acquire the skills you will need by doing an internship, or even, by working in a specific area during your summers.

When applying for a federal job, take the time to read the entire job ad. Look carefully at the duties listed in the job ad (a tab titled Duties is listed at the top of the job ad). The duties section explains the tasks which you will be required to perform in that position; indirectly, this section explains the requirements for the job. Make sure that your resume and/or KSAs (if those are required) address as many of the tasks listed in the duties section as possible. Look carefully as well at the GS (General Service) ranking of the job; this will be clearly spelled out in the job ad (see below for a discussion of how jobs are ranked and classified). This ranking will help you to determine the level of the job and whether you are qualified for the job or not.

Be sure that you look at the government's formal description of the job. The Office of Personnel and Management (OPM) defines and provides a narrative description of every job or, to use governmentese, a "position classification standard." If you are applying to a job which is defined as "Curator GS-13" or "Policy Analyst GS-11," the government has formally and clearly stated the requirements for these jobs as well as the tasks routinely performed by individuals in these positions. Every GS job (from anthropologist to zoologist) is formally defined in this fashion. You should always read these classification descriptions before applying for a position with the federal government as this will familiarize you with the tasks and requirements for these positions. You can visit the OPM website to learn about specific jobs here.

A word on job levels. Many PhDs work for the government. Do not assume that because you possess a PhD, you are qualified to lead an historical office or to have a job at the top level (a GS [General Service] level 15). If you have just graduated from a doctoral program, you should be looking at positions which are GS level 11 or 12. GS level 13s, 14s, and 15s are PhDs who have been working in the field for years (whether in an academic or a non-academic position). GS level 14s and 15s often work as supervisors, overseeing people with PhDs and MAs.

Finally, in case you have forgotten the lessons of your civics classes: federal employees are overwhelmingly civil servants. They do not work for a specific administration but rather the American public---in fact, career civil servants work under multiple administrations.

For further information on federal jobs, look at this guest discussion on Wrk4Us.

Note: not all federal jobs require that you live in Washington DC.

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What is historical consulting?

Historical consultants are historians who consult with and provide assistance to individuals and organizations on historically-oriented projects. An historical consultant may, for example, assist a museum by helping them to develop an exhibit (by writing exhibit text) or she may provide research for a law firm which needs assistance in understanding the development of a nineteenth-century treaty between a tribe and the federal government. Historical consultants may research and develop a study of a specific topic for an organization; for example, an historical consultant may bid for a project to assist a state agency in understanding its history or they may provide an organization with assistance in preparing a nomination for one of their properties to be listed in the National Register of Historic Places. In short, historical consultants work on a range of projects, everything from conducting research for authors or film companies to ensuring that construction projects are being done in compliance with preservation laws.

There are several large and well-known historical research firms. These include History Associates, The History Factory, and Historical Research Associates (check out the websites of these companies to gain a better and more detailed understanding of the different types of projects these companies work on). But historical consultants may also work in a one- or two-person company. Additionally, there are many historical consulting firms which do a mixture of work, including work which requires the expertise of architectural historians, archaeologists and historians. These consulting firms may or may not bill themselves as "historical research" firms; they may use a broader term or even focus on the architectural or archaeological work which they do. So, we suggest that you also look closely at the staff of many firms which bill themselves as doing architectural history or archaeology. This does not mean, however, that you should apply for jobs for archeaologists or architectural historians (these are distinct fields and employers generally prefer to hire individuals with PhDs or MAs in these specific fields). Apply for jobs which are described simply as "historian."

If you are interested in learning about developing a small historical consulting firm or, more simply, learning about how best to work on and bid for small projects on your own, look at this website, recommended by the Small Business Association. Also, the National Council on Public History has a consultants' committee; this committee works consultants to bring together to address questions of common concern (such as how to bid for a federal contract). NCPH uses LinkedIn to bring their consultants together. Access to this NCPH directory of working consultants in the U.S. is limited to NCPH members.

How can I learn more about preservation?

The National Preservation Institute and The Advisory Council on Historic Preservation are non-profit organizations which provide professional training in preservation and cultural resource management. They host multi-day seminars all over the United States. Although expensive, these courses are widely recognized as providing the premier training in this field. Because consultants and government employees often attend these seminars, they also have the added benefit of providing networking opportunities (the workshops usually have 25 or fewer students).

All of the training sessions offered by NPI and ACHP are useful but the best course to have on your resume is probably one on Section 106. Section 106 of the National Historic Preservation Act (NHPA) requires federal agencies to take into account the effects that federally funded activities and programs have on significant historic properties; click here to learn more about Section 106. Because federally funded projects are broadly defined and encompass many different types of projects, the job market for work associated with Section 106 is actually fairly good (the recent stimulus package has significantly increased work being done by the federal government).

You may also want to attend workshops done by your State Historic Preservation Office. These can be found here at the National Conference of State Historic Preservation Officers website.

The annual conferences of the National Trust for Historic Preservation conference as well as the National Council of Public History also often have workshops and working groups which deal with preservation issues.

Finally, if you are still in graduate school, we suggest that you attend or, at least, audit a class or two on architectural history.

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Where do preservationists work and how can I find out more about this field?

Preservationists work in municipal, state and federal governments. They may also work for private consulting companies. Preservationists often research the history associated with a property and then nominate it to the National Register of Historic Places or a state or municipal register. When a property is especially important in the history of the nation as a whole, a preservationist may research the property and then nominate it to become a National Historic Landmark. Nominating a property requires the consent of the property owner.

Preservationists also work to protect properties by researching and assessng actions which may impact the integrity of the property in question. Under Section 106, 110 and 213, historians often review, report on and assess projects and their impact on historic properties.

Because property oweners may be eligible for tax credits, they have a significant incentive to hire a preservationist to assist them in researching their property.

To find out more about this field, check out The National Conference of State Historic Preservation Officers, the National Trust for Historic Preservation, and Preserve Net.

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What can I do which will enable me to continue teaching but also support myself?

Teaching is not restricted to academia. Many positions involve teaching: for example, policy analysts and lobbyists teach when explaining their positions; companies often hire people to train/teach new employees and so forth. When applying for jobs, look carefully at the job descriptions. Often you will find that the job does require you to do some form of teaching.

Additionally, a full-time job will not prevent you from working as an adjunct (and you may enjoy adjuncting more when the paycheck is simply a supplement to your salary). Many businesses allow employees to work flex time and this may enable you to teach a class during the day (while it is not common, some businesses, such as IBM and the federal government, actually encourage their employees to teach). Even if you work for a business which does not allow flex time, working at a 9-5 job will not prevent you from adjuncting in the evening if that is what you want to do.

There is a strong need, in most inner-city and poor rural regions, for good tutors and mentors. You may find that working one-on-one with a child over a period of years provides you with some wonderful opportunities to teach; it may also be more satisfying in the long run as you will have an opportunity to watch your student grow over a prolonged period of time. Consider volunteering for any of the following wonderful programs: College Summit, Boys and Girls Clubs of America, National History Club, or National History Day.

And finally, museums and local historical sites almost always need good docents to give tours. This is a really fun way to teach-and it entails no grading.

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What are NGOs and how can I find out about jobs at these organizations?

An NGO is a non-governmental organization. The World Bank defines NGOs as "private organizations that pursue activities to relieve suffering, promote the interests of the poor, protect the environment, provide basic social services, or undertake community development" (Operational Directive 14.70). In wider usage, the term NGO can be applied to any non-profit organization which is independent from government. NGOs are typically value-based organizations which depend, in whole or in part, on charitable donations and voluntary service. These organizations often, if not always, draw on fundamental principles of research (both qualitative and quantitative analyses), teaching, and service. The NGO sector has become increasingly professionalized over the last two decades, enabling more individuals with advanced degrees to apply their broad base of skills, specifically their written and oral communication skills along with their ability to articulate the "big picture," and knowledge of a specific field, to a sector that has been traditionally defined according to the principles of altruism and volunteerism.

Information about specific NGOs and their missions can also be found in journals such as The Journal of Philanthropy and we suggest, as always, that you look at the websites of specific NGOs which may interest you. Because NGOs vary in size and because they are so numerous, there does not seem to be a global list of these organizations so you may have to do some research to locate smaller NGOs. Additionally, there is no one place where you may find job listings for all NGOs. We suggest that you look at the Council on Foundations but you also need to check the websites of specific NGOs and to speak to people in the field to find out about job listings.

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What are foundations and think tanks? How do you apply for a job at one of these places?

There is a great deal of overlap between the terms "foundation," "NGO" and "think tanks" with people who work at an NGO, a foundation or a think tank often using one or all of these terms to describe their organization.

Because the term "foundation" has no precise or legal meaning, the term is often used broadly to refer to both private foundations (including family, independent and company foundations) and public charities (community foundations and those nonprofit charitable organizations which raise funds to conduct their programs and operations). The rules governing private foundations are stricter in limiting foundation activities than are those for public charities. Foundations vary in size (from a small organization with an annual budget of less than a million dollars to large foundations such as the Gates Foundation whose annual budget is several hundred million dollars). Foundations each have unique missions; they may provide grants to others or they may create and manage their own programs. According to The Foundation Center, there are over 70,000 foundations in the United States as of the year 2003.

The requirements for a job at a foundation can vary. However, you should emphasize your knowledge and understanding of grant-writing (foundations write grants and/or judge and dispense grants). For obvious reasons, foundations also look for people who write and speak well and who possess outstanding analytical skills (you will be judging the feasibility of applications and programs).

Think tanks can be for-profit or non-profit organizations. They produce scholarly work which is used by businesses, the federal government, charitable organizations or even universities. Like foundations, think tanks vary in size. There are extremely large think tanks such as RAND or significantly smaller organizations which have only a few scholars and which have a very narrow focus. There are several thousand of these organizations in the United States. Information on think tanks can be found at the following websites: The Foreign Policy Research Institute or this website at Columbia University.

The requirements for a job at a think tank can be very similar to the requirements for an academic job. RAND, for example, requires applicants to give an academic-style presentation and then answer questions from experts after the presentation. Smaller think tanks are more eclectic in the requirements which they impose on applicants and you should read the job description very carefully when applying for a job. When applying for a job at a think tank, stress not only your academic qualifications but also any "real" world qualifications which you may have. If you have questions about the job, ask the organization directly.

The competition for jobs at either think tanks or foundations varies. A job at RAND, The Brookings Institute or The Gates Foundation is obviously highly competitive. If you recently earned a PhD, you would probably be better off applying for a job at a small foundation or a small think tank, as opposed to one of the giants.

All total, there are well over 70,000 think tanks, NGOs, and foundations in the United States. These organizations frequently hire PhDs. While the web can be of great assistance in looking for information on these organizations, you should also read journals which are read by people who work in this field (for example, The Journal of Philanthropy) and you should attend conferences or, at least, read the conference proceedings for these meetings. You can learn about conferences through the journals and websites of various organizations. And finally, contact people who work at these organizations and speak to them about the work they do and how they found their positions.

One final note: foundations are required to make their tax returns public. If you want to find out about an organization (its priorities and where it dispenses money), you should look at the foundation's tax return. These returns are available on the website of most foundations.

For further information on working for a foundation, look at this guest discussion on Wrk4Us.

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What does grant-writing entail and where can I learn about opportunities?

Grant-writing draws on the writing and research skills which you developed in graduate school. However, grant-writing also requires diplomacy, networking skills, the ability to manage a project, excellent organizational skills, the ability to build and maintain relationships as well as the ability to create budgets.

There are several ways in which you can pick up grant-writing skills. Volunteer to write grants at a local nonprofit. Call the Director of Development and offer to write two or three grant proposals for free. Take a grantsmanship training course. They come in all sizes from one day to one full week. Some are expensive and others are free. Do the research and make the right choice for you. And, finally, if you are currently in an academic position, you are already well situated to pick up grant writing experience. Do as much of it as you can while working in your academic position.

Grant-working offers a range of possibilities for career advancement. You may decide to remain a grant-writer for the long-term but after a few years in the field, you may discover that you have developed the skills to be either a Director of Development or even an Executive Director of a foundation.

If you are interested in grant-writing (and related positions), you should sign up to be on the Foundation Center's job list which comes out every few weeks or so. Also, check out the Wrk4Us discussion on Writing For Non-Profits.

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