Differentiating degree tracks in a graduate program

A version of this post also appears at The Clutter Museum.

Because I’m one of only two faculty in my department whose specialty is officially “public history”—mind you, we all practice one form of it or another, but I have been anointed by my position description—pretty much all the applications for admission to my university’s Master’s in Applied Historical Research program come across my desk.  Usually I just write a few notes explaining why I’m recommending we admit the candidate, admit her provisionally, or decline to admit her, and then that’s the last I see of the application.  I also don’t get to see my colleagues’ comments on the application, as that might unduly bias me.

Occasionally, however, an application comes back to me when individual faculty make conflicting recommendations about admission.  So, for example, I might say we should admit someone, but two or three of my fellow faculty recommend the opposite. In many departments, a majority “no” vote might be the end of the line for an application, but our graduate program director gives me (or anyone else whose vote differs, I’m assuming) the opportunity to reconsider the application, to change my vote or take a stand or something in between.

At such moments, I get to see the admissions recommendations and, more importantly, the comments of my fellow evaluators. And often I’m in complete agreement with what they’re saying about the application, but I still want to recommend the opposite of what they do.

I’m not sure why, but it took me a year and a half in the department to realize that our occasionally differing visions about who should be admitted to the program stem from our–wait for it–differing visions about the program’s capabilities and mission.

My friends, we lack collective clarity.*

See, we have two programs: a traditional M.A. in history, and the M.A.H.R.  The department’s web page describes the programs using almost exactly the same language, differentiating between the two only by saying the M.A. will prepare students for work in academic settings at all levels (by which I assume we mean high school teaching or the occasional adjunct gig) and the M.A.H.R. prepares students for careers outside academic settings. Programmatically, the degree requirements differ very little, with M.A.H.R. students taking one additional seminar in public history—but when I taught that course last spring, there were several M.A. students in it, too.  The M.A.H.R. students can substitute “skills” courses (like GIS or video editing) for the foreign language courses required of the M.A. students. The M.A.H.R. students are also allowed, and encouraged, to take more internship credits.

If you’ve been around the humanities graduate program block lately, maybe you’re reading this as I do: the M.A.H.R. program is about helping students take very specific steps toward getting jobs.  The M.A. program. . .maybe not so much.  I don’t work with the M.A. students much, so I’m not sure what they want out of the program, but the M.A.H.R. students often have very specific goals: to open a historical consulting firm, to go into museum exhibit development, to make a documentary film, to apprentice themselves in a historic preservation office.

I wrote a memo to the graduate program coordinator in which I asked these questions (and provided my own tentative answers):

  • Should the students applying to the M.A.H.R. program have the same preparation and/or potential as students applying to the M.A. program?
  • If not, should we differentiate the application process for the M.A. and M.A.H.R. programs?
  • If we differentiate the applications, is a 15-20 page, traditional academic essay the best way to gauge preparedness for the M.A.H.R. program? If not, what is?
  • If we do away with the academic essay requirement for M.A.H.R. students, how will they demonstrate their ability to work with primary and secondary sources?

Here’s the thing: I read a lot of mediocre writing in those applications, from both M.A. and M.A.H.R. applicants. Many of the objections from my colleagues stem from applicants’ bad writing or poor research skills. And in my own classes, I’m a pretty unforgiving taskmaster when it comes to writing.  So I’m not suggesting that we lower to the admissions bar for M.A.H.R. applicants.  Yet maybe we need to acknowledge that public historians’ work embraces a huge spectrum; some public historians might find themselves addressing K-6 students, while others work primarily with policymakers.  On the job, some will rarely write anything longer than an exhibit label.  Others will need to write eloquently in grant proposals.  Many will need to do both.

I suspect that many of the applicants who can’t write a good enough academic essay to be admitted to a traditional academic programs can still engage in critical and creative thought–it’s just that the essay isn’t the best way for them to exhibit these skills.  Someone who is a good fit for our M.A. program might not be a good fit for the M.A.H.R. program, and vice versa.  I suspect we faculty have been treating applicants as if they’re applying to the same program.

The grad program coordinator told me to bring my questions and concerns to the faculty at a department meeting.  Our faculty meetings are relatively fleet things, thank goodness, but it also means I need to find a way to encourage people to either (a) coalesce around a unified vision in, oh, 10-15 minutes or (b) reflect on what they think the difference between the two programs should be and share their individual visions with me before the next meeting.

Of course, before I do that, I’d like some information from other programs.  I’ll be scouring departmental web pages and perhaps contacting some folks, but in the meantime, here’s what I’d like from you, dear readers:

If you teach in, or pursued a degree within, a humanities or social science department that offers to graduate students an “academic” track and a “practical” or “non-academic career” track (e.g. history and public history), how do you differentiate between applicants to the two programs? Do you require essays or something else? Do you require interviews? Do you expect applicants to propose specific projects? Do you ask recommenders to comment on the applicants’ career potential instead of just their academic performance? How can you tell which applicants might be a better fit for one degree track over another?

Please share your experiences and thoughts in the comments.  I know some folks like to maintain their anonymity in such forums as this one; if that’s the case, you can either obfuscate a few details, comment anonymously, or e-mail me privately at trillwing -at- gmail -dot- com.

Many thanks!

 

* . . .in an academic department. A stunning revelation, I know.

Photo by vlasta2, and used under a Creative Commons license.

Comments

  1. Can’t comment from the side of faculty in academia, but I can tell you that in my museum work I need all of those skills – grant writing, label writing (and research, of course), as well as the ability to write longer, more academic things like conference papers, articles, and books.
    Thinking over the interns I’ve had in the past year, what I feel they’ve lacked most are hard technological skills. I wish they had some minimal graphic design skills (including basic proficiency with PhotoShop and InDesign), a basic grasp of HTML, a basic grasp of pdf creation options, etc.
    I would suggest that the most appropriate measure of preparedness for the program should be closely related to the measures of success in the program.

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