2022 Fall Executive Board Meeting

The Executive Board took the following actions during their December 2, 2022, fall meeting.

  • Approved the Spring 2022 Board Meeting Minutes
  • Approved the August 2022 Emergency Meeting Minutes
  • Approved the 2023 Service and Prize Committee Appointments
  • Approved the new CPACE Bill of Rights and updated Standards and Best Practices Guidelines
  • Approved the CPACE Committee Expansion Request
  • Approved the new Social Media Policy
  • Approved an extension of the credit line

New Membership Database

We are excited to announce that we will be launching a new membership database, which is hosted by MemberClicks, an association management platform. The new system provides you with greater control over your membership experience, including letting you set your communication preferences. The platform also offers new ways to network with other OAH members. Watch your in-box for instructions on how to access the new system in the coming weeks. 

Non-Tenure Track Standards and New Bill of Rights

The OAH Committee on Part-Time, Adjunct, and Contingent Employment has revised the standards and best practices guidelines for the employment of part-time, adjunct, and contingent faculty initially developed in 2011. The Executive Board approved the revised standards and the new Contingent Faculty Bill of Rights during their December 2 meeting. Last revised in 2014, the Standards and Best Practices have been updated to reflect ongoing changes in academic hiring. You can read both the Standards and Best Practices guidelines and the below.

Process: A Blog for American History CFP

Fifty years ago, Roe v. Wade became law. Just months before the January 2023 anniversary, the Supreme Court struck down its previous ruling, casting a pall of uncertainty over individuals’ reproductive rights. The issue is still far from settled. States and local jurisdictions have acted to criminalize the procedure or safeguard individuals’ right to an abortion, while community organizers and individuals are struggling to navigate the post-Roe world. In this uncertain moment, Process invites submissions reflecting on the history of Roe v. Wade and the reproductive rights it aimed to protect. We are open to a wide variety of themes touching on abortion access and reproductive health generally. We welcome submissions thinking about the legal, social, and cultural history of the long battle over birth control access. Essays might also consider how race, gender, sexuality, citizenship, and ability have shaped the politics and lived experience of reproductive health in the United States.

Submissions must be written for a public readership and should not exceed 1500 words. We hope to receive submissions by January 29, 2023, but we are open to promising submissions past that point. Proposals and drafts may be sent to [email protected].

New this Spring: The OAH Virtual Conference Series

Registration is now open for the new OAH Virtual Conference Series on American History. This virtual conference takes place on Thursdays between April 13 and May 4 and features a mix of live sessions and recorded content from the in-person conference in Los Angeles.  Pre-circulated paper sessions allow you to watch the presentations at your leisure before the conference and then join in discussions with other attendees during the live event. All sessions will be recorded and made available following, ensuring that you never miss a session. You can register at https://secure.oah.org/store

History on Trial: An American History Forum with Educators

From school board meetings to the halls of state legislatures and front-page news, the politicization of the teaching and writing of United States history is reshaping what can and cannot be taught in our nation’s classrooms at all levels. Rooted in the sentiment that there is only a singular narrative explaining the American experiment, past and present, these efforts seek to take us back to an earlier era characterized by a limited, celebratory vision that ignores the core conflict of our national story: that the United States was founded on radical notions of liberty, freedom, and equality, but built on systems of slavery, exploitation, and exclusion. Panelists will focus on the challenges of teaching and presenting history in today’s classrooms, public spaces and museums, debates over what and whose history will be taught, and lessons to be gleaned from “history wars” of the past.

This community conversation will be held Sunday, April 2, 2023, at the The Tateuchi Democracy Forum at the Japanese American National Museum, with opening remarks beginning at 1:30 pm and a reception following at 3:30 pm. The event is free and open to the public, and will be livestreamed for those unable to attend in person. Both Spanish translation and CART captioning will be available for this event.

This forum honors the late Gary B. Nash — former president of the Organization of American Historians and staunch defender of teaching history in all its complexity.

This event is co-sponsored by the UCLA Department of History, Gary B. Nash Endowed Chair in U.S. History, the Thomas E. Lifka Endowed Chair of History, and the Joyce Appleby Endowed Chair of America in the World.

African American Schools in the South, 1862-1900

The NPS/OAH Collaboration has released a new project on African American Schools in the South from 1862-1900. Authors Dr. Hilary Green, James B. Duke Professor of Africana Studies at Davidson College, and Dr. Keith Hébert, Draughon Endowed Associate Professor of History at Auburn University, examine why early African American education was foundational to ideas of citizenship and civil rights that define modern America. Schools founded by and for free African Americans were central to the pursuit of freedom and equality after the Civil War and the establishment of universal public schooling in the south. Their case studies of national parks show how this history can bring new layers of impact, inspiration, and relevance to a park’s story.

To read “Historic Resource Study of African American Schools in the South, 1865–1900,” visit http://npshistory.com/publications/hrs-aa-s-schools.pdf

Standards for the Employment of Part-Time, Adjunct, and Contingent Faculty

Approved by the OAH Executive Board for implementation by the Committee on Part-Time, Adjunct and Contingent Employment (CPACE), March 2011 and Revised in April 2014.  

At its 2011 spring meeting on March 17-20, the OAH Executive Board endorsed the following standards and “best practices” developed by the OAH Committee on Part-Time, Adjunct, and Contingent Employment (CPACE) for how all colleges, universities and other institutions of higher education should employ and utilize non-tenured and non-tenure-track history faculty. At its spring meeting in 2014, the OAH Executive Board endorsed the CPACE’s revisions to the standards to more clearly distinguish teaching from nonteaching contingent historians, and indicate “best practices” that apply specifically to nonteaching contingent historians. Those standards and revisions appear below. (Download the April 2014 revised standards as a PDF).  In 2021 we are revising these standards to reflect the ongoing relevance and significance of contingent faculty to the teaching of history and the development of the profession as teachers and researchers.

  • That non-tenure track (NTT) faculty includes generally teaching, but also non-teaching professionals referred to as adjunct, contingent, part-time, contractual, affiliate, special, irregular, full-time untenured or non-tenure track and off-tenure track, and designated with titles such as Instructor, Visiting Professor, Research Professor, Professor, Lecturer, and Professor of the Practice.
  • That NTT faculty be included in the collegial relations and communications of their departments as well as in their places of employment and be provided with:     
    • clearly stated evaluation procedures;
    • seniority for hiring and pay raises according to set policies;
    • office space, phones, and access to computers, libraries, electronic library databases, photocopying, parking, clerical and technological support on a similar basis as tenured/tenure-track faculty (TTT faculty) are allocated;
    • access to basic benefits such as health and life insurance, sick leave and retirement plans and unemployment compensation. Health benefits particularly should be universally available proportional to employment, with an opportunity provided for co-payments to ensure full coverage;
    • eligibility for promotion in job position and rank; and
    • opportunity for regularized employment in the form of year-long or multi-year contracts and/or reasonable timely written commitments for renewal.
  • That the pay scale for NTT faculty reflects their status as professionals with: 
    • fair salaries, equal to TTT faculty compensation for comparable teaching, advising, service work, and research work performed by teaching and nonteaching part-time and contingent faculty;
    • salary increases over time that recognize years of experience and/or service;
    • appropriate stipends or compensation for committee work, administrative assignments (including creating or administering programs), assessment and any other duties beyond teaching or research required by the college/institution;
    • administrative support and the institutional resources necessary for instructional faculty to teach; such support should extend to professional development, new course creation, scholarship and other occupational activities; and
    • a policy or formula for seniority that may include ranks and certain levels of job security.
  • That history departments, and other divisions, departments or programs that offer history curricula nurture the research agendas of NTT faculty through:
    • eligibility for grants to do research and attend conferences on the same or on a similar basis as for TTT faculty;
    • support for teaching faculty’s professional development in regard to teaching, creative activities and scholarship, and support for non-teaching faculty in regard to creative activities and scholarship, both on the same basis as TTT faculty.
  • That academic institutions incorporate NTT faculty into their governance systems to the fullest extent possible with appropriate compensation for non-teaching duties carried out by parttime or contingent teaching faculty. The integration of NTT faculty into governance systems either directly or through their representatives will foster a united faculty better prepared to make good academic decisions, improve the work of history programs and enhance the quality of students’ education. The following areas offer a spectrum of good practices that should be considered, depending upon governance structure and particular needs:     
    • extension of the right to attend, participate in and, when appropriate, vote at meetings of history departments, faculty senates, and other faculty governance bodies at the disciplinary, departmental, programmatic, divisional and institutional levels;
    • invitation to participate on relevant faculty and institutional committees (such as curriculum, student assessment, budgetary and program planning panels), with appropriate compensation when NTT faculty agree to serve;
    • provision for NTT faculty’s participation in formulating procedures and instruments for the evaluation of teaching and work performance;
    • recognition of NTT faculty in published or posted rosters of departmental, divisional or institutional members, and in programs rewarding excellence in teaching;
    • creation of a written policy outlining NTT faculty members’ rights and responsibilities in governance with periodic updates to reflect changes.
  • That History departments and faculty governance within colleges and universities support of NTT faculty’s academic freedom and due process protections, and that they protect NTT’s intellectual property rights in their syllabi, online course materials where relevant, lectures, etc.
    • In addition to the above standards, the OAH urges all college accrediting organizations and all journals and media that list colleges and university by various criteria to include the following information in their reports:
    • The number and percentage of contingent, full-time temporary and part-time adjunct faculty members, both in teaching and non-teaching positions; and
    • The number and percentage of courses taught by contingent, full-time temporary and part-time adjunct faculty members.
    • This is a matter of public information to which prospective students and their families are entitled as a matter of consumer protection.

Contingent Faculty Bill of Rights

Committee on Part-Time, Adjunct, and Contingent Employment (CPACE), Organization of American Historians 

  1. Contingent faculty have a right to respect and support for our duties and our career advancement.
  2. Contingent faculty have the right to a fair and livable wage and to healthcare and other benefits allocated to full-time employees and tenure-track faculty.  We have a right to equal compensation for our labor as provided to tenure-track faculty.  
  3. Contingent faculty have a right to compensation for all labor done on behalf of the college or university, including service work, committee and department meetings, mentoring and advising, in-house and external training, career advancement, new course preparation, and other activities contributing to the functioning of the university, in service to the institution’s students, and/or adding to the university’s public standing.  The real costs of education should be transparent and not be carried by contingent faculty.
  4. Contingent faculty have a right to all of the resources we require to complete our duties, including access to institutional entities and resources, office space, computers, parking and transportation, and technical and administrative support. 
  5. Contingent faculty have a right to institutional support for our intellectual and scholarly pursuits.  We have a right to equal representation in professional associations, scholarly publications, academic conferences, and other professional gate-keeping operations.  We have a right to compensation for our services to the profession.
  6. Contingent faculty have a right to institutional and professional transparency.  We have the right to information about compensation rates and benefits, including comparative data about pay and benefits for tenure stream faculty and various categories of contingent faculty.  
  7. Contingent faculty have a right to for cause employment, job security and fair and open hiring standards and processes.  Contingent faculty have a right to timely hiring and contracts and to advance notice of any non-reappointment. We have the right to evaluation, seniority, promotion, and longer-term contracts.  
  8. Contingent faculty have the right to union representation.  We have the right to pursue unionization and to participate in union activities without fear of reprisal from our employing institution or future employers.  
  9. Contingent faculty have the rights of ownership of all fruits of our intellectual labor, including syllabi, lessons, teaching aids, a/v materials, digital products, publications, presentations, lectures, assignments, and all other intellectual products.
  10. Contingent faculty have a right to academic freedom.  We have the same right as tenure-track faculty to voice personal opinions and scholarly conclusions regarding matters of political, social, cultural, and academic import without fear of reprisal or dismissal from employing institutions.