Jobs: Visiting Assistant Professor in the History of Medicine, Sam Houston State University

The Department of History at Sam Houston State University invites applications for a position at the rank of Visiting Assistant Professor in the History of Medicine, to begin Fall 2021. The successful candidate will assist the department to foster connections between the College of Humanities and Social Sciences and the College of Osteopathic Medicine.

Period and geographic specialization are open. We prefer candidates who specialize in diseases, gender and medicine, or colonial medicine, and whose work maps onto one of the thematic tracks organizing the department’s M.A. program: (1) Rights & Identity; (2) War & Violence; and (3) Encounters & Exchanges. Applicants should demonstrate a strong commitment to teaching undergraduate and graduate students, as well as a promising research agenda. Online teaching experience is a plus. Teaching responsibilities include undergraduate and graduate courses (face-to-face and online) in History of Medicine, as well as the World History survey. The teaching load is four courses per semester.

Ph.D. in History is required prior to appointment. ABD candidates may apply; however, the Ph.D. must be completed before the start of the appointment. The College of Humanities and Social Sciences at Sam Houston State University is strongly committed to a diverse and inclusive workplace that empowers all employees to reach their full potential. All members of the academic community share a responsibility for developing and maintaining an environment in which differences are valued and inclusiveness is practiced. The college welcomes applications from those who will contribute to the diversity of our community.

To apply, upload to a letter of application, addressed to Dr. Pınar Emiralioğlu, Chair of the History of Medicine Search Committee; a curriculum vitae; unofficial graduate transcripts (official transcripts of all post-secondary education will be required of all finalists prior to on-campus interviews); a diversity and inclusion statement, specifically addressing your qualifications and strategy for engaging all students at SHSU; a writing sample of chapter length; three sample syllabi (one undergraduate course on World History since 1500, one undergraduate course on History of Medicine and one online graduate course in History of Medicine, uploaded to the Teaching Portfolio link); and  three letters of recommendation. If a candidate has not completed the doctorate, one letter must be from the candidate’s advisor, addressing the state of the dissertation. Review of applications will begin on February 1, 2021 and continue until the position is filled.

Sam Houston State University is an Equal Opportunity/Affirmative Action Plan Employer and Smoke/Drug Free Workplace. All qualified applicants will receive consideration for employment without regard to race, creed, ancestry, marital status, citizenship, color, religion, sex, national origin, age, veteran status, disability status, sexual orientation, or gender identity. Sam Houston State University is an “at will” employer. Security sensitive positions at SHSU require background checks in accordance with Education Code 51.215.

Calls for Papers: Society for the History of Navy Medicine

The Society for the History of Navy Medicine invites proposals for papers to be presented at the 2021 McMullen Naval History Symposium on any topics related to maritime medicine. Proposals should include a one page vita and an abstract of no more than 250 words which summarizes the research and its contribution to historical knowledge, collated in a single Microsoft Word file. A Paper Selection Board will select three or four papers for presentation at the Society’s panel at the McMullen, which may be a virtual event. Proposal deadline: 01 February 2021. Email proposals to by midnight. In the event of a physical symposium in Annapolis, the Society will provide travel grants of up to $850 for graduate students whose papers are accepted for presentation. The USNA History Department will announce the conference format by May 2021 and will promulgate a draft program by mid-June.

Calls for Papers: Ohio Under COVID

Call for Abstracts

Edited Volume

Ohio Under COVID

Editors: University of Cincinnati professors Lora Arduser (English), Danielle Bessett (Sociology), Vanessa Carbonell (Philosophy), Michelle McGowan (Pediatrics & Women’s, Gender, and Sexuality Studies), Katherine Sorrels (History), Edward Wallace (Africana Studies)

On March 9, Governor Mike DeWine reported Ohio’s first three cases of COVID-19 in Cuyahoga County: a couple who had returned from a Nile River cruise and a man who had returned from conference in Washington, DC (Cincinnati Enquirer, 2020).

Ohio was similar to many other areas of the country in the spring of 2020. The virus was moving fast, forcing state leaders to make difficult decisions about how to respond. Acting on advice from Amy Acton, the Director of Ohio’s Department of Health, Governor Mike DeWine declared a state of emergency on March 9 and Dr. Acton issued a stay-at-home order effective March 23, an order that stayed in effect until May 19.

The order ushered in debates that continue to dominate expert and popular discourse on COVID. This volume uses a health humanities lens to address the political, social, cultural, ethical, and health aspects of COVID in one state as a case study for a larger examination of principles and practices during COVID.

Health humanities is an interdisciplinary field situated at the intersection of health sciences and humanistic disciplines, fine arts, and social science. Scholars in the field address questions of human health and well-being (Jones, Wear, & Friedman, 2014).

Possible topics for the volume include, but are not limited to:

• Mental health and COVID

• Disability and COVID

• Health disparities and COVID

• Surveillance practices during the pandemic

• Protest during COVID

• Public health and medical institutions’ policies related to COVID

• Clinical perspectives on care provision

• The role of misinformation: Science, trust, and expertise

• Digital humanities and the pandemic

• Visual rhetoric of COVID

• The language of a pandemic

• Bioethics and the pandemic

• The history of medicine and COVID

• Geography, space and the pandemic

• Violence and COVID

• K12 and higher education during COVID

• Religious practice and freedom of religion during COVID

• State, local and municipal governance during COVID

• Caretaking and caregiving practices during COVID

• Economic hardships and relief programs during COVID

• COVID in literature and the arts

• Women’s reproductive health and COVID

The editors are interested in making the work accessible to both scholarly and general audiences.

We are seeking 250-word abstracts for scholarly articles and personal narratives. This volume would accommodate a variety of narrative forms, from more scholarly contributions to first-person narratives. Chapters that are research-based should be 6,000 to 8,000 words. Personal narrative submissions should be 3,000- 4,000 words.

Contributors need not be Ohio based, but their chapters should directly address Ohio as a case study, comparison case, point of departure, etc.

Submissions should be sent to as a .doc or .docx.

Timeline for Submissions:

250 word abstracts due: January 31, 2021

Authors notified: February 21, 2021

Full chapters due: June 30, 2021


Cincinnati Enquirer. (9 March 2020). 3 cases of coronavirus confirmed in Cuyahoga County; DeWine declares state of emergency. The Cincinnati Enquirer. Retrieved from: 3 cases of coronavirus confirmed in Cuyahoga County; DeWine declares state of emergency.

Jones, T. Wear, D., & Friedman, L. D. (Eds.). (2014). Health humanities reader. New Brunswick, NJ: Rutgers University Press.

Jobs: NEH Cullen Chair in History and Medicine, University of Houston

The Department of History at the University of Houston invites applicants for the NEH-Cullen Chair in History and Medicine. Established in 2020 and housed in the History Department, this distinguished professorship is critical to the University’s endeavor to link the humanities and the professions. The Chair will play an instrumental role in the research and teaching mission of the History Department. In addition, the Chair will have opportunities to collaborate with the faculty of heath professions colleges and programs around campus to determine how best to support their teaching mission.

We seek applications from scholars working on any aspect of the History of Medicine, broadly defined. Geographical and chronological concentrations are open, and all research areas will be seriously considered. Candidates with special interest in how race, ethnicity, gender, and class influence health disparities are especially encouraged to apply. The successful candidate will hold a Ph.D. in History, History of Medicine, History of Science, or related field.  The candidate will have an ambitious research agenda, a record of publication, including at least two monographs, as well as teaching and professional service commensurate with that of a Full Professor for an appointment to a major endowed professorship. The holder of this Chair will be expected to train graduate students, teach undergraduate students, and develop and contribute to academic and community programs in History.  This primary responsibility will be balanced with potential teaching and programming collaborations with the university’s health professions colleges, which might include teaching the history of medicine to health professions students, sponsoring workshops, seminars, or conferences on the history of medicine as it pertains to practicing medicine in underserved communities, or developing other university and community programming vital to understanding health care disparities and promoting structural competency in medical and pre-medical education. The University of Houston is an institutional member of the Texas Medical Center, which is an internationally renowned center for medical training, research, and practice.

This position comes with a competitive salary as well as generous research support from an endowment funded by the National Endowment for the Humanities and the Cullen Foundation. The University Houston is a Carnegie-designated Tier One Public Research University. We welcome candidates whose experience in teaching, research, or community service has prepared them to contribute to our commitment to diversity and excellence. The University of Houston is responsive to the needs of dual career couples.

Complete applications should include  a letter of application, CV, copies of representative publications, and contact information for three recommendation providers. Please direct all inquiries to Dr. Philip Howard at Applicants are to apply at under the faculty employment link. The search will continue until the position is filled.

The University of Houston is an equal opportunity/affirmative action employer. Minorities, women, veterans and persons with disabilities are encouraged to apply. Additionally, the University of Houston prohibits discrimination in employment on the basis of sexual orientation, gender identity or gender expression.

Candidates should have completed their Ph.D. in History by July 2021.

Notes to Applicant: Official transcripts are required for a faculty appointment and will be requested upon selection of the final candidate. All positions at the University of Houston are security sensitive and will require a criminal history check.

Required Attachments by Candidate: Curriculum Vitae, Cover Letter/Letter of Application, Publications

Employee Status: Regular/Benefits

Job Posting: Dec 2, 2020, 6:37:30 PM

The University of Houston is an Equal Opportunity/Affirmative Action institution. Minorities, women, veterans and persons with disabilities are encouraged to apply. Additionally, the University prohibits discrimination in employment on the basis of sexual orientation, gender identity or gender expression.

Calls for Papers: Curriculum of the body and the school as clinic: Histories of public health and schooling, 1900-2020

We have provisional approval from a commercial press for an international edited book provisionally titled, Curriculum of the body and the school as clinic: Histories of public health and schooling, 1900-2020.

The book’s focus is outlined below as well as our proposed timeline for author submissions. We welcome proposals for chapters that will be 6,000-8,000 words in length.

We particularly welcome submissions from:

[1] Early and early-mid-career scholars, whether as sole, lead or co-author; and,

[2] Scholars who have not previously published extensively in English.

Book Overview

Title: Curriculum of the body and the school as clinic: Histories of public health and schooling, 1900-2020

This international edited collection employs the concept of the ‘curriculum of the body’ (Burns, Proctor & Weaver, 2020) to distinguish a set of educational technologies, schooling practices and school-based public health programmes that have been enacted on or through the body of children and young people—not in isolation but rather “in permanent interdependence with other beings and objects” (Veiga, 2018, p. 22). The collection focuses on the twentieth century, with some chapters likely to extend into the first decades of the twenty-first. Our intention is to delineate a period during which the belief that every child should spend several years in school gained near universal global agreement, no matter the variations in local provision and practice. Additionally, this was a period in which the imperatives of public health became increasingly systematized and bureaucratized and schools were identified as key sites nationally and internationally for health and welfare interventions (Proctor & Burns, 2017). The rationale for the time period and institutional focus is to pay attention to the development of a set of institutional forms, repertoires of expertise, and bodily practices that became normalized and naturalized as elemental to schooling—and thereby to childhood and adolescence.

The book is informed by an expanded view of curriculum that recognizes that the school curriculum encompasses not just the content or transmission of formal syllabuses, but rather a whole range of teaching and learning that goes on, both in accordance with and despite of the stated or unstated objectives of schoolteachers and other authorities.

The collection will describe a set of consequential encounters between modern schooling, (public) health discourse and the bodies of children by mapping key dimensions of the ‘curriculum of the body’. It is a curriculum in that there is a level of coherence and direction to its practices, which are instructional in nature, even if not always at the level of transparent or even consciously articulated planning by school authorities. This coherence and direction occur despite the lack of a monolithic center of power, despite this curriculum being untidily put together from various different parts of the operation and forms of schooling, and despite both instances and patterns of inconsistency and contradiction.

The situating of this bodily curriculum in modern schooling draws attention to the historical significance of the institutionalization of education, across the twentieth and into the twenty-first centuries. Schooling is theorized as one of the great organizing institutions of modernity, which, in the case of the curriculum of the body, coexisted and intersected with contemporarily emerging fields of authority, knowledge and organization in medicine, public health and developmental psychology. Schools became so closely identified with first childhood and then adolescence that the artificiality of this connection is now scarcely visible. Modern categorizations of childhood and adolescence grew interactively with the expansion of modern, classroom-based schooling, and occasioned new beliefs and practices of corporeal management, protection and discipline.

The collection is organized into four subsections that outline a range of dimensions and practices that collectively constitute the curriculum of the body in modern schooling. We are seeking chapters that critically reflect on the ways in which, since about 1900, the bodies of children and young people have been discursively constructed and materially implicated in and through the formal and informal technologies and practices of curriculum in different places. Each thematic subsection demonstrates how the curriculum of the body was shaped by the broader values and norms governing particular places at particular points in time. They also highlight the key authorities and dominant bodies of knowledge instrumental in establishing childhood during the schooling years as a period of physical vulnerability in need of management. While recognizing that the practices and effects of any kind of curriculum, or set of curricular practices, will always to some extent be messy, contested or inconsistent, the collection sections establish themes and continuities.

The book subsections four key elements of the curriculum of the body, which organize the collection of chapters into subsections: (1) Formal programmes; (2) Clinical practices; (3)Architecture, spatialities, and materialities; (4) Classroom pedagogies and disciplinary practices. Each subsection will contain three-four chapters. Under these headings we additionally invite contributors to address the collection’s unifying theme – the historical making of childhood and youth in relation to the historical making of systematized and institutionalized expert knowledge.

We have written two papers together offering an expanded idea of our purpose in theorising schools as clinics, and in focussing on the corporeal in the school curriculum and would be happy to send PDF versions to anyone who would like further information about the kind of work we are envisaging, or who is generally interested:

Burns, K., Proctor, H., Weaver, H. (2020). Modern schooling and the curriculum of the body. In Tanya Fitzgerald (Eds.), Handbook of Historical Studies in Education: Debates, Tensions, and Directions, (pp. 1-21). Singapore: Springer.

Proctor, H., Burns, K. (2017). The connected histories of mass schooling and public health. History of Education Review, 46(2), 118-124

Interested contributors are invited to submit a chapter proposal (about 1000 words including bios) to Dr Kellie Burns ( and A/Prof Helen Proctor ( including the following information:

1. Proposed chapter title

2. Conceptual/ theoretical focus

3. Empirical research base / details of the research

4. Proposed thematic link to the collection under one of the four subsections listed above.

5. Brief author bios and/or links to an institutional web page, Google Scholar profile or equivalent (as mentioned above, we are keen to encourage work from new and emerging scholars as well as from scholars who have not previously been read extensively in English).

Proposed timeline:

Abstracts due: 31 March 2021 (or sooner)

Contributors notified: 15 April 2021

Full (6,000-8,000 word) chapter due: 30 November 2021

Reviews and editing, editors’ introductory essay completed November 2021-May 2022 as needed.

Book manuscript submitted: June 2022

Contact Info:  Dr Kellie Burns, University of Sydney,

Associate Professor Helen Proctor, University of Sydney,

Prizes: 6th Notes and Records Essay Award

Calling all historians of science – enter the 6th Notes and Records Essay Award

 Are you a researcher in the history of science, technology and medicine? Have you completed a postgraduate degree within the last five years? If the answer to these questions is ‘yes’, you can enter our Essay Award for a chance to win £500 (or local currency equivalent) and publication of your winning essay in our history of science journal Notes and Records. One runner-up will also receive £250 and there will be £100 prizes for an additional three ‘honourable mentions’. All winning categories will benefit from a free online subscription to Notes and Records for one year. Deadline for entries is 28 February 2021. Further information available at

Notes and Records reports on current research and archival activities across the history of science, technology and medicine. Our Essay Award is open to researchers from the above fields who have completed a postgraduate degree within the last 5 years.  Please also see our blog about the previous winner/winning entry from 2019 at

The award consists of:
A cash prize of £500
A runner-up prize of £250
Three honourable mentions will each receive £100
Publication of the winning entry in Notes and Records

All winners will receive a one year online subscription to Notes and Records

Lectures: Pandemic Perspectives: Stories through Collections

Smithsonian’s National Museum of American History is announcing a new program series, Pandemic Perspectives: Stories through Collections.

Join curators and historians for an engaging series of panels offering perspectives on the current pandemic. Panelists will virtually share objects from the past as a springboard to a lively discussion of how to better understand the present. Audience questions are encouraged and will be addressed in the moderated dialogue.

Website, including (free) registration for each program:

We invite curious people to join us for interesting discussions exploring a diverse range of historical and contemporary topics – and tensions – associated with pandemics.

Jobs: Professor or Associate Professor and serve as the Director of the Eleanor Crowder Bjoring Center for Nursing Historical Inquiry (ECBCNHI), University of Virginia

The posting number is:  R0016298

The University of Virginia (UVA) School of Nursing invites applications for an established senior scholar to join the faculty at the rank of Professor or Associate Professor and serve as the Director of the Eleanor Crowder Bjoring Center for Nursing Historical Inquiry (ECBCNHI). The ECBCNHI is dedicated to the preservation and study of nursing history and its contributions to the shaping of the American health care system. This distinctive position requires an eminent historian of nursing who will have opportunities to work with faculty, staff, and students in schools and departments across UVA Grounds. They will support an environment that openly and honestly values difference and allows room for a rich variation of perspectives, beliefs, experiences, and people. The Director of the ECBCNHI will provide leadership in all of these important areas.

The ECBCNHI is one of only two endowed nursing history centers in the world. It hosts a regular series of nursing history forums, sponsors an annual Agnes Dillon Randolph Award and lecture, awards annual research fellowships, and publishes a biannual newsletter, Windows in Time. It hosts scholars from around the world. To learn more about the center please visit our website:

Many professional schools in the health sciences – including medicine, public health, and public policy – have individual faculty whose expertise is in the history of the health sciences. The ECBCNHI, housed in the School of Nursing, is one such center. It is recognized internationally for its innovative educational programs and cutting edge research in the history of nursing. It has been successful in garnering grant support, with its faculty generating numerous award-winning scholarly publications and presentations and serving as officers of national nursing history associations.

To be considered candidates must be a distinguished historian of nursing with a substantial independent body of research work. This includes publication in peer-reviewed journals (usually single or lead authored), a track record of extramural funding, and publication of academic monographs or books with university presses. Their research must be based on sound methodology that presents both argument and analysis and must be rigorously executed such that it pushes the boundaries of the field. The candidate must also have evidence of invited lectures and presentations at national and international conferences.

We are seeking a master teacher with at least five years of teaching experience who demonstrates a passion for creating a collaborative scholarly and pedagogical environment to support students and faculty. Candidates must have a PhD in nursing, history, or other relevant field; and if a nurse, be eligible for licensure in the state of Virginia. Joint appointments with other schools or departments within the University of Virginia may be possible.

Rank and salary will be determined on qualifications and years of experience. Endowed Chair appointments are possible for highly qualified applicants who meet the School of Nursing criteria. Candidates must be able to meet the criteria for the UVA tenured process of Associate or Professor.

Ranked among the top nursing schools in the nation by US News and World Report, UVA aims to create a diverse community of students, scholars, and staff who aspire to achieve excellence in education, research, and clinical experiences. The UVA School of Nursing has been actively engaged in IDEA, our Inclusion, Diversity and Excellence Achievement initiative. We are deeply committed to developing a community that is inclusive, respectful, and considers diversity to be a key part of our excellence. We seek applicants whose experience, research, and teaching have prepared them to substantially contribute to this mission. We welcome, in particular, applicants from groups who have been historically underrepresented in nursing, including racial and ethnic minorities, LGBTQ+, veterans, people with disabilities, and men.

The selected applicant will be required to complete a background check prior to their first day of employment per University policy.


PROCESS FOR INTERNAL UVA APPLICANTS: Please apply through your Workday Home page, search “Find Jobs”, and search for “R0016298″.   Complete an application online and see below for documents to attach.

PROCESS FOR EXTERNAL APPLICANTS: Please visit UVA job board, (R0016298) complete the application and see below for documents to attach.  Please note that multiple documents can be uploaded in the box or you can combine them into one PDF.

Complete an application online and attach:

    • CV/Resume
    • Cover Letter

Congratulations to the 2020 AAHM Award Winners!

Congratulations to the 2020 AAHM award winners announced at the Associations’ virtual business meeting on May 9, 2020.

William Osler Medal: Daniel Huang of Queens University  School of Medicine for his paper, “Cyber Solace: Historicizing an Online Forum for Depression 1990-1999.”

Richard H. Shryock Medal Honorable Mention: Brad Bolman of Harvard University for his essay, “In the Animal House: Salvage, Rabies, and Labor in Birmingham”

Richard H. Shryock Medal Honorable Mention: Sara Ray of the University of Pennsylvania for her paper, “Origin Stories: Mothers, Midwives, and Monstrous Births”

Richard H. Shryock Medal: Emer Lucey of the University of Wisconsin-Madison for her essay,“Beauty and Joy: The Aesthetics of Autism and Down Syndrome”

Fielding H. Garrison Lecturer for 2021: Janet L. Golden, Professor Emerita Rutgers University

J. Worth Estes Prize: Sabrina Minuzzi for her article, “‘Quick to say Quack’ Medicinal Secrets from the Household to the Apothecary’s Shop in Eighteenth-century Venice,” in Social History of Medicine.

Jack D. Pressman-Burroughs Wellcome Fund Career Development Award in 20th Century History of Medicine or Biomedical Sciences Award: Dr. Wangui Muigai Assistant Professor at Brandeis University to support her Book Project, “Infant Death in the Black Experience”

George Rosen Prize: Guillaume Lachenal for his bookThe Lomidine Files: The Untold Story of a Medical Disaster published by Johns Hopkins University Press.

William H. Welch Medal: Nicole Barnes for her book Intimate Communities: Wartime Healthcare and the Birth of Modern China, 1937-1945 published by the University of California Press.

Genevieve Miller Lifetime Achievement Award: Theodore M. Brown

Congratulations to all our winners.

AAHM News: Statement on COVID-19

The officers of the American Association for the History of Medicine are monitoring the spread of COVID-19, and its implications for our annual meeting.  Many professional organizations have cancelled upcoming meetings.  The officers are reviewing statements issued by the World Health Organization and the Centers for Disease Control and Prevention and are in close contact with the AAHM Local Arrangements and Program Committees.  As of March 10, 2020, the officers and the committees have elected not to cancel the meeting and to continue to follow developments with COVID-19.

It is quite possible that decisions made by the University of Michigan, City of Ann Arbor, State of Michigan, and various federal agencies may take the decision about the annual meeting out of the Association’s hands. As of March 10, 2020, none of the above-mentioned entities have restricted domestic travel or forbidden large meetings.

Some members may want to wait before making a decision to attend the annual meeting. AAHM will make refunds without penalty to all who register if the meeting is cancelled. AAHM also will refund those who have registered and later decide they cannot attend. The AAHM will be flexible about its requirement to register by April 7 for people who appear on the program. In addition, we have waived the late fee so that individuals can register until April 30 at the early registration rate. Our meeting hotels, the Kensington and the Even will hold our reserved room blocks until April 24, 2020.

The AAHM Officers and the Local Arrangements and Program Committees will send another notification to all members and those who have registered for the annual meeting by March 31, or sooner if events warrant.

Susan Lederer

AAHM President