Public History and Liberal Learning: Making the Case for the Undergraduate Practicum Experience

Abstract

Abstract This article explores a collaborative public history project between a small liberal arts undergraduate institution and a community social service agency. Drawing on evidence from student reflections and other course materials, it argues that undergraduate students gained important skills through the public history practicum including teamwork and problemsolving skills, intercultural awareness, and reflective practices, as well as discipline-specific learning outcomes. In documenting the student outcomes, it also demonstrates the potential of public history to contribute to undergraduate students' civic capabilities.