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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
