Abstract
Student community-based projects are a natural tool for achieving diverse public history outcomes, yet these types of projects are challenging to organize and manage. Focusing on two undergraduate community-centered oral history projects, this article serves as a guide for those interested in developing manageable service-learning projects that facilitate meaningful community partnerships. It explores lessons learned during the projects’ organization and execution including how to keep them manageable in terms of scope, scale, and structure and how to maximize available resources (both human and material). It also advances methods for developing student skills in new media technologies and platforms.
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