| Abstrakt: |
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 team-work 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. [ABSTRACT FROM AUTHOR] |
