The field of public history is growing as college and university history departments seek to recruit and retain students by emphasizing how studying the past can sharpens their skills and broaden their career options. But faculty have often sought to increase course offerings without knowing exactly what the teaching and practice of public history entails. Public historians have debated the meanings of public history since the 1970s, but as more students take public history courses and more scholars are tasked with teaching these classes, the lack of pedagogical literature specific to the field has been challenging. This book addresses the need for a practical guide to teaching public history now. In twelve essays by esteemed public historians teaching at colleges and universities across the United States, this volume details class meetings, student interactions, field trips, group projects, grading, and the larger aims of a course. Each essay contains wisdom and experience for how to teach a public history course and why such classes are vital for our students and communities. Contributors include: Thomas Cauvin, Kristen Baldwin Deathridge, Jennifer Dickey, Torren Gatson, Abigail Gautreau, Romeo Guzman, Jim McGrath, Patricia Mooney-Melvin, Lindsey Passenger Wieck, and Rebecca S. Wingo.

The field of public history is growing as college and university history departments seek to recruit and retain students by emphasizing how studying the past can sharpens their skills and broaden their career options. But faculty have often sought to increase course offerings without knowing exactly what the teaching and practice of public history entails. Public historians have debated the meanings of public history since the 1970s, but as more students take public history courses and more scholars are tasked with teaching these classes, the lack of pedagogical literature specific to the field has been challenging. This book addresses the need for a practical guide to teaching public history now. In twelve essays by esteemed public historians teaching at colleges and universities across the United States, this volume details class meetings, student interactions, field trips, group projects, grading, and the larger aims of a course. Each essay contains wisdom and experience for how to teach a public history course and why such classes are vital for our students and communities. Contributors include: Thomas Cauvin, Kristen Baldwin Deathridge, Jennifer Dickey, Torren Gatson, Abigail Gautreau, Romeo Guzman, Jim McGrath, Patricia Mooney-Melvin, Lindsey Passenger Wieck, and Rebecca S. Wingo.