I don't think I've been in a conference session before that started w/ audience. This may have changed my life #ncph2017 #s16 https://t.co/GsEua3gR92

— Laura Holzman (@HolzmanLaura) April 20, 2017

Props to @material_world for kicking things off this way #ncph2017 #s16

— Laura Holzman (@HolzmanLaura) April 20, 2017

Soliciting audience feedback BEFORE the session at #s16! Off to a good start #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Room is packed; under 1/2 of us teach public history courses to ugrads. Great to *start* session with Qs from the audience. #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

Meredith Clark-Witlz highlights the institutional/development advantages of public history undergraduate programs. #ncph2017 #s16

— Chelsea Denault (@Chelsea_Denault) April 20, 2017

One goal of req course for soph majors at Franklin College: get students into a cohort-building experience at the 200 level. #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

Obstacles to doing PH w/undergrads: funding/support, access to expertise in range of areas, time, schedule, letting go #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

make time for "happy accidents & learning moments" #ncph2017 #s16

— Rebecca Brenner (@rebeccabbrenner) April 20, 2017

Loosening control in the ugrad classroom: I think campus cultures matter. My students read flexibility as disorganization… #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

Doing PH gets undergrads the confidence they need to succeed in job market, internships, grad programs, etc #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Now we have Fred Witzig here from Monmouth College which has a new PH track #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

New PH track at IL's Monmouth College: worry that it sounds preprofessional and not the liberal arts. #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

PH is liberal arts, not "job training" – may have to defend this to administrators when starting a program #s16 #NCPH2017

— Will Stoutamire (@wstoutamire) April 20, 2017

Was warned that he would run into pushback that PH was just job training, not truly liberal arts #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

food for thought: to what extent is public history a liberal art? #ncph2017 #s16

— Rebecca Brenner (@rebeccabbrenner) April 20, 2017

Also got pushback from a consultant who was dir of a grad program that undergrads wouldn't get enough history #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

"This is a profession; can 18-19 year olds really do this?" Archives-based courses helped change minds. #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

Goal of undergrad program is NOT to turn out trained PH professionals, it's an introduction to the field #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Fred Witzig “A liberal arts college can be an uniquely appropriate place to begin thinking about PH” alongside history major. #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

Witzig recommends @wcronon's piece "Only Connect" on goals of a liberal arts education: https://t.co/ryE8YGBey4 #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

PH undergrad courses must stress writing and communication skills. YES! #s16 #NCPH2017

— Will Stoutamire (@wstoutamire) April 20, 2017

Love that panelists aren't pretending to have all the answers. Just sharing their experiences in the raw #s16 #ncph2017

— Will Stoutamire (@wstoutamire) April 20, 2017

really inspiring, mind-blowing ideas on the meaning of liberal arts through lens of public history's role #ncph2017 #s16 https://t.co/5ywIScAJCC

— Rebecca Brenner (@rebeccabbrenner) April 20, 2017

Wiltz emphasizing liberal arts skills learned in Intro to PH: listening, communication, collaboration, citizenship #s16 #ncph2017

— Rachel Boyle (@Raboyl) April 20, 2017

"I'm v grateful I have tenure," Witzig jokes. Not all of us do. Some of my PH classes end not w/project but w/proj proposal. #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

public history is many things- 1 of them is a vehicle for cultural empathy #ncph2017 #s16

— Rebecca Brenner (@rebeccabbrenner) April 20, 2017

Undergrads learn, even if the project crashes and burns. Be willing to take risks. #s16 #ncph2017

— Will Stoutamire (@wstoutamire) April 20, 2017

Lynn D?w is going to have us do an activity she does with her students #guineapiglife #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Assignment #s16 #ncph2017 pic.twitter.com/yFkKyYFgZS

— Abby Gautreau (@abbygateau) April 20, 2017

Lynn Daw shares her "exhibit bomb" assignment: students create visual & narrative plan from objects from college collections #ncph2017 #s16

— Chelsea Denault (@Chelsea_Denault) April 20, 2017

Gets lots of receipts, occasional diaries, one student brought running shoes #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Great class project to think about construction of archives/the past. Love this #s16 #ncph2017 pic.twitter.com/sVqCREbBoi

— Will Stoutamire (@wstoutamire) April 20, 2017

Appraisal activity! Item from collection, what is it, should we keep it? Based on intrinsic value. #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Librarians have the BEST IDEAS (Lynn Daw, Monmouth College, "exhibition bomb" is her too) #ncph2017 #s16 https://t.co/p7nG8zmpsK

— Monica L. Mercado (@monicalmercado) April 20, 2017

Item is a 75lb stone lithograph for a dissertation. Muskegum University (sp?) #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Someone saw a lithographer stone in a stand that showed both sides & told LD to look on the back (it wasn't NicCage) #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Fantasy archive assignment #s16 #ncph2017 pic.twitter.com/8Pfk1IZIY2

— Abby Gautreau (@abbygateau) April 20, 2017

Student did a fantasy archive of Westeros–be still my heart! #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Next up: @_amytyson! #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Teaching PH to gen ed students brings its own issues #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Tyson struggled with course, changed her model, generously sharing learned lessons #s16 #ncph2017

— Rachel Boyle (@Raboyl) April 20, 2017

@_amytyson very passionately describing her "crash and burn" teaching PH to gen eds; gives us the syllabus for the re-do #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

@_amytyson on her first undergrad public history class: "I crashed and burned! I was like Maverick on Top Gun!" #teachingfail #ncph2017 #s16

— Chelsea Denault (@Chelsea_Denault) April 20, 2017

.@_amytyson shares her Top Gun "Introduction to Public History" for gen ed post for @NPCH blog (2015) https://t.co/cnFm5tZUGu #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

Tyson looked at what she did successfully for Gen Eds in survey to get ideas for PH class-students lacked content knowledge #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

AT: what do I do well? What are my strengths? What do the Gen Ed students need/expect-clear expectations, reluctant to engage #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Tyson: students want to have clear expectations. -yessss, this is my experience teaching #s16 #ncph2017

— Rachel Boyle (@Raboyl) April 20, 2017

AT: uses the Foner textbook to get them to look at argument & facts of a topic, then breaks to inject PH. E.G. WW2 Internment #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Fascinating gen ed class by Amy Tyson. Combines survey content with stories/examples from PH. Reflects on how we do history #s16 #ncph2017

— Will Stoutamire (@wstoutamire) April 20, 2017

But this means fewer/no community collaborative projects….in gen ed class. (that's what PH concentration is for) #ncph2017 #s16

— Rachel Boyle (@Raboyl) April 20, 2017

.@material_world take's similar approach to Tyson; even for online course #s16 #ncph2017

— Rachel Boyle (@Raboyl) April 20, 2017

YES: students can be history majors, & there are PH/museum studies compliments. I'm _so_ not in favor of a ugrad certificate. #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

Loving @_amytyson's gen ed PH philosophy: not training to be producers, but critical audiences of PH #s16 #ncph2017

— MJ Rymsza-Pawlowska (@malgorzatar) April 20, 2017

Wtizig doesn't want PH req'd bc he doesn't think students should feel like they HAVE to do something w/history in their jobs #s16 #ncph2017

— Abby Gautreau (@abbygateau) April 20, 2017

Q from @HolzmanLaura: is teaching public history is about being critical history consumers, like art appreciation? #fakenews #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

Love the ethos of this panel: public history builds undergrads as thinkers. Not as little public historians. #ncph2017 #s16

— Monica L. Mercado (@monicalmercado) April 20, 2017

Training undergrads in PH isnt about producing polished public historians. It's about teaching a mindset that benefits future #s16 #ncph2017

— Will Stoutamire (@wstoutamire) April 20, 2017

@_amytyson emphasizes the importance of history (analyzing & evaluating sources) in present culture. #ncph2017 #s16

— Chelsea Denault (@Chelsea_Denault) April 20, 2017