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In many ways, teaching public history through real-world projects is a panacea. After all, a properly trained graduate of a public history program should be able to leave the theoretical world of the university and shift confidently into the exigencies of professional practice. But many educators naturally shy away from this approach because it is fraught with potential disasters – the looming threat of the unknown that frustrates students, educators, and partners alike. Flexibility and adaptability are keys to developing successful real-world public history projects. Accepting or even welcoming the unanticipated provides valuable teaching moments and a sense of reality that is difficult to duplicate in the classroom. Moreover, crafting a flexible but ultimately successful student project requires identifying the right partner or client while tempering expectations with a thoughtful and realistic scope of work.

From Theory to Practice to Problem: Teaching Public History with a Real Client