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In this article, the authors examine a common question that emerged within a large writing-across-the-curriculum program and throughout multi-disciplinary collaborations: How do faculty and students step into the roles of public scholars and public intellectuals? Whether the focus is on science communication with the general public or an initiative to connect public audiences with the arts and humanities, interest and need are joining forces in higher education. To take advantage of this, the authors—two faculty members at a large research university—developed and taught an undergraduate course called “Public Intellectuals/Public Scholarship.” This semester-long course involved a group of undergraduates, all from different majors, in reading a broad sampling of texts from the arena of public scholarship and public intellectuals. Through these readings, the students explored issues of both public and personal importance. By considering audience, purpose, context, and form, the students then wrote several pieces for a public audience, resulting in publishable products. Students went from being fearful of the idea of being a public intellectual to discovering that their words did matter in the public space. This article itself exemplifies a form of public scholarship as the authors describe the course they taught in order to share it—and its implications—with the broader educational public.

Going Public: Teaching Undergraduates How to Write for Broad Audiences