This article proposes that an unexplored avenue of pedagogy in undergraduate research lies in courses that merge English and the public humanities. These disciplines often have shared goals, including increased interest in the humanities and engagement with local communities, greater accessibility to scholarly materials, more research opportunities for and fewer burdens on instructors, and more frequent occasions for scholars at all levels to participate in knowledge making. Examining a course titled Writing About Public Problems, this article argues that undergraduates are capable of undertaking theoretical, creative, and practical writing and research when paired with empirical data collection on public stakeholders. Additionally, performance theory can facilitate experiential learning and a greater connection in undergraduate public humanities work between academics and the publics with which they seek to communicate.

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