On the Cover

This issue of Perspectives on History includes three Feature articles about collaboration in teaching. Although each focuses on different aspects of undergraduate education, all three emphasize how collaboration—with students, fellow historians, or faculty in other disciplines—improves the classroom experience for everyone. In “Turning Inquiry into Action,” Caleb Wood Richardson (Univ. of New Mexico) explains how communities of practice (CoPs) brought instructors across the university together to get the gears turning. CoPs supported Richardson and other faculty as they worked on evaluating and improving their teaching. These articles, read together, may prompt historians to think about how they can bring collaboration into their classrooms, public history, and other learning spaces.

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