Recent work by the NCPH, OAH, and AHA has raised the profile of challenges in evaluating collaborative research during the tenure and promotion process.1 Although it is acknowledged that most public historians work in collaborative partnerships, few resources dissect the nature of those collaborations and how they should be credited. This article focuses on a single case study, the development of the history of science exhibit Imaging the Invisible, a collaboration among faculty, staff, and students (both graduate and undergraduate). It was also an interdisciplinary project with representation from at least seven different departments and programs in the humanities, social sciences, sciences, and engineering. This collaborative article reflects on the project, giving four perspectives on how credit can be shared. It also draws attention to the similarities and differences between the nature of collaborative projects in public history and in the physical sciences and considers what each discipline can learn from the other.
- © 2013 by The Regents of the University of California and the National Council on Public History