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Social and Behavioral Sciences Commons™
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Articles 1 - 30 of 198
Full-Text Articles in Social and Behavioral Sciences
Theoretical Foundations For Archaeological Pedagogy With Digital 3d, Virtual, Augmented, And Mixed Reality Technologies, Peter J. Cobb, Elvan Cobb, Jiafang Liang, Ryushi Kiyama, Jeremy Ng
Theoretical Foundations For Archaeological Pedagogy With Digital 3d, Virtual, Augmented, And Mixed Reality Technologies, Peter J. Cobb, Elvan Cobb, Jiafang Liang, Ryushi Kiyama, Jeremy Ng
Journal of Archaeology and Education
Archaeology is inherently a visual and spatial discipline and thus we should strive to center student learning within visual and spatial media. Apart from museum work, site visits, and fieldtrips, the traditional tools of the classroom, however, tend to only convey textual or two-dimensional abstractions of primary archaeological data. The latest digital 3D and eXtended Reality (XR) technologies (Virtual, Augmented, and Mixed) hold the potential for engagement with information in ways that more closely represent the true three-dimensional and visual nature of archaeological objects, spaces, and landscapes. This should allow for an embodied mode of interaction that significantly improves understandings …
Learning From The Land: The Application Of Archaeology And Land-Based Learning As An Experiential Learning Tool For Building Intercultural Competency, Lindsay Amundsen-Meyer, Kelsey Pennanen, Kristal Turner, Patricia Campos Díaz, Vivian Ayoungman
Learning From The Land: The Application Of Archaeology And Land-Based Learning As An Experiential Learning Tool For Building Intercultural Competency, Lindsay Amundsen-Meyer, Kelsey Pennanen, Kristal Turner, Patricia Campos Díaz, Vivian Ayoungman
Journal of Archaeology and Education
The written nature of Western society and oral basis of Indigenous society present a key difference in the way we approach the world (Duarte and Belarde-Lewis 2015; Kovach 2021; Scully 2012). Within an Indigenous ontology, there is an inseparable relationship between story and knowing and a holistic nature to this knowledge (Kovach 2021). Stories become a valuable tool for teaching and learning, which can also be used in other areas where value is placed on contextualized knowledge. Through the inclusion of Siksika (Blackfoot) Elders in our archaeology field school on the Siksika Nation, we attempt to present culturally appropriate curricula …
Beyond 2020: How General Education Archaeology Curricula Should Adapt To The Covid-19 Pandemic, Alexis T. Boutin, C. Midori Longo, Victoria R. Calvin
Beyond 2020: How General Education Archaeology Curricula Should Adapt To The Covid-19 Pandemic, Alexis T. Boutin, C. Midori Longo, Victoria R. Calvin
Journal of Archaeology and Education
Archaeology often justifies its existence by invoking the trope that we must learn about the past in order to create a better future. The COVID-19 pandemic is itself an event that will enter the historical record. Thus, the universality of this public health crisis is a unique opportunity to assess the relevance of university-level archaeology curricula to our present historical moment. We studied an upper division general education course on the archaeology of complex societies at a public liberal arts college in California. The instrument of data collection was a questionnaire administered at the end of the Fall 2020, Spring …
Tour De Fort: Creating And Evaluating Guided Archaeology Tours, Laura K. Clark Hunt, Mike Thomin
Tour De Fort: Creating And Evaluating Guided Archaeology Tours, Laura K. Clark Hunt, Mike Thomin
Journal of Archaeology and Education
Since 2011, the Florida Public Archaeology Network (FPAN) Coordinating Center office in Pensacola, Florida has partnered with the National Park Service staff at Gulf Islands National Seashore (GUIS) to develop and implement a public program called Tour de Fort. This guided bicycling tour was created by FPAN with the goal to promote the public appreciation for the many terrestrial and underwater archaeological resources located within the GUIS Fort Pickens Area. Tour de Fort has remained a popular and well attended program over the years. Based on public demand, other guided tours were developed using Tour de Fort as a …
Ancient Cities: Teaching And Learning In The Digital Age, Stefan Feuser, Francis Brouns, Michael Blömer, Alain Duplouy, Simon Malmberg, Stephanie Merten, Christina Videbech, Alessia Zambon, Mantha Zarmakoupi
Ancient Cities: Teaching And Learning In The Digital Age, Stefan Feuser, Francis Brouns, Michael Blömer, Alain Duplouy, Simon Malmberg, Stephanie Merten, Christina Videbech, Alessia Zambon, Mantha Zarmakoupi
Journal of Archaeology and Education
In this paper we present an overview of the Ancient Cities project’s outcomes and experiences with producing and testing digital educational material in the field of archaeology. In the first part, the Massive Open Online Course (MOOC) Discovering Greek & Roman Cities is introduced with respect to its target audiences and learning objectives, the ways in which it was disseminated to the target audiences, and how its structure and learning material were developed. Based on several questionnaires answered by the participants and user data from the MOOC platform itself, we were able to collect comprehensive information on the demography of …
Lawrence Kaplan (14 April 1926-6 March 1918), Emily Kaplan
Lawrence Kaplan (14 April 1926-6 March 1918), Emily Kaplan
Andean Past
This is an appreciation of the life and work of archaeobotanist Lawrence Kaplan, a specialist in domesticated beans.
Joan M. Gero (26 May 1944-14 July 2016), Jack Rossen
Joan M. Gero (26 May 1944-14 July 2016), Jack Rossen
Andean Past
This is an appreciation of the life and work of feminist archaeologist Joan Gero.
Death Notices-Joerg Haeberli, Laura Laurencich Minelli, Ursula Wagner, Nancy Ellen Kirkhuff Porter, Billie Jean Isbell, Lynn Ann Meisch, & Bernard While Bell Jr., Catherine J. Allen, Monica Barnes, Davide Domenici, Frances M. Hayashida, Vincent R. Lee, Carla Minelli, Carolina Orsini, Izumi Shimada, Ann Pollard Rowe, Sofia Venturoli
Death Notices-Joerg Haeberli, Laura Laurencich Minelli, Ursula Wagner, Nancy Ellen Kirkhuff Porter, Billie Jean Isbell, Lynn Ann Meisch, & Bernard While Bell Jr., Catherine J. Allen, Monica Barnes, Davide Domenici, Frances M. Hayashida, Vincent R. Lee, Carla Minelli, Carolina Orsini, Izumi Shimada, Ann Pollard Rowe, Sofia Venturoli
Andean Past
This consists of short biographies of deceased scholars Joerg Haeberli, Laura Laurencich Minelli, Ursula Wagner, Nancy Ellen Kirkhuff Porter, Billie Jean Isbell, Lynn Ann Meisch, and Bernard White Bell Jr.
By Stones And By Knots: The Counting And Recording Of Chili Peppers Stored During The Inca Occupation Of The Guarco Administrative Center Of Huacones-Vilcahuasi, Lower Canete Valley, Peru, Sergio Barraza Lescano, Rodrigo Areche Espinola, Giancarlo Marcone Flores
By Stones And By Knots: The Counting And Recording Of Chili Peppers Stored During The Inca Occupation Of The Guarco Administrative Center Of Huacones-Vilcahuasi, Lower Canete Valley, Peru, Sergio Barraza Lescano, Rodrigo Areche Espinola, Giancarlo Marcone Flores
Andean Past
This article discusses the Inca accounting system as exemplified at the site of Huacones-Vilcahuasi in Peru's Canete Valley.
The Lost Emerald Mines Of Ecuador: Contrasting Patterns Of Emerald Use In Native South America, Warwick Bray
The Lost Emerald Mines Of Ecuador: Contrasting Patterns Of Emerald Use In Native South America, Warwick Bray
Andean Past
The author presents evidence for a now-lost Pre-Columbian emerald source within the territory of present day Ecuador.
The Monoliths Of Chumbivilcas, Cusco: A New Focus On Pukara Culture, Rainer Hostnig, Francois Cuynet
The Monoliths Of Chumbivilcas, Cusco: A New Focus On Pukara Culture, Rainer Hostnig, Francois Cuynet
Andean Past
Carved monoliths pertaining to the Pukara culture of the Lake Titicaca region are described, illustrated, and analyzed.
The Settlement History Of The Lucre Basin (Cusco, Peru), Brian S. Bauer, Miriam Araoz Silva, Thomas John Hardy
The Settlement History Of The Lucre Basin (Cusco, Peru), Brian S. Bauer, Miriam Araoz Silva, Thomas John Hardy
Andean Past
This article reports the results of archaeological survey from Oropesa to Andahuayllilas, Peru.
Incas And Arawaks: A Special Relationship Along The Andes-Amazonian Frontier, Darryl Wilkinson
Incas And Arawaks: A Special Relationship Along The Andes-Amazonian Frontier, Darryl Wilkinson
Andean Past
In this article the author argues that the Incas and the Arawaks had a relationship that was more complementary than antagonistic.
The Ayllus Of The Chanka Heartland: An Interdisciplinary Assessment, Lucas C. Kellett
The Ayllus Of The Chanka Heartland: An Interdisciplinary Assessment, Lucas C. Kellett
Andean Past
This article discusses Chanka kinship and social organization in the light of settlement pattern studies, bioarchaeology, and the need for defense.
Research Reports, Andean Past 13, David Chicoine, Beverly Clement, Linda S. Cummings, Victor F. Vasquez S., Teresa Rosales Tham, Kylie E. Quave, Christopher Heaney, Alicia Hoffman, Reed Peck-Kris, Victor Ponte
Research Reports, Andean Past 13, David Chicoine, Beverly Clement, Linda S. Cummings, Victor F. Vasquez S., Teresa Rosales Tham, Kylie E. Quave, Christopher Heaney, Alicia Hoffman, Reed Peck-Kris, Victor Ponte
Andean Past
This section of Andean Past consists of short reports on macrofloral remains from the Peruvian Early Horizon site of Cayan, on vertebrate remains from Cayan, on a Ychsma or Inca mortuary bundle, and on figurines from the Mareniyoc site in the Callejon de Huaylas.
The Dynamics Of The Raya-Raya Farming Site In The Occupational History Of One Sector Of The Quebrada De Humahuaca (Jujuy, Argentina), Augustina Scaro
The Dynamics Of The Raya-Raya Farming Site In The Occupational History Of One Sector Of The Quebrada De Humahuaca (Jujuy, Argentina), Augustina Scaro
Andean Past
No abstract provided.
Alana Cordy-Collins (5 June 1944-16 August 2015), Christopher B. Donnan, Rose Tyson
Alana Cordy-Collins (5 June 1944-16 August 2015), Christopher B. Donnan, Rose Tyson
Andean Past
This is an appreciation of the life and work of Andean archaeology Alana Cordy-Collins.
Assessing Knowledge Mobilization And Retention In Teaching Archaeological Theory, George Nicholas, Chris Springer, Chelsea H. Meloche, Laure Spake
Assessing Knowledge Mobilization And Retention In Teaching Archaeological Theory, George Nicholas, Chris Springer, Chelsea H. Meloche, Laure Spake
Journal of Archaeology and Education
How are difficult and often unfamiliar concepts best taught in the classroom in ways that the information conveyed is retained? This study discusses the challenge faced in teaching an intensive, undergraduate Archaeological Theory that is regularly taught at Simon Fraser University. A survey of enrolled students was designed and twice administered to evaluate the effectiveness of different teaching methods and student learning practices. The results of the survey, plus other sources of information, provide an opportunity to evaluate the effectiveness of information transmission and retention in the classroom.
Preparing Undergraduate Students For Compliance Work?, Karin Larkin, Michelle Slaughter
Preparing Undergraduate Students For Compliance Work?, Karin Larkin, Michelle Slaughter
Journal of Archaeology and Education
Anecdotal stories by professionals working in the heritage management industry, specifically Cultural Resource Management (CRM), describe feeling unprepared for the work upon graduating with an undergraduate anthropology degree. Likewise, recent graduates complain that they are unqualified for posted CRM jobs even though many hope to enter the field upon graduation. This anecdotal information raises questions about whether undergraduate academic training adequately prepares students for compliance archaeology. Although anecdotes suggest the academy could do a better job at preparing undergraduate students for compliance work, few resources exist to evaluate these claims. To further complicate the issue, some academics rightly question whether …
Creating A Virtual Ethnographic Field School In An Off-Line Community Of Practice, Patrick Plattet, Robin Shoaps
Creating A Virtual Ethnographic Field School In An Off-Line Community Of Practice, Patrick Plattet, Robin Shoaps
Journal of Archaeology and Education
This paper describes the creation of an asynchronous on-line ethnographic field school experience for lower division undergraduate students. Our Virtual Field School course offers a field school experience that accommodates the unique make-up of the University of Alaska Fairbanks (where fifty-five percent of undergraduates are “nontraditional” students). Typical ethnographic field schools demand that students can spend four to six weeks in an international fieldsite. Alaska’s geographic remoteness makes travel abroad prohibitively expensive for many students. Pedagogical and technological concerns are outlined, including the utilization of the SELIN distance delivery platform, coupled with Blackboard Learn. SELIN was created by anthropologists at …
Remote Research As Authentic Learning Online, David Pacifico
Remote Research As Authentic Learning Online, David Pacifico
Journal of Archaeology and Education
This article reports on a pilot effort to use ArcGIS Online to create a decentralized archaeological mapping lab for digitizing and analyzing archaeological materials visible in satellite imagery. This effort meets student and project needs through an authentic learning opportunity. This effort promises to help us document and study archaeological sites that are likely to be erased before adequate study can be completed on the ground. The Casma Hinterland Archaeological Project (CHAP) reported on here has been successful in both advancing archaeological research in the Sechín Branch of the Casma River Valley, Peru, and in supporting students in skill building, …
Anth101.Com: A Free And Open Course That Works With Or Without A Classroom, Michael Wesch
Anth101.Com: A Free And Open Course That Works With Or Without A Classroom, Michael Wesch
Journal of Archaeology and Education
Anthropology is not just a discipline or a body of knowledge. It also contains a different “ethos” for seeing and being in the world. It is often this “ethos” that is what anthropology teachers are actually trying to “teach.” Anth101.com is a free and open textbook, and a hub for anthropology teaching resources, which are dedicated to this kind of transformative learning. The course and text are broken up into 10 lessons that connect to 10 challenge assignments that allow students to practice and embody the core ethos of anthropology.
Adult Education At The Oriental Institute In The Twenty-First Century, Foy Scalf
Adult Education At The Oriental Institute In The Twenty-First Century, Foy Scalf
Journal of Archaeology and Education
For over fifty years, the Oriental Institute Adult Education program has taught outside of the traditional academic framework as exemplified by the Department of Near Eastern Languages and Civilizations at the University of Chicago. The classes of this program were converted to hybrid availability in 2015. The primary motivation for these expansions was to increase access to, and expand the audience for, the offerings within the program. In doing so, we have found a very motivated audience of global learners hungry for serious engagement with historical, linguistic, and anthropological issues. Although our experience has been punctuated largely by success, several …
Online Learning For Offline Living, Ryan T. Klataske
Online Learning For Offline Living, Ryan T. Klataske
Journal of Archaeology and Education
Teaching anthropology online presents a unique opportunity to invite students to explore the world along with us, from wherever they might be. This journey can introduce students to the range of human potential and possibility, while also allowing them to better understand themselves, where they come from, their everyday lives, and the world around them. This article argues that online learning can transform offline living, especially when it engages everyone in their efforts to bring about change in their lives. It presents online teaching as a powerful act of engaged anthropology and an urgently needed experiment to develop online learning …
Mind The Gap, But Don't Fret The Platform, Jane Eva Baxter
Mind The Gap, But Don't Fret The Platform, Jane Eva Baxter
Journal of Archaeology and Education
This brief essay makes the case for effective online teaching and learning in anthropology. It addresses areas of traditional faculty resistance to online teaching and suggests that inline teaching has unique strengths and possibilities that can be used to encourage excellence in teachers and students in online anthropology courses.
Tensions And Opportunities Of Anthropology And The Academy Online, Rebecca Robertson
Tensions And Opportunities Of Anthropology And The Academy Online, Rebecca Robertson
Journal of Archaeology and Education
In March of 2020, the COVID-19 crisis precipitated an abrupt and unplanned shift to online instruction that is unlikely to completely reverse once the pandemic retreats. Thus, the academy and, by extension anthropology, stand at a COVID-19 accelerated crossroads between a corporeal tradition, a “virtual” present, and an unknown but transformed future. This article briefly explores existing tensions of anthropology and the academy online with the aim of informing a reflexive, equity-minded, and viable way forward. I draw from personal experience, empirical inquiry, and extant literature to examine the challenges and opportunities of online education, with a view to the …
Meeting Students (And Subjects) Where They Are: Perspectives In Teaching, Learning, And Doing Archaeology And Anthropology Online, David Pacifico, Rebecca Robertson
Meeting Students (And Subjects) Where They Are: Perspectives In Teaching, Learning, And Doing Archaeology And Anthropology Online, David Pacifico, Rebecca Robertson
Journal of Archaeology and Education
This article introduces a special issue of Archaeology and Education that explores teaching and learning anthropology online. We argue that effective online teaching requires course design that supports participant interactivity, instructor presence, and student-centered opportunities for 'doing, not viewing.' Online modes of teaching, learning, and doing anthropology and archaeology address issues of educational equity and access in addition to providing opportunities for authentic learning that are not available through face-to-face instruction.
Teaching Paleoradiography Theory Using E-Learning – A Participatory Action Research Study With Undergraduate Archaeology Students, James E. G. Elliott
Teaching Paleoradiography Theory Using E-Learning – A Participatory Action Research Study With Undergraduate Archaeology Students, James E. G. Elliott
Journal of Archaeology and Education
This article presents the development of an e-learning paleoradiography short course for undergraduate archaeology students using participatory action research. The use of x-rays in archaeology is well known and yet studies exploring the pedagogic preferences of students are lacking, particularly for online learning. To address this shortfall 100 students in groups of 50 were invited to participate and provide feedback on an e-learning course which ran in April-May and July-August 2021. Participants required internet access, a university email address, and four hours to complete the course. Initial feedback was used to improve the course for a second iteration. The course …
Discussion Meeting The Challenge With An Integrated Model For Archaeology Education, Joanne E. Lea
Discussion Meeting The Challenge With An Integrated Model For Archaeology Education, Joanne E. Lea
Journal of Archaeology and Education
The articles in this issue represent collaborations based on papers presented in the session “The Other Grand Challenge: Archaeological Education & Pedagogy in the Next 50 Years” at the 2017 Chacmool Conference at the University of Calgary. A model for Archaeology Education emerged, which integrated accessibility, collaboration, and engagement by focusing on communication. It built on the foundations of Public Archaeology and Archaeology Education in the past, asked us to question our truths and practices in the present, and provided examples and direction for Archaeology Education in the future.
Grand Challenge No. 5: Communicating Archaeology Outreach And Narratives In Professional Practice, Todd J. Kristensen, Meigan Henry, Kevin Brownlee, Adrian Praetzellis, Myra Sitchon
Grand Challenge No. 5: Communicating Archaeology Outreach And Narratives In Professional Practice, Todd J. Kristensen, Meigan Henry, Kevin Brownlee, Adrian Praetzellis, Myra Sitchon
Journal of Archaeology and Education
Communicating archaeology to non-expert audiences can convey the role and value of the discipline, implant respect for heritage, and connect descendant communities to their past. A challenge facing archaeology communicators is to translate complex ideas while retaining their richness and maximizing audience engagement. This article discusses how archaeologists can effectively communicate with non-experts using narrative and visual tools. We provide a communication strategy and three case studies from North America. The examples include the packaging of archaeological theory in the shape of mystery novels for student consumption; the use of artwork to anchor archaeological narratives in public outreach; and, the …