DOCSLIB.ORG

Benchmarking Archaeology Degrees at Australian Universities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Benchmarking Archaeology Degrees at Australian Universities Benchmarking Archaeology Degrees at Australian universities Final Report Part 1 Priority Project PP653 Lead institution: University of New England Project team: Wendy Beck & Catherine Clarke By degrees: Benchmarking archaeology degrees in Australian universities 2007 http://www.australianarchaeologicalassociation.com.au/ANCATL 2008 1 Support for this project has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect the views of the Australian Learning and Teaching Council Ltd. This work is published under the terms of the Creative Commons Attribution- Noncommercial-ShareAlike 2.5 Australia Licence. Under this Licence you are free to copy, distribute, display and perform the work and to make derivative works. Attribution : You must attribute the work to the original authors and include the following statement: Support for the original work was provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. Noncommercial: You may not use this work for commercial purposes. Share Alike. If you alter, transform, or build on this work, you may distribute the resulting work only under a license identical to this one. For any reuse or distribution, you must make clear to others the license terms of this work. Any of these conditions can be waived if you get permission from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/2.5/au/ or send a letter to Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA. Requests and inquiries concerning these rights should be addressed to the Australian Learning and Teaching Council, PO Box 2375, Strawberry Hills NSW 2012 or through the website: http://www.altc.edu.au 2008 2 Executive Summary The major challenge identified for archaeology teaching and learning in Australia is the perceived shortcomings in archaeological qualifications, variously seen as inconsistent and/or unsuited to the goals of either students or employers. We argue that academics, not employers, are responsible for developing explicit understandings and standards for the learning outcomes of archaeology degrees, but that there has been little opportunity for Australian academics to discuss university education in archaeology. We review the Benchmarking Archaeology Degrees project which aimed to incorporate the whole disciplinary community, both academic and professional. Overall, forming and maintaining a shared network of understanding in the disciplinary community (a ‘benchmark’) is seen as critical for enhancing teaching and learning outcomes for students, employers and university staff. Subject benchmarking is valuable both for providing the basis for improved university archaeology teaching and learning, refining curricula, and for throwing light upon continuing issues affecting the discipline. The process of subject benchmarking has many advantages even beyond that of establishing a common set of statements of the knowledge and skills expected of archaeology graduates. This report describes the design, analysis and results of the project, a complementary survey and interview data collection exercise which formed the basis of two national collaborative workshops where the subject benchmarks were articulated and developed. The benchmark document is now being widely disseminated on the Web. 3 Table of contents Benchmarking Archaeology Degrees at Australian universities ................................. 1 Executive Summary............................................................................................... 3 Table of contents ................................................................................................... 4 Project outcomes ................................................................................................... 5 Description of the approach and methodology ....................................................... 5 Comparing Degrees ........................................................................................... 5 Benchmarking: The UK example....................................................................... 6 Moderation: Comparing Honours moderation and external examination in Australia............................................................................................................ 7 Contributions to knowledge................................................................................... 7 Success factors ...................................................................................................... 8 Implementation of findings in other settings .......................................................... 9 Sharing of project outcomes .................................................................................. 9 Links between the project and other projects in the ALTC Strategic Priority Areas ............................................................................................................................ 10 References cited: ................................................................................................. 11 4 Project outcomes The project aimed to: • Enunciate a discipline-based standards framework that included levels of achievement and broad criteria for learning outcomes in Australian undergraduate Archaeology degrees, through a benchmark document, which will be publicly available on the Web. This provides general guidance for the articulation of appropriate teaching and learning outcomes, especially assessment, to achieve comparability between individual courses of study. • Build on current university offerings and their diversity as well as international benchmarks. • Implement processes by which the discipline as a whole, through the direct involvement of many teaching staff, can discuss, endorse and participate in the standards building process as an ongoing discussion. Completion of at least two face-to-face workshops for Archaeology educators to develop collaborative cross-institutional approaches to benchmarking for Honours, including broad articulation of general teaching and learning outcomes, student capabilities and program development criteria, (but not detailed curricula). The processes adopted for sustainable cross-institutional standards development and evaluation in the discipline of Archaeology should prove transferable to other disciplinary contexts. • Determine whether Honours assessment should be more standardized and what other measures, such as assessment moderation, universities could adopt to ensure consistency for all subfields of archaeology. This would enhance national and international comparability of Archaeology Honours degrees. • Provide recommendations for ongoing cross-institutional collaboration in Honours program design and development. • Disseminate widely to stakeholders, including student and employers, the general nature and level of learning outcomes in Archaeology Honours programs through the establishment of an online project site to enable ongoing project reporting as well as the collaborative development and delivery of project documents. Production of academic papers, conference sessions and research reports will also document the process of benchmarking in practice and be widely disseminated. Description of the approach and methodology Comparing Degrees This project focused on academic, student and employer expectations of Archaeology graduates, in the light of the identified differences between Australian archaeology Honours degrees (Beck and Balme 2005). Moodie (2004: 39) has suggested that there are generally three ways of assuring similar standards between university degrees: 1. External involvement in assessment (or ‘moderation’); 2. A common exam or test; and 3. Building a standards network within each field of study (‘benchmarking’). The second of these options is likely to be the least popular with universities and hence less useful to pursue and most difficult to implement successfully at present in 5 Australia. So the other two options, further explored below, are the focus of this report. Benchmarking: The UK example Subject benchmark statements in the United Kingdom are part of the Quality Assurance frameworks with the purpose ‘of making more explicit the nature and level of academic standards in higher education and, in turn, providing a foundation for employers, public and others to have confidence in the academic awards of higher education institutions’ (Quality Assurance Agency for Higher Education 2004:3). This is equivalent to the Standards Network envisaged by James et al (2002). Each subject benchmark statement consists of a document that defines the overall components of the undergraduate bachelors Honours degree in terms of 1) generic skills and 2) subject specific skills expected of graduates (Quality Assurance Agency for Higher Education 2000; Quality Assurance Agency for Higher Education 2004). The overall ‘shape’ of the UK undergraduate degree is similar to that currently advocated for Australian arts or science degrees with a core of generic and learning- to-learn skills combined with an approximately equal number of discipline-specific and generic outcomes. The second aspect of quality assurance is the range and level of achievement. Two different levels are defined in the United Kingdom
Load more

Recommended publications
  • Archaeology: the Basics Free
    FREE ARCHAEOLOGY: THE BASICS PDF Clive Gamble | 304 pages | 13 Jul 2015 | Taylor & Francis Ltd | 9780415694834 | English | London, United Kingdom Back to Basics, Part 1: Southwest Archaeology Now in its second edition Archaeology : The Basics has been fully updated to reflect the increasing popularity of the subject, focusing on areas which have seen the most growth such as material culture, human evolution and the political use of the past. From every day examples to the more obscure, this is essential Archaeology: The Basics for all students, independent archaeologists and indeed all those who want to know more about archaeological thought, history and practice. A piece of broken pottery will never seem the same again. Goodreads helps you keep track of books you want to read. Want to Read saving…. Want to Read Currently Reading Read. Other editions. Enlarge cover. Error rating book. Refresh Archaeology: The Basics try again. Open Preview See a Problem? Details if other :. Thanks for telling us about the problem. Return to Book Page. Preview — Archaeology by Clive Gamble. Get A Copy. PaperbackSecond Editionpages. Published September 9th by Routledge first published January 25th More Details Original Title. Other Archaeology: The Basics Friend Reviews. To see Archaeology: The Basics your friends thought of this book, please sign up. To ask other readers questions about Archaeologyplease sign up. Lists with This Book. This book is not yet featured on Listopia. Community Reviews. Showing Average rating 3. Rating details. More filters. Sort order. Start your review of Archaeology: The Basics. Oct 24, Sheri Fresonke Harper rated it really liked it Shelves: science.
    [Show full text]
  • Teaching Bones from My Garden
    Journal of Archaeology and Education Volume 2 Issue 1 Article 1 January 2018 Teaching Bones from my Garden John C. Whittaker Grinnell College, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/jae Part of the Archaeological Anthropology Commons Recommended Citation Whittaker, John C. 2018 Teaching Bones from my Garden. Journal of Archaeology and Education 2 Available at: https://digitalcommons.library.umaine.edu/jae/vol2/iss1/1 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Journal of Archaeology and Education by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. Whittaker: Teaching Bones from my Garden Abstract Faunal analysis, or zooarchaeology, is an important subfield that provides information on human ecology, economy, culture, and society. Few of my students have much experience with hunting, farming, anatomy, or even eating meat these days, so faunal analysis labs in an Archaeological Field Methods class present some difficulties. Faunal assemblages from archaeological sites are often small, fragile, and too valuable for class use. They require good comparative collections, and it may be difficult for students to relate to unfamiliar animals and cultures. These problems can be overcome by producing a faunal teaching assemblage from home meat consumption. For over 20 years I have composted all organics from my kitchen, and subsequently collected bone from my garden. A useful assemblage can be created in a much shorter time if the bones are prepared by maceration instead of composting.
    [Show full text]
  • Historiographical Approaches to Past Archaeological Research
    Historiographical Approaches to Past Archaeological Research Gisela Eberhardt Fabian Link (eds.) BERLIN STUDIES OF THE ANCIENT WORLD has become increasingly diverse in recent years due to developments in the historiography of the sciences and the human- ities. A move away from hagiography and presentations of scientifi c processes as an inevitable progression has been requested in this context. Historians of archae- olo gy have begun to utilize approved and new histo- rio graphical concepts to trace how archaeological knowledge has been acquired as well as to refl ect on the historical conditions and contexts in which knowledge has been generated. This volume seeks to contribute to this trend. By linking theories and models with case studies from the nineteenth and twentieth century, the authors illuminate implications of communication on archaeological knowledge and scrutinize routines of early archaeological practices. The usefulness of di erent approaches such as narratological concepts or the concepts of habitus is thus considered. berlin studies of 32 the ancient world berlin studies of the ancient world · 32 edited by topoi excellence cluster Historiographical Approaches to Past Archaeological Research edited by Gisela Eberhardt Fabian Link Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliographie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de. © 2015 Edition Topoi / Exzellenzcluster Topoi der Freien Universität Berlin und der Humboldt-Universität zu Berlin Typographic concept and cover design: Stephan Fiedler Printed and distributed by PRO BUSINESS digital printing Deutschland GmbH, Berlin ISBN 978-3-9816384-1-7 URN urn:nbn:de:kobv:11-100233492 First published 2015 The text of this publication is licensed under Creative Commons BY-NC 3.0 DE.
    [Show full text]
  • Archaeological Wonders of the World
    University of Montana ScholarWorks at University of Montana University of Montana Course Syllabi Open Educational Resources (OER) Spring 2-1-2020 ANTY 254H.01: Archaeological Wonders of the World Kelly J. Dixon University of Montana - Missoula, [email protected] Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits ou.y Recommended Citation Dixon, Kelly J., "ANTY 254H.01: Archaeological Wonders of the World" (2020). University of Montana Course Syllabi. 11160. https://scholarworks.umt.edu/syllabi/11160 This Syllabus is brought to you for free and open access by the Open Educational Resources (OER) at ScholarWorks at University of Montana. It has been accepted for inclusion in University of Montana Course Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. ANTHROPOLOGY 254: Archaeological Wonders of the World C O U R S E S YLLABUS SPRING 2020 TUESDAYS AND THURSDAYS, 2:00-3:20 PM, JEANETTE RANKIN HALL, ROOM 204 Archaeology = interdisciplinary study of more than 4 million years of past human cultures using many lines of evidence. Course Description: Imagine the sights, smells, and sounds of the past as we take a magnificent [mostly] classroom-based journey to different times and places on earth throughout the semester. This course highlights major archaeological discoveries on a worldwide scale, with an emphasis on the history of the human condition over the past several millennia. Case studies providing historical insight germane to navigating the modern world will be explored via lectures, class discussions, readings, and documentary clips.
    [Show full text]
  • Exploring the Prospects for an Integrated Anthropology of Disability
    vis-à-vis: Explorations in Anthropology, Vol. 11, No. 1, pp. 107–124. vav.library.utoronto.ca This article © 2011 Heather Battles. Licensed under Creative Commons Attribution-Noncommercial-Share Alike 2.5 Canada license. Toward Engagement: Exploring the Prospects for an Integrated Anthropology of Disability HEATHER BATTLES ABSTRACT Impairment and disability are fundamental human experiences across cultures, yet disability remains curiously under-studied and under-theorized within anthropology, particularly within physical anthropology and archaeology. Why is this the case and how might this change? This paper critically examines anthropology’s varying detachment from and engagement with disability studies up to the present. It is suggested that a holistic approach which integrates data and insights from archaeology, physical anthropology, and sociocultural anthropology would offer the means for an important and distinctly anthropological contribution to the study of disability in the past and present. Direction is taken from previous anthropological work on women/gender and Indigenous peoples, particularly the use of a political-economic approach. It is argued that a focus on theoretically-situated bodies, increased inclusion of people with disabilities, and a demonstrated relevance to current disability issues will be essential aspects of an integrated anthropology of disability. Introduction Disability is a vitally important human experience…. A failure to embrace disability as a core concern can only impoverish the discipline, both theoretically and empirically. [Gleeson 1999:1] leeson was referring to the discipline of geography, but the statement holds true for anthropology as well, a discipline which he notes has G “shown very little theoretical interest in the question of disability” (1999:15).
    [Show full text]
  • Archaeology: the Key Concepts Is the Ideal Reference Guide for Students, Teachers and Anyone with an Interest in Archaeology
    ARCHAEOLOGY: THE KEY CONCEPTS This invaluable resource provides an up-to-date and comprehensive survey of key ideas in archaeology and their impact on archaeological thinking and method. Featuring over fifty detailed entries by international experts, the book offers definitions of key terms, explaining their origin and development. Entries also feature guides to further reading and extensive cross-referencing. Subjects covered include: ● Thinking about landscape ● Cultural evolution ● Social archaeology ● Gender archaeology ● Experimental archaeology ● Archaeology of cult and religion ● Concepts of time ● The Antiquity of Man ● Feminist archaeology ● Multiregional evolution Archaeology: The Key Concepts is the ideal reference guide for students, teachers and anyone with an interest in archaeology. Colin Renfrew is Emeritus Disney Professor of Archaeology and Fellow of the McDonald Institute for Archaeological Research, Cambridge. Paul Bahn is a freelance writer, translator and broadcaster on archaeology. YOU MAY ALSO BE INTERESTED IN THE FOLLOWING ROUTLEDGE STUDENT REFERENCE TITLES: Archaeology: The Basics Clive Gamble Ancient History: Key Themes and Approaches Neville Morley Who’s Who in Ancient Egypt Michael Rice Who’s Who in the Ancient Near East Gwendolyn Leick Who’s Who in the Greek World John Hazel Who’s Who in the Roman World John Hazel ARCHAEOLOGY The Key Concepts Edited by Colin Renfrew and Paul Bahn LONDON AND NEW YORK First published 2005 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX 14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave., New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2005.
    [Show full text]
  • Graduate Handbook 2018-2019
    GRADUATE HANDBOOK 2018-2019 UNM DEPARTMENT OF ANTHROPOLOGY MSC01 1040, 1 University of New Mexico Albuquerque, NM 87131 REVISED 8/2018 UNM Department of Anthropology Graduate Handbook Table of Contents Contact Information………………………………………………………………………………………………………………………….6 Introduction………………………………………………………………………………………………………………………………………7 The University of New Mexico Department of Anthropology Graduate Programs…………………7 Department Administrative Structure……………………………………………………………………………………9 Banner Identification (ID) and Lobo Identification Card…………………………………………………………9 UNM Net ID and Email…………………………………………………………………………………………………………..10 My UNM and Loboweb………………………………………………………………………………………………………….10 ANTHGRAD-L Email Listserve…………………………………………………………………………………………………10 UNM Lockshop/Keys …………………………………………………………………………………………………………… 11 Copy Codes …………………………………………………………………………………………………………………………. 11 Mail Room/Mail Boxes ……………………………………………………………………………………………………….. 11 Student Labs/Study Spaces………………………………………………………………………………………………….. 12 Office Assignments………………………………………………………………………………………………………………..12 Department Resources for Study…………………………………………………………………………………………..13 UNM Graduate Studies Office………………………………………………………………………………………………..13 New Mexico Residency Definitions………………………………………………………………………………………..15 Financial Aid, Awards, and Fellowships………………………………………………………………………………….15 Student Organizations……………………………………………………………………………………………………………16 General Department of Anthropology Degree Policies……………………………………………………………………..17 Advising………………………………………………………………………………………………………………………………….17
    [Show full text]
  • And Seventeenth-Century Native American and Hispanic Transformations of the Georgia Bight Landscapes
    Bull. Fla. Mus. Nat. Hist. (2003) 44(1) 183-198 183 IMAGINING SIXTEENTH- AND SEVENTEENTH-CENTURY NATIVE AMERICAN AND HISPANIC TRANSFORMATIONS OF THE GEORGIA BIGHT LANDSCAPES Donna L. Ruhl' Various subfields of archaeology, including archaeobotany, zooarchaeology, archaepedology, and bioarchaeology, are interrelated in this essay to provide a provisional look at the interactions between humans, both Native American and European, and the environment that impacted the landscape and land use reconstruction. Focusing on the archaeobotany of both precontact sites andsixteenth- and seventeenth-century mission-period sites along coastal La Florida, Native American and Spanish use of and impact on the plants and land of the Georgia Bight reveal many transformations. Areas of the landscape were altered in part by Hispanic introductions, including architecture and agrarian practices that invoked not only a difference in degree, but, in some cases, in kind that persist to the present. These changes, however, had far less impact than subsequent European introductions would bring to this region of the.Georgia Bight and its adjacent area. Key words: archaeobotany, Georgia Bight, landscape archaeology, Native American settlement, Spanish settlement Reconstructing landscapes from the archaeological the emergent field of environmental archaeology can record is complex because landscape transformations offer, I selected the lower Atlantic coast for two reasons. minimally entail intentional constructs of buildings and First, much zooarchaeological research has been land use (gardens, fields, roads, pathways, tree plantings, generated in Elizabeth S. Wing's laboratory from this and the like), incidental and accidental human region. Second, for more than a decade archaeobotanical manipulation, and such natural phenomena as floods, research has been encouraged by and has benefited from droughts, and high winds (Ashton 1985; Beaudry 1986; Dr.
    [Show full text]
  • Fratt, Lee Archaeology: Window on the Past. a Guide For
    DOCUMENT RESUME ED 407 285 SO 025 462 AUTHOR Gregonis, Linda M.; Fratt, Lee TITLE Archaeology: Window on the Past. A Guide for Teachers and Students. Revised. INSTITUTION Tucson Unified School District, AS. Cooper Environmental Science Campus. PUB DATE Aug 94 NOTE 175p.; Illustrated by Lee Fratt and Ron Beckwith. AVAILABLE FROM Cooper Environmental Science Campus, Tucson Unified School District, P.O. Box 40400, Tucson, AZ 85717; telephone: (520) 743-7422. PUB TYPE Guides Classroom Learner (051) Guides - Classroom Teacher (052) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Ancient History; Anthropology; Community Characteristics; Cultural Background; Culture; Elementary Education; Grade 5; *Interdisciplinary Approach; Intermediate Grades; Material Culture; *Social Studies; Teaching Guides IDENTIFIERS *Arizona ABSTRACT This guide, a revision of the 1985 manual, Archeology Is More than a Dig, is designed to help teachers use archaeology in the classroom and can be used with several disciplines to integrate learning in the elementary classroom. Designed for fifth-grade students, the lessons can be adapted to fit the appropriate skill level of students. Divided into eight sections, section 1,"Archaeology and Archaeologists," discusses the discipline of archaeology and how and why people become archaeologists. Section 2, "Doing Archaeology," explains how archaeology is done, from survey to excavation to analysis and interpretation. Section 3,"Cultures of the Past," is a summary of the prehistoric and historic cultures in southern Arizona. Section 4, "Teaching Archaeology," discusses concepts that can be emphasized in the classroom. Section 5," Protecting Our Heritage," discusses the responsibilities of all citizens in protecting the past. Section 6, "Resources," includes an annotated list of suggested reading and audiovisual materials, as well as references used in preparing the text.
    [Show full text]
  • 48641Fbea0551a56d8f4efe0cb7
    cave The Earth series traces the historical significance and cultural history of natural phenomena. Written by experts who are passionate about their subject, titles in the series bring together science, art, literature, mythology, religion and popular culture, exploring and explaining the planet we inhabit in new and exciting ways. Series editor: Daniel Allen In the same series Air Peter Adey Cave Ralph Crane and Lisa Fletcher Desert Roslynn D. Haynes Earthquake Andrew Robinson Fire Stephen J. Pyne Flood John Withington Islands Stephen A. Royle Moon Edgar Williams Tsunami Richard Hamblyn Volcano James Hamilton Water Veronica Strang Waterfall Brian J. Hudson Cave Ralph Crane and Lisa Fletcher reaktion books For Joy Crane and Vasil Stojcevski Published by Reaktion Books Ltd 33 Great Sutton Street London ec1v 0dx, uk www.reaktionbooks.co.uk First published 2015 Copyright © Ralph Crane and Lisa Fletcher 2015 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publishers Printed and bound in China by 1010 Printing International Ltd A catalogue record for this book is available from the British Library isbn 978 1 78023 431 1 contents Preface 7 1 What is a Cave? 9 2 Speaking of Speleology 26 3 Troglodytes and Troglobites: Living in the Dark Zone 45 4 Cavers, Potholers and Spelunkers: Exploring Caves 66 5 Monsters and Magic: Caves in Mythology and Folklore 90 6 Visually Rendered: The Art of Caves 108 7 ‘Caverns measureless to man’: Caves in Literature 125 8 Sacred Symbols: Holy Caves 147 9 Extraordinary to Behold: Spectacular Caves 159 notable caves 189 references 195 select bibliography 207 associations and websites 209 acknowledgements 211 photo acknowledgements 213 index 215 Preface ‘It’s not what you’d expect, down there,’ he had said.
    [Show full text]
  • Saaarchaeologicalrecord the Magazine of the Society for American Archaeology Volume 2, No
    ANNUAL MEETING SUBMISSIONS DEADLINE: September 4, 2002 the archaeologicalrecord SAA MAY 2002 • VOLUME 2 • NUMBER 3 SOCIETY FOR AMERICAN ARCHAEOLOGY from saa’s book program. NEW! Delivering Archaeological Information Electronically, edited by Mary S. Carroll. With contributions by Christopher Chippendale, David Carlson, S. Terry Childs, Harrison Eiteljorg, II, James A. Farley, Hugh Jarvis, Mary S. Car- roll, Bart Marable, Peter McCartney, and Mark Aldenderfer. ISBN: 0-932839- 23-1. Regular Price: $26.25, SAA Member Discount Price: $21.00. Ethics in American Archaeology, 2nd revised edition. Edited by Mark J. Lynott and Alison Wylie. This groundbreaking series of papers explores the myriad issues facing archaeologists as archaeological sites become more well known and the preservation of artifacts continues to command public interest. The Second Revised Edition expands the discussion that led to the development of the Principles of Archaeological Ethics. This innovative volume is an invalu- able resource, especially in making ethics a standard part of formal archaeo- logical training. 2000. 168 pages. ISBN: 0-932839-16-9. Regular Price: $12.95, SAA Member Discount Price: $9.95. History Beneath the Sea: Nautical Archaeology in the Classroom. Edited by K.C. Smith and Amy Douglass. History Beneath the Sea provides background readings and classroom activities for secondary-level educators who wish to teach history, social studies, and science through the exciting medium of underwater archaeology. ISBN: 0-932839-17-7. Regular Price: $5.95, SAA Member Discount Price: $4.95. Archaeological Research and Heritage Preservation in the Americas. Edited by Robert D. Drennan and Santiago Mora. The contributors to the volume discuss experiences of archaeological research and heritage preservation under widely varied conditions in locations throughout the Americas from Argentina to Canada.
    [Show full text]
  • Saaarchaeologicalrecord the Magazine of the Society for American Archaeology Volume 3, No
    SPECIAL ISSUE ON LATIN AMERICAN HISTORICAL ARCHAEOLOGY the archaeologicalrecord SAA SEPTEMBER 2003 • VOLUME 3 • NUMBER 4 SOCIETY FOR AMERICAN ARCHAEOLOGY Museum of Archaeology & Anthropology MUSEUM DIRECTOR The University of Pennsylvania Museum of Archaeology & Anthropology seeks candidates interested in the post of Director. We are soliciting applications from individuals with academic qualifications that would allow them to be appointed to the tenured rank of Full Professor at the University of Pennsylvania. Candidates will have demonstrated significant experience in dealing with the kinds of national and international research and educational programs, both public and University level, that the University Museum has conducted and will continue to pursue, as well as experience in administration. The new Director will possess the institutional vision and interpersonal skills necessary for the well-being of the Museum. The successful candidate will also demonstrate 1/2 pg vertical ad significant fundraising achievements and planning abilities. Thames & Hudson The University of Pennsylvania Museum of Archaeology & Anthropology is a major institution of research, education and preservation with a full-time staff of 120 and over 200 volunteers. It has a distinguished history of archaeological and anthropological field work which is reflected in collections of holdings in New World archaeology and ethnography, Near Eastern archaeology and ethnography, Egyptology, Classical archaeology, Asian archaeology and fine arts, and the ethnography and archaeology of Africa and the Pacific. The Museum currently sponsors active research in eighteen countries. Many of the Museum’s galleries have been recently renovated, although the task is not yet completed. The University of Pennsylvania Museum of Archaeology & Anthropology also has a long and distinguished record of community education and public outreach.
    [Show full text]