A Consumer Evaluates the Adult Learning Experience in 4 Public Archaeology Field Programs

Summary

The explicit use of adult learning theory should help align the goals of the pubic and of public archaeology. The programs reviewed included 1560’s Spanish fort, 1630’s coastal settlement, early 1800’s presidential plantation, and a Shaker village and were an academic field-school, state-funded site, private foundation, and business venture. Three senior archaeologists at each program answered a ten-question survey about public archaeology (definitions, goals, site selection) and educational theory. Application of the 6 adult learner characteristics and motivations were observed and recorded. My participation was at least a week.

These 4 programs demonstrated wide diversity in educational structure and effort. One had no orientation or lectures. All programs demonstrated the application of theoretical learning to practical activities, an adult learner concept, and 3/4 emphasized collaboration (another concept) and social relationships to motivate learning. All archaeologists sought to enhance preservation advocacy; 5/12 stated this was the learners’ major goal and motivation. 

This Resource is Part of the Following Collections

• Motivation and Community in Public Archaeology Evaluation   •
• Society for Historical Archaeology 2018

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Individual & Institutional Roles

Contact(s): Society for Historical Archaeology

Record Identifiers

PaperId(s): 620