Exploring the Possibilities of Active Learning through Collections-Based Archaeology Courses

Summary

This is an abstract from the "Pedagogy in the Undergraduate Archaeology Classroom" session, at the 88th annual meeting of the Society for American Archaeology.

Recent trends in archaeological pedagogy include the adoption of active learning models as well as courses that incorporate community and public archaeology frameworks. These shifts have primarily been centered on archaeological field schools and on-campus excavations. In contrast, despite the growing concern over legacy and orphaned collections that contribute to the “curation crisis,” less attention has been placed on the potential for inquiry-based learning in lab or collections-based courses, particularly at the undergraduate level. Utilizing ethnographic methods, this study examines undergraduate experiences in introductory archaeology courses at Georgia State University (GSU). Located in downtown Atlanta, GSU is one of the largest institutions of higher education in the USA and its student body is one of the most diverse. Comparing student experiences in a traditional lecture course with those of students enrolled in a hands-on project lab with a legacy collection of archaeological material curated at the university, this paper explores the potential of lab-based courses as sites of active learning and as models for more inclusive and accessible archaeological education at higher education institutions. This study indicates that there are significant opportunities to utilize legacy collections in experiential courses that provide students with the requisite skills for professional archaeology.

This Resource is Part of the Following Collections

• Pedagogy in the Undergraduate Archaeology Classroom   •
• Society for American Archaeology 88th Annual Meeting, Portland, OR (2023)

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Record Identifiers

Abstract Id(s): 35546.0