Educational Programming and the Perceived Benefits of Participation at Crow Canyon Archaeological Center

Summary

This is an abstract from the "Research, Education, and American Indian Partnerships at the Crow Canyon Archaeological Center" session, at the 88th annual meeting of the Society for American Archaeology.

Crow Canyon Archaeological Center (CCAC) has a strong and lasting tradition of enjoining participants in the study of cultural continuity, change, and environmental adaptation in the desert Southwest, and serves as an innovative model for experiential learning through public archaeology. This presentation centers on educational programming at CCAC and the perceived benefits of participation. It provides background, context, and examples of curricular activities and discusses evolution over time. It will further report findings from an empirical study of students’ lived experiences and meaning-making processes as they engage in such programing. We take an interpretive ethnographic approach in this research, positioning within curricular and programmatic structures to access situated perceptions and experiences. The research sample is comprised of middle and high school groups, a college field school, and adult programs that we tracked over a summer field season. Data sources include field notes, semi-structured interviews, and post-program surveys. This exploration of how participants experience transformational learning in the context of curriculum and programs, strategic mission, and sense of place will focus on lessons learned and implications for the field. It may interest diverse scholars and practitioners working to promote cultural literacy through public archaeology and heritage education.

This Resource is Part of the Following Collections

• Research, Education, and American Indian Partnerships at the Crow Canyon Archaeological Center   •
• Society for American Archaeology 88th Annual Meeting, Portland, OR (2023)

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Spatial Coverage

Record Identifiers

Abstract Id(s): 36218.0