Interrogating the Past: Intercampus Collaborations to Understand the Impacts of the Pedagogical Narrative in Archaeology Classrooms and Departments

Summary

This is an abstract from the "SAA 2024: Individual Abstracts" session, at the 89th annual meeting of the Society for American Archaeology.

When we teach archaeology, we are actively creating the discipline and its norms that students may carry with them beyond the course. In this student-faculty co-creative poster we present ongoing results of a collaborative effort to ask questions about the nature and impact of teaching choices in archaeology courses and broader program curricula. Through course-based studies of student engagement and belonging, as well as in-progress evaluations of syllabi, assignments, and program requirements across campuses in the US, we seek to understand current trends in teaching archaeology and how those trends impact students and thus the discipline. We have found that teaching practices that draw from the tenets of antiracist and inclusive pedagogies, and that include active learning and principles of applied social science, are best positioned to increase student engagement and motivate participation in archaeology beyond introductory courses. Besides sharing the current results of this research, we will also share plans for future research and ask readers to participate in our co-creative efforts to re-imagine the norms for teaching and learning in archaeology.

This Resource is Part of the Following Collections

• SAA 2024: Individual Abstracts   •
• Society for American Archaeology 89th Annual Meeting, New Orleans, LA (2024)

Keywords

Spatial Coverage

Record Identifiers

Abstract Id(s): 40470.0