Archaeological Fieldwork Training in Palestinian Universities: A Review

Alsaud, Loay Abu; Salha, Soheil; Affouneh, Saida; Shaqor, Ali; Issa, Abdel Khaliq

doi:10.1007/978-3-319-51726-1_3558-1

Cited by 1 publication

(1 citation statement)

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“…Cobb and Croucher (2014:197) point out "the undervaluation of pedagogy and pedagogic research in archaeology" and later advocate for increased pedagogical research related to archaeology (Cobb and Croucher 2020). Much prior literature on archaeological pedagogy has focused on the importance of fieldwork in teaching (Alsaud et al 2021;Everill 2015), but this comes with challenging accessibility issues (Heath-Stout and Hannigan 2020). We hope to encourage others to discuss their efforts specifically in teaching about writing, because this will inform the next generation of archaeologists.…”

Section: The Pedagogical Contextmentioning

confidence: 99%

Incorporating Publication into Graduate Seminars

Thompson,

Cobb

2023

Adv. archaeol. pract.

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Writing for publication will be central to students’ future careers, so learning this skill should be integral to their graduate training. In a recent graduate seminar, we set up an assignment for which students would write a digital review (DR) and receive periodic feedback on their work through an innovative mock peer-review roundtable workshop. Each student wrote a DR intended for actual publication in the journal Advances in Archaeological Practice. Students worked closely with the instructor and the journal editor on their individual topics, outlines, and abstracts. They also peer-reviewed each other's drafts and discussed their feedback as part of the roundtable workshop, which simulated real reviewers. Finally, each student wrote cover letters and prepared images for submission to the journal. This exercise demystified the peer-review process for students who had little prior knowledge about publication, prepared students for responding to reviewer comments from varying viewpoints, and helped students understand the additional steps involved in publication. Although it was challenging to scale this exercise to a large class, we hope that others will also try and share results from these types of authentic real-world training experiments to advance graduate pedagogy in our discipline and beyond.

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Section: The Pedagogical Contextmentioning

confidence: 99%