Learning by Doing in Public Archaeology Training
We expect graduate students to be able to enter the work force and begin making professional contributions upon graduation. Indeed, those who do find employment in their chosen field are often immediately faced with complex challenges, the successful solution of which relies on both their problem solving abilities and the demonstration of basic levels of professional competence. We expect them to perform as if they were already experienced in the field, and hope that the building blocks we have provided them with in their formal education support the range of experiences with which they must deal. However, one problematic and daunting question lurks to haunt the transition from student to professional. How can the traditionally passive experience of a student in a classroom truly serve to prepare them for the active role of practitioner?