scholarly journals Affording Archaeology: How Field school Costs Promote Exclusivity

2020 ◽  
Author(s):  
Laura Heath-Stout ◽  
Elizabeth Hannigan
Keyword(s):  
Undergraduate Students ◽  
Field Experiences ◽  
Full Cost ◽  
Field School ◽  
Diversity Issues ◽  
The Creation ◽  
Field Schools ◽  
School Costs

Field schools are essential for undergraduate students pursuing careers in archaeology, but they are expensive and, consequently, inaccessible to many. Although there have been efforts to rectify this through the creation of scholarships, there have been no systematic studies of the full cost of archaeological field schools. Here, we present a study of 208 field schools from 2019, including their tuition, room and board, and airfare, as well as the wages that students may lose by participating in them rather than working. We also explore how archaeologists interviewed for Heath-Stout’s dissertation study of diversity issues in the discipline have navigated finding field experiences. We argue that scholarships are an ineffective and insufficient means of promoting equity and accessibility in the field because the root of the problem lies in institutionalized inequality and exclusivity. We provide strategies that students and faculty can use to address these problems on both individual and systemic levels. By making field schools affordable and accessible to a more diverse set of undergraduate students, we can create a more just and inclusive discipline.

scholarly journals Affording Archaeology: How Field School Costs Promote Exclusivity

2020 ◽  
Vol 8 (2) ◽  
pp. 123-133 ◽  
Author(s):  
Laura E. Heath-Stout ◽  
Elizabeth M. Hannigan
Keyword(s):  
Undergraduate Students ◽  
Field Experiences ◽  
Full Cost ◽  
Field School ◽  
Diversity Issues ◽  
The Creation ◽  
Field Schools ◽  
School Costs

ABSTRACTField schools are essential for undergraduate students pursuing careers in archaeology, but they are expensive and, consequently, inaccessible to many. Although there have been efforts to rectify this through the creation of scholarships, there have been no systematic studies of the full cost of archaeological field schools. Here, we present a study of 208 field schools from 2019, including their tuition, room and board, and airfare, as well as the wages that students may lose by participating in them rather than working. We also explore how archaeologists interviewed for Heath-Stout's dissertation study of diversity issues in the discipline have navigated finding field experiences. We argue that scholarships are an ineffective and insufficient means of promoting equity and accessibility in the field because the root of the problem lies in institutionalized inequality and exclusivity. We provide strategies that students and faculty can use to address these problems on both individual and systemic levels. By making field schools affordable and accessible to a more diverse set of undergraduate students, we can create a more just and inclusive discipline.

scholarly journals The Process of Adopting Organic Agriculture Technology by Rice Farmers in the Sri Rejeki Farmers Group, Godean, Sleman

2021 ◽  
Vol 232 ◽  
pp. 01039
Author(s):  
Indardi ◽  
Nurul Anggita Rahmawati ◽  
Siti Yusi Rusimah
Keyword(s):  
Organic Farming ◽  
Descriptive Analysis ◽  
Agricultural Technology ◽  
Adoption Process ◽  
Additional Information ◽  
Rice Farmers ◽  
Field School ◽  
Evaluation Stage ◽  
Field Schools ◽  
Trial Phase

The research objective was to describe the adoption process in the application of organic agricultural technology. The research was conducted in Brongkol, Sidomulyo Village, Godean, Sleman. This research uses descriptive analysis, qualitative paradigm. Data were collected by indepth interviews and observations on farmers who have received guidance on organic farming technology through field schools until they are saturated with information (20 respondents). Research results, at the awareness stage respondents are familiar with information on organic farming technology some were long before, sometime before, during implementation, and there were farmers who knew some time after the field school. The interested stage, respondents seek additional information through their friends. The evaluation stage is the stage when respondents begin to seriously assess. The process of the length of evaluation conducted by farmers is quite diverse. In the trial phase, respondents applied it to their land, with various sizes. The adoption stage, generally respondents accept to apply technology, there is a small proportion who do not continue the adoption. It is important to do intensive counselling.

scholarly journals Teaching Interactive Fiction for Undergraduate Students with the Aid of Information Technologies: An Experience Report

RENOTE ◽  
2019 ◽  
Vol 17 (3) ◽  
pp. 527-536
Author(s):  
Paula T. Palomino ◽  
Armando M. Toda ◽  
Wilk Oliveira ◽  
Luiz Rodrigues ◽  
Seiji Isotani
Keyword(s):  
Undergraduate Students ◽  
Information Technologies ◽  
Multimedia Learning ◽  
Experience Report ◽  
Digital Design ◽  
Interactive Fiction ◽  
New Approach ◽  
Theoretical Concepts ◽  
The Subject ◽  
The Creation

This paper presents an experience report concerning the use of a platformcalled “Storium” in the subject of “Interactive Fiction” for undergraduatestudents, from a Digital Design Course. The objective was to use the learningtheories of constructivism and multimedia learning to create an instructionalplan devised to teach the students how to create complex interactive narrativesand stories from a practical perspective. During the course, the students learnedthe subject’s theoretical concepts and applied them directly, creating their owninteractive fiction. The results from this research proposes a new approach, usingdigital tools whose resources provides an environment for the creation ofinteractive narratives. These narratives can be used to aid future designs ofinstructional plans for complex writing concepts.

Pose/Wobble/Flow

2014 ◽  
pp. 544-566
Author(s):  
Antero Garcia ◽  
Cindy O'Donnell-Allen
Keyword(s):  
Preservice Teachers ◽  
Communities Of Practice ◽  
Undergraduate Students ◽  
Professional Growth ◽  
Complex Environment ◽  
Digital Writing ◽  
Face To Face ◽  
Non Linear ◽  
The Creation ◽  
Culture Technology

This chapter examines how culture, technology, and standards intersect to create a complex environment for preservice teachers that shapes their understanding of how to teach composition. The authors draw on the cases of two undergraduate students engaged in immersive digital writing experiences to present a model called “Pose/Wobble/Flow.” This model attempts to capture the non-linear, recursive nature of teachers' professional growth by acknowledging and interrogating uncertainties, positionality, and cultural privilege. The authors recommend the creation of virtual and face-to-face communities of practice wherein preservice teachers can take up stances, or poses, toward their practice and reflect on areas in which they “wobble” with the intent of attaining provisional moments of progress in their teaching. They conclude that engaging preservice teachers in cycles of Pose/Wobble/Flow increases the likelihood that they will in turn construct learning experiences for their students that include robust opportunities for digital composing and interaction.

Expanding Toolkits for Heritage Perpetuation

2016 ◽  
pp. 1841-1858
Author(s):  
Karl A. Hoerig ◽  
John R. Welch ◽  
T. J. Ferguson ◽  
Gabriella Soto
Keyword(s):  
Undergraduate Students ◽  
Information Science ◽  
Community Based Participatory Research ◽  
Field Research ◽  
Science Research ◽  
Research Experience ◽  
School Students ◽  
Western Apache ◽  
Field School ◽  
Resource Managers

From 2010 to 2013, the White Mountain Apache Tribe and the University of Arizona, with funding from the National Science Foundation, hosted the Western Apache Ethnography and Geographic Information Science Research Experience for Undergraduates. Designed to foster practical skills and scholarly capacities for future resource managers and anthropologists, this field school introduced Apache and non-native undergraduate students to ethnographic field research and GIS tools. Building upon the extensive arrays of geographical, cultural, and historical data that are available for Western Apache territory, field school students engaged in community-based participatory research with Western Apache elders and tribal natural and heritage resource personnel to contribute to the Western Apache tribes' efforts to document their cultural histories, traditional ecological knowledge, local understanding of geography, and issues of historic and contemporary resource management. This essay reviews the program and traces how student alumni have incorporated skills and perspectives gained into their subsequent academic and professional work.

scholarly journals Exploring Community Residents’ Motivations for Interacting With American Field School Undergraduates in South Africa

2019 ◽  
Vol 42 (2) ◽  
pp. 171-184
Author(s):  
Megan Wainwright ◽  
Namhla Sicwebu ◽  
Christopher J. Colvin ◽  
Estelle Gong ◽  
Rachel Henderson ◽  
...  
Keyword(s):  
South Africa ◽  
Relationship Building ◽  
Structured Interviews ◽  
Community Learning ◽  
Field School ◽  
Community Residents ◽  
Learning Programs ◽  
The Status ◽  
Local Residents ◽  
Field Schools

Background: Learning by experience in field schools (FSs) depends implicitly on the willingness of local residents to engage with students. Although critical perspectives have highlighted the potential harms of study abroad on local people, their views are less frequently investigated. Purpose: The purpose of the study is to explore the perspectives and motivations of local residents who agreed to be interviewed by American undergraduates undertaking a 5-week FS in community health research methods in Cape Town, South Africa. Methodology/Approach: Semi-structured interviews were conducted with 23 residents to explore their perspectives on why they, and others, were willing to be interviewed by students. These were thematically analyzed. Findings/Conclusions: Emphasis was given to the status implicit in being “a student” and “a visitor” and the respect, hospitality, and support this status engendered. To be a student was to be a child and not in a position to help. However, expectations were that help would come later. Residents valued the conversations they had which were seen as opportunities for enjoyment, exchange, and bridging social divides. Implications: In experiential learning programs such as these, local residents are a key community learning resource. Certain design features appear to help optimize the engagement and relationship-building valued by students and residents alike.

Caste and Community Participation in Cultural Tourism in Nepal

2003 ◽  
Vol 25 (2) ◽  
pp. 3-6 ◽  
Author(s):  
Steven Folmar
Keyword(s):  
Community Participation ◽  
Undergraduate Students ◽  
Cultural Tourism ◽  
School Students ◽  
High Quality ◽  
Field School ◽  
Favorable Impression ◽  
National Reputation ◽  
The Village

I first became aware of a unique Nepalese tourist program in the village of Sirubari in the summer of 2001, when I led a group of undergraduate students on a summer field school to Nepal that included a visit there. My Nepali collaborators were eager for us to visit because Sirubari had already gained a national reputation for offering an interesting and high-quality experience for tourists, run by ethnic Gurungs, despite having only been officially in operation for three years. To say the least, an extremely appealing tourism program that left a favorable impression on the students intrigued me. I was so compelled by it, that I returned the summer of 2002 with one of the field school students, Morgan Edwards, to conduct a brief study of the intercaste cooperation necessary to conduct such a program.

Experiments in Cultural Anthropology Field School

2010 ◽  
Vol 32 (3) ◽  
pp. 9-12
Author(s):  
Cassandra White
Keyword(s):  
Study Abroad ◽  
Cultural Anthropology ◽  
Basic Training ◽  
Study Abroad Programs ◽  
University Of Florida ◽  
Field School ◽  
Field Schools ◽  
The University ◽  
To Receive ◽  
Firsthand Experience

Undergraduate and graduate students in many areas of study (business, healthcare, education, law, and communications, for example) have multiple opportunities to receive firsthand experience in their discipline through internships. Within anthropology, "field schools" or study abroad programs often serve the purpose of internships in terms of providing the basic training students would need to learn how to do fieldwork. As an undergraduate and M.A. student at the University of Florida in the early 1990s, I attended three study abroad programs with an anthropology focus (in Mérida, Mexico; Brunnenburg, Italy; and Rio de Janeiro, Brazil); only one program (in Italy) was billed as a "field school," but all three provided excellent ethnographic training that would serve me well for future fieldwork.

scholarly journals INTERNATIONAL FIELD SCHOOL FOR FIRST-YEAR ENGINEERING STUDENTS

2020 ◽  
Author(s):  
Brian Dick ◽  
Thai Son Nguyen ◽  
Mackenzie Sillem
Keyword(s):  
Engineering Students ◽  
Student Response ◽  
First Year ◽  
Barriers To Learning ◽  
Intercultural Effectiveness ◽  
Early Introduction ◽  
Field School ◽  
International Projects ◽  
On Line ◽  
Field Schools

Engineering graduates increasingly find that they are part of teams that draw a multi-disciplinary membership across a broad range of cultural, socio-economic, and linguistic backgrounds. Although engineering students often have the opportunity to participate in international projects (e.g. co-operative education programs, study abroad), formal international field schools are not typical within engineering curricula, particularly at the first- and second-year level. To provide an early introduction to intercultural perspectives, first-year engineering students at Vancouver Island University (VIU) participated in a field school at Tra Vinh University (TVU) in Tra Vinh Province, Vietnam over a period of three weeks. This field school consisted of a number of cultural and engineering activities, and involved pairing of students at both TVU and VIU for the duration of the experience. To measure student response during the field school, participating VIU students completed the on-line Intercultural Effectiveness Scale questionnaire pre- and post-experience. Students at both institutions also completed reflection exercises throughout the three-week period. This feedback suggested each student pairing continuously developed skills necessary to overcome linguistic, cultural, and technical barriers to learning and growing over their time together. Students described an enhanced understanding of self, and an increased likelihood to further participate in intercultural experiences. 

Sign in / Sign up

Export Citation Format

Share Document