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This paper introduces a novel framework aimed at supporting non-education faculty and facilitators in creating inclusive educational programs and learning opportunities that address the needs, interests, and priorities of underrepresented individuals and communities in the field of STEM. The framework centers on the fundamental concept of understanding the learner's "why" to assist faculty in developing effective teaching strategies. The article outlines how this framework can be applied in various academic settings and contexts and provides educators and program facilitators with guidance to foster meaningful student connections. Each element of the framework is discussed, accompanied by a set of reflective questions that encourage educators to rethink and redesign their educational experiences. Furthermore, the paper illustrates the practical application of the framework through three distinct case studies that include a project-based learning program for high school students, a college undergraduate STEM course, and a summer research experience for undergraduates. By employing this framework, educators and facilitators can enhance their pedagogical practices, ensuring that traditionally marginalized voices and perspectives are elevated, acknowledged, and valued within STEM education. Ultimately, this work can contribute to a more equitable and inclusive educational landscape, fostering increased engagement and success among underrepresented learners in STEM fields.

In the historical process, archaeological finds of past ages are objects that show aesthetic features of that day. Although these products, which are used to sustain daily life, are not called art objects, each tool played a role at the beginning of the ages. There is no record of life to be watched again. However, by following the traces of the produced objects, traces of the past can be made. Art products are, in a sense, the product of the cultural geography in which they emerged. It can be seen that there is not much difference between today's art and the artist's understanding of production, with the effort of human beings to beautify and the understanding of production adapted to life in the past. The research consists of application examples of seeing the aesthetic trace of the horn shape in archaeological finds hidden in the details of life forms and how the artist interprets it in his or her own contemporary applications. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]

An exhibition of paintings from an Art and Archaeology research expedition in the Outer Hebrides of Scotland may seem to be unlikely teaching moment. Yet that collection of images, and the ideas behind them form the core of a novel approach that uses tartan design to teach about the climate crisis. Young people are anxious about climate change and young environmental activists like Greta Thunberg are giving presence and voice to their concerns. Yet what can teachers do to help their students to understand climate data, to personalize it and to make it real? June Julian has developed a method that uses tartan design to visualize climate data. [Paper presented at "Landscape and Culture Exhibition: Expedition Art of the Scottish Hebrides" (New York, NY, Apr 4-May 4, 2019).]

This paper describes an interdisciplinary project at California State University (Long Beach) designed to increase the attractiveness of the geosciences to underrepresented groups. The project is called the Geoscience Diversity Enhancement Project (GDEP). It is a 3-year program which began in the fall of 2001 with funding from the National Science Foundation (NSF). The project's purpose is to attract NSF-defined science, technology, engineering, and mathematics minorities in local community colleges and high schools into the geosciences through an intensive summer research experience at California State Long Beach. The geosciences are defined as physical geography, geology, archaeology, and environmental science. An important aspect of GDEP is assessment of the degree to which it accomplishes its goals. To establish a baseline of general education student perceptions of the geosciences, surveys were distributed to sections of each department's basic general education science course. The survey consists of 25-30 questions to be answered along 1-5 point Likert scales ranging from strongly agree to strongly disagree. Results remain disappointing. At this stage, 60% of student pre-test responses diverged significantly from neutral, with positive and negative divergences roughly equal at 32% and 28%, respectively. In the post-tests only half diverged significantly from neutral. In all, student perceptions basically became overall more neutral. (BT)

These papers illustrate concrete ways in which historical archaeological resources and projects can become known to wider audiences with appropriate messages of heritage values, resource preservation and study, and excitement of proper discovery. The papers claim that the media, newspapers, and other researchers are the pipeline to citizens and their feelings, opinions, and interests. Papers in this collection include: (1) "Best Foot Forward: Relationships with Public Affairs/Media Professionals" (Roger E. Kelly); (2) "Excavation and the Public Perception: A Sensible Approach to Effective Media Coverage" (David Gerald Orr); (3) "Baltimore's Magnificent Media Machine" (Elizabeth Anderson Comer; Lawrence L. Baker); (4) "Programmed Mass Education through the Media: A Case Study of the Old Spanish Fort on Point Loma" (Ronald V. May); (5) "The Media Blitz and Archaeology: What's In It for You?" (Rob Edwards); (6) "Surviving the Second Battle of the Little Bighorn: Methods of Effectively Dealing with a Media Blitz" (Douglas D. Scott); (7) "Exhibiting Archaeology" (Pauline Darcy-Staski); and (8) "Afterword: Discussant's Viewpoint" (Holly W. Bundock). (EH)

This paper examines the standards and principles recently proposed for teaching both history and archeology. By comparing the goals each discipline has set for good teaching, areas of difference and commonality can be discerned and questions concerning historical thinking and what may be called "archeological" thinking can then be formulated, thus leading to greater understanding not only of subject disciplines, but also of the cognitive functions students must practice to solve problems about the relationship of past and present. Curriculum standards for history and principles for curriculum reform for archeology recently have been promulgated to give greater focus to teaching in these disciplines; both sets of guidelines recommend training in basic research skills (analysis, evaluation, presentation of data), and neither set implies any discrete topics that must be taught. The curriculum standards for history in K-12 as proposed by the National Center for History in the Schools (1996) are focused on important skills for finding meaning in historical materials. These standards are presented as "historical thinking"; that is, the ability to put past events into context and engage in inquiry with the evidence. Guiding principles for the archeology curriculum at the undergraduate level recently have been proposed by the Society for American Archeology. However, no guidelines have been provided for teaching about archeology in K-12 schools. (Contains 2 tables [the guidelines] and 13 references.) (BT)

In the teaching of archaeology at the university level there is often conflict between the engineer and the humanist when looking at archaeological evidence. Nowhere is this more clear than in considering the very old puzzle of how ancient Egyptian engineers transported and erected huge stone obelisks using only human labor. The humanist, whose views are presently more popular, tends to look at large numbers of people--possibly war prisoners or slaves--pulling on ropes. The engineer, considering the forces involved, dismisses this approach as totally impractical. The university instructor may well be in the middle. This paper, therefore, proposes a new interpretation of the continuing puzzle about the methods used by ancient Egyptian engineers to transport and erect large obelisks while using only humans as the source of power. It provides an engineering approach which is tied to the archaeological background of the subject matter. Specifically, it extends the work of R. Engelbach and emphasizes the 1168 ton unfinished obelisk at Aswan. The technique involves use of the "semi-hydraulic" properties of sand. This paper develops independent archaeological evidence which strongly indicates such knowledge was available and used for all of the known large obelisks. (Contains 31 footnotes and 11 tables, charts, and figures.) (Author/NB)

Passport in Time (PIT), a volunteer program of the United States Department of Agriculture Forest Service, is an excellent recreational learning experience. Families work side-by-side with professional archaeologists and historians to excavate, record, and restore historic and prehistoric sites across the United States. In addition, families conduct library research, organize archival data, and produce interpretive brochures. This paper recounts one summer's experiences with PIT when members of a single family gained a new understanding of human history. (Author/BT)

Historical archaeology has evolved from an early preoccupation with famous houses and forts to a study of capitalism around the world. Archaeologists study the cultures and interrelationships of the colonizers and the colonized as they negotiated their places in an ever-expanding world system. Recent studies in South Africa, Latin America, and the United States illustrate the value of historic archaeology in teaching the stories of people whose voices were left out of the national stories. The focus of the teaching is material to the culture of the everyday bric-a-brac, technology, and symbols that people use to survive and to define their identity and their place in the world. Through public archaeology, museum outreach, and education packets, teachers and students can explore a past that touches everyone and illuminates the complexities of the present. (Contains 4 Web site addresses and 23 references.) (Author/BT)

Teachers College of Columbia University (New York) and the Dalton School, an independent school in New York City, have collaborated on the Dalton Technology Project and its "Archaeotype" program which presents students with a graphic simulation of an archeological site. Students simulate digging up the artifacts, use reference sources to learn about the history, and apply their knowledge in the simulation. Comparing the ability of "Archaeotype" students to investigate and make conclusions with that of students who did not use the "Archaeotype" program serves as a test of learning and understanding from the simulation. Subjects were 20 sixth graders, who were compared with 20 from another independent school. Students used a simulation unfamiliar to both groups. Results show an impressive ability on the part of "Archaeotype" students to create explanations of observations and argue for the validity of those explanations using a mixture of their own ideas and terms and the technical terminology and concepts in the simulation. "Archaeotype" students did not excel in data representation, an area in which the simulation might be strengthened. One table presents analysis results. (Contains 8 references.) (SLD)

A nondescript rock shelter in Texas provides the evidence for shamanism in Leslie Marmon Silko's novel, "Ceremony". There, archaeologists found identifiable images of antlered human figures and entheogenic plant substances, which are medicinal plants, associated with shamanistic practices.

By using small-scale artificially created archaeologic sites, a teacher can provide students with a time-efficient approach in which to master some basic archaeological techniques. In an artificially created setting, the students can become familiar with conditions they might meet in the field. In a short period of time, students may be exposed to a wide range of archaeological situations, data, and site types. This technique allows flexibility as far as size of site and level of sophistication. The site can be mapped ahead of time with features drawn in such as post molds and pits. The instructor can create realistic features and use artifacts in a planned, goal-oriented way. After students have been taught mapping and excavation techniques in the classroom, they can take these skills and use them at the actual excavation. Already broken artifact reproductions can be recovered and reconstructed. Artifacts and animal remains can be analyzed. At the end of the exercise, summaries of findings can be presented and discussed. This process gives a true feeling of what archaeological investigation is like, not only the digging, but also the thought processes used by trained archaeologists. An appendix gives a list of sources for artifact reproductions. (NE)

An indoor simulated archaeology site for use in a college level introductory archaeology course is described. Housed in the basement of a building on campus, the site simulates an eight-layered French rock shelter. Layers contain "remains" of a microband of Neanderthals, a Lower and Upper Aurignacian group, an Upper Perigordian group, Magdalenian groups, and an Azilian group. Modern French garbage and grass cover the top. Artifacts include lithic and bone tools, a full skeletal burial, hearths, animal bones, ochres, and ritual and art items. Limestone pebbles simulate sterile layers and soils are colored and textured. The project cost $1500 and involved 300 hours' labor. After a class session devoted to field techniques, teams of students excavate for 15 hours, using measurements, notebooks, maps, and modern standards of labelling and wrapping. Following excavation, students analyze data and prepare site reports. Evaluations by the first class of students involved in the project were consistently higher than those of a previous archaeology class not using the simulation. (KC)

This experiential education course was designed as part of an experimental program in education leading to a master's degree for teachers and administrators living in an isolated, rural area in Maine. Course outline, assignments, references, and lesson plans are provided. Elementary aspects of archaeology were used as the content from which to study experiential education. The objectives of the course were: to develop an understanding of experiential education; to acquire information and experience in a variety of experientially-oriented teaching strategies; and to learn the scientific method of inquiry. Assignments for participants in the course included readings; developing criteria for comparing experiential activities; developing two out of class experiential learning activities; taking field trips to and studying the architecture at Roosevelt's Home and Ocean View Lodge; and developing, implementing, and documenting two in-classroom experiential learning activities. The appendices comprise over half of the publication. Included are a mini lecture on the difference between experiential and traditional learning; four views of experiential education; readings on how children learn; worksheet for field trip to Roosevelt's summer house; an oral history packet; steps in the interview process; reprints of journal articles on how to design experiential curricula and simulations; and examples of three experiential activities. The Interact game "Dig" is also included. (Author/RM)

Field testing of the American Indian Archaeology Project, designed for grades 5 through 8, revealed weaknesses in the quality with which the modules were implemented. The project offers supplementary materials, a resource guide, and teacher workshops for social studies or humanities teachers. Two aspects of the materials, feasibility and effectiveness, were evaluated in three schools with diverse populations. Methods included direct observation, open-ended interviews with teachers, and student questionnaires. Specific incidents (rather than a synthesis of findings) reveal that although the modules provided adequate information to teachers, they were not used as expected. Classroom questioning techniques were rote and uninspired. Also, the modules did not match the full range of student ability and interest in the field test classrooms, with higher grades reporting that the work was too easy. In every case teachers failed to provide a rationale for the study of modules and did not attempt to integrate content elements in a coherent pattern. The most positive aspect was that students did learn new concepts and vocabulary. The project emphasis on content rather than methods underestimated the dependence of teachers on textbooks, dittos, and prepared lesson plans. Finally, teachers did not sense any urgency to teach about Native Americans. (KC)

A project to create a series of archaeology teaching modules and resource guides on American Indians for junior high school social studies is described. University personnel in charge of the project participated with junior high school teachers in the planning and development of the modules and guides. The unifying theme is the diversity of American Indian groups. The groups are explored from the perspective of archaeological inquiry using information from prehistory, linguistics, tribal traditions, and other sources. Activities include data gathering, hypothesis testing, analysis, and drawing conclusions from evidence. The 10 modules currently being developed focus on methods of the archaeological study of the past, culture areas in North America, the use of computers in archaeology, American Indian language families, the origins of corn, the techniques of pottery making, religious practices, pueblos, the cultural sequence of North America, and the archaeology of the Colonial Period. Teaching guides provide background on the relationship of prehistory, ethnology, linguistics, and physical anthropology to archaeology; basic techniques of building a sandbox site; directions for making representative pottery; introductory lessons in American Indian linguistics; and recipes for a typical meal. Some units are suitable for art and science education. (KC)

Presents an overview of the development of an electronic interactive multimedia guide to the Museum of Dion (Greece) that provides information about archaeological exhibits. Collection and processing of raw materials is described, including text, photography, and digitalization; and the selection of Macintosh hardware and HyperCard software is discussed. (Contains four references.) (LRW)

A teacher turned software programer expounds on his computing background, the philosophy behind his games, and on the roles and uses of these games and other software in educational settings. Advice on selecting software is provided for administrators and parents. (JN)

The article reports on education debates and oral question sessions in the House of Commons and the House of Lords, and petitions in the House of Commons, from June 21 to 25, 2021. Topics include considered that the Department for Education was again dominated by COVID-19 and the recovery from it; and examines several issues included financial education; performing and creative arts, media studies and archaeology.

Archaeology has come a long way since amateurs began hunting for ancient treasure in the 18th century. Today's archaeologists employ scientific methods and technology ranging from DNA to ground-penetrating radar. But with the new methods have come new responsibilities. Modern archaeologists now must contend with the cultural sensitivities of native groups affected by their work, although some scientists say political correctness has carried the trend to unreasonable extremes. In addition, archaeologists worry about preserving sites from looting and development, and dig less extensively than they did in the past to preserve the integrity of sites for future researchers. Meanwhile, some archaeologists say the only way to stop the looting of ancient sites is to ban the trade in antiquities altogether. [ABSTRACT FROM AUTHOR]

In the face of strong opposition from preservationists, the Walt Disney Co. recently abandoned plans to build a $650 million history theme park in Virginia's heritage-rich Piedmont. The company's pullout pointed to the preservation movement's increasing clout, but it also raised two longstanding criticisms: that preservationists are anti-development and that they tend to embrace elitist values. Preservationists respond that most of the nation's designated historic sites actually reflect the accomplishments and views of a broad cross-section of American society, and that the anti-Disney campaign succeeded because it had grass-roots support all across the country. One thing seems likely: As preservationists increasingly challenge business interests over quality-of-life issues, additional battles are inevitable. [ABSTRACT FROM AUTHOR]