Acknowledgments |
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9 | (2) |
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The Archaeological Institution of Field Schools |
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11 | (12) |
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The Development of an Institution |
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12 | (4) |
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How We Talk about Field Schools Today |
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16 | (2) |
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18 | (5) |
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PART 1: FIELD SCHOOL TEACHING: PEDAGOGY AND PRACTICE |
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23 | (56) |
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Contemporary Climates: Teaching Archaeology and Field School Training |
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25 | (22) |
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Cultural Resource Management Training |
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26 | (7) |
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33 | (4) |
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The RPA and Field School Certification |
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37 | (2) |
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Teaching as an Ethical Issue |
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39 | (1) |
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Field Schools as Learning Communities |
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40 | (2) |
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42 | (1) |
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43 | (4) |
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Pedagogical Concerns and Field School Development |
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47 | (18) |
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Developing Teaching Goals |
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48 | (3) |
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Translating Teaching Goals into Student Learning Outcomes |
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51 | (3) |
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The Idea of Experiential Learning |
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54 | (6) |
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Experiential Learning and Learning Communities |
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60 | (1) |
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Assessing Learning in the Field |
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61 | (4) |
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Structuring Experiential Learning in the Field |
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65 | (14) |
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Abstract Conceptualization |
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66 | (4) |
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70 | (4) |
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74 | (1) |
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75 | (4) |
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PART 2: FIELD SCHOOL LOGISTICS |
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79 | (106) |
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Legal and Administrative Issues |
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81 | (16) |
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Universities and Off-Site Programs |
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82 | (1) |
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Site Agreements and Permissions |
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83 | (4) |
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Health, Safety, and Liability |
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87 | (4) |
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90 | (1) |
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91 | (2) |
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93 | (1) |
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University Police or Public Safety Offices |
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94 | (1) |
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94 | (2) |
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96 | (1) |
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97 | (28) |
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Defining Your Role as a Project Director and an Instructor |
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97 | (4) |
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Staff and Organizational Structure |
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101 | (8) |
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Graduate Student Supervisors |
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102 | (3) |
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Professional Project Staff |
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105 | (1) |
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Codirector or Go It Alone? |
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106 | (3) |
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109 | (5) |
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Identifying Hazards at Your Site |
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109 | (2) |
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Collecting Personal Information |
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111 | (1) |
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Mitigating Risks for Students |
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112 | (2) |
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Standards of Dress and Personal Appearance |
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114 | (1) |
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Field Etiquette and Interpersonal Issues |
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115 | (6) |
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Setting Standards of Behavior |
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115 | (3) |
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Student-Generated Standards of Behavior |
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118 | (1) |
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Working Together in the Field |
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119 | (2) |
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Standards and Protocols for Public Interaction |
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121 | (4) |
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125 | (30) |
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Before the Program Starts |
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126 | (18) |
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126 | (7) |
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Getting Equipment Together |
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133 | (6) |
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139 | (5) |
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144 | (5) |
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144 | (1) |
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145 | (3) |
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148 | (1) |
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149 | (6) |
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International Field Schools |
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149 | (4) |
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153 | (2) |
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Balancing Teaching, Research, and Disciplinary Standards |
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155 | (30) |
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156 | (3) |
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Maintaining Disciplinary Standards of Conduct |
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156 | (1) |
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Field Schools as Annual ``Money Makers'' |
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157 | (1) |
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Field Schools as the Only Research Outlets |
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158 | (1) |
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Structural Suggestions for Those Seeking Balance |
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159 | (4) |
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Working with Graduate Students Undergraduates |
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163 | (4) |
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Working with Graduate Students |
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163 | (2) |
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Working with Undergraduate Students |
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165 | (2) |
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Appendix 1: RPA Guidelines and Standards for Archaeological Field Schools |
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167 | (6) |
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Appendix 2: Sample Safety Handout |
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173 | (4) |
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Appendix 3: A Summary of the Family Education Rights and Privacy Act (FERPA) |
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177 | (2) |
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Appendix 4: Sample Archaeological Field School Participant Information Form |
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179 | (2) |
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Appendix 5: Sample Handout of What Students Should and Should Not Bring to a Field School on a Daily Basis |
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181 | (2) |
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Appendix 6: Sample Guideline Sheet for Students and the Media |
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183 | (2) |
References |
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185 | (6) |
Index |
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191 | (1) |
About the Author |
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192 | |