University-based archaeology teaching and learning and professionalism in Australia

Bibliographic Data

ID3919569
AuthorsSarah Colley (0000-0002-6434-8351, corresponding author)
Year2004
Volume36
Issue2
Pages189-202
Publication date2004-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueWorld Archaeology (JOURNAL)
Journal identifiersISSN: 0043-8243 • E-ISSN: 1470-1375
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0043824042000260979
OpenAlexW2036336211
LanguageEN
Citations received27
References cited9

What should students learn through studying archaeology at university in Australia and what key challenges do university staff and students face? This paper presents an analysis of short written responses to these questions from over fifty delegates at a national teaching and learning workshop for archaeologists held in Sydney in September 2003. The most highly valued learning outcomes were generic. Delegates' responses placed major emphasis on students' ability to apply archaeological knowledge and skills in the cultural heritage management workplace. Most delegates were concerned about university funding cuts and government education policies and how to foster better co-operation between universities, consulting companies and government heritage agencies in teaching/training. The paper presents a critique and analysis of these and other responses in the context of the current state of Australian archaeology and attitudes towards teaching on and off campus. Keywords: Australian archaeologyteaching and learningtrainingprofessional practicearchaeological standardsuniversitieshigher education policy Acknowledgements Thanks to Sean Ulm and Anne Ross for their notes on National Archaeology Teaching and Learning Workshop resolutions and outcomes. The Workshop was sponsored by the Australian Archaeological Association, Australian Association of Consulting Archaeologists Inc., the NSW Heritage Office, Sydney Harbour Foreshore Authority, DMA Archaeology Pty. Ltd, Australand Holdings, School of Philosophical and Historical Inquiry, Faculty of Arts, University of Sydney. Thanks to all members of the AAA T&L Subcommittee (especially Sean Ulm and Peter Veth), Richard Waterhouse, Wayne Johnson, Anne Clarke and all workshop participants. The views and interpretations of the workshop discussion expressed in this paper are my own, unless otherwise acknowledged. Notes Sarah Colley is currently a Senior Lecturer in the Department of Archaeology, School of Historical and Philosophical Inquiry, University of Sydney and Chair of the Australian Archaeological Association's Teaching and Learning Subcommittee. Research and teaching interests include Australian archaeology, public archaeology and cultural heritage management, teaching, learning and professional practice. Additional informationNotes on contributorsSarah Colley Sarah Colley is currently a Senior Lecturer in the Department of Archaeology, School of Historical and Philosophical Inquiry, University of Sydney and Chair of the Australian Archaeological Association's Teaching and Learning Subcommittee. Research and teaching interests include Australian archaeology, public archaeology and cultural heritage management, teaching, learning and professional practice

Archaeology · Geography · Sociology · Anthropology · Evaluation of Teaching Practices · Geography Education and Pedagogy · History · Museums and Cultural Heritage

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