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Another brick in the wall
Title
Another brick in the wall: a pedagogical approach to excavations at a 19th-century brickyard.
Author
Dietrich, Emily Elizabeth
Abstract/Description
Incorporating archaeology within the high school curricula fosters an interest in archaeology and site preservation. The Milton High School Archaeology Project provides students the opportunity to experience and participate in archaeological research. At a 19th-century brickyard, students learn anthropology and their local history through hands-on excavations. Through the use of Project-Based Learning (PBL), students conducted archaeological and historical research and presented their work in...
Show moreIncorporating archaeology within the high school curricula fosters an interest in archaeology and site preservation. The Milton High School Archaeology Project provides students the opportunity to experience and participate in archaeological research. At a 19th-century brickyard, students learn anthropology and their local history through hands-on excavations. Through the use of Project-Based Learning (PBL), students conducted archaeological and historical research and presented their work in the form of a museum exhibit at the Florida Public Archaeological Network's Destination Archaeology Resources Center museum for the public and their parents. The Milton High School Archaeology Project provides an example of how archaeology can easily and effectively be integrated into high school educational standards. Quantitative and qualitative data collected throughout the 2016-2017 school year shows how archaeology education leads to increased awareness of and appreciation for heritage sites.
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Date Issued
2020, 2020
Identifier
1233055172, WFE0000744
Format
Document (PDF)
Bringing books back
Title
Bringing books back: A pedagogical inquiry into the bookclub classroom.
Author
Pugh, Kylie Ann
Abstract/Description
This project proposes book club pedagogy as a framework for altering traditional curricular design and attending to a more egalitarian style classroom. In these settings, students engage with writing that pushes beyond their comfort zone and allows them to see different perspectives, giving them skills to engage in culturally diverse environments. Participation in Book club classrooms enable "critical literacy," which creates student access points to participate and engage with texts and...
Show moreThis project proposes book club pedagogy as a framework for altering traditional curricular design and attending to a more egalitarian style classroom. In these settings, students engage with writing that pushes beyond their comfort zone and allows them to see different perspectives, giving them skills to engage in culturally diverse environments. Participation in Book club classrooms enable "critical literacy," which creates student access points to participate and engage with texts and societal issues that are "interpreted through personal and cultural realities" (Freire & Macedo, 1987; Wood & Jocius, 2013). When utilizing personal experiences and interpretations of texts through various lenses, students participate in conversations regarding disabilities, stereotypes, and social action, and they evaluate their own experiences through reflective writing processes. In addition to affording students with opportunities to utilize their critical thinking skills, book club pedagogy is often conducted in a classroom setting crafted to provide flexible, open spaces rather than orderly rows of desks. To maintain an egalitarian environment, students take turns moderating the class discussion, enabling leadership experience to transfer from student to student. Book club pedagogies encourage students to engage in multimodal ventures when responding to complex texts, either through drawings, videos, blog posts, posters, or interactive games.
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Date Issued
2019
Identifier
1152896114, WFE0000696
Format
Document (PDF)
Cemeteries as classrooms
Title
Cemeteries as classrooms: Making archaeology education relevant, accessible, and sustainable.
Author
Hines, Rachel Louise
Abstract/Description
Despite promoting K-12 education initiatives for decades, public archaeologists struggle to reach precollegiate audiences due to archaeology's absence in curriculum standards, a lack of qualified archaeology educators, and barriers within the school system. To investigate replicable and accessible methods of archaeology education and to better understand teacher needs and motivations, I created lesson plans which engage high school students in recording and researching historic cemeteries....
Show moreDespite promoting K-12 education initiatives for decades, public archaeologists struggle to reach precollegiate audiences due to archaeology's absence in curriculum standards, a lack of qualified archaeology educators, and barriers within the school system. To investigate replicable and accessible methods of archaeology education and to better understand teacher needs and motivations, I created lesson plans which engage high school students in recording and researching historic cemeteries. Hands-on efforts are often excavation-based and limited by access to professional archaeologists; however, cemetery recording is nondestructive and offers students a chance to participate in project-based learning. Four educators from Santa Rosa County taught the materials to nine classes in Fall 2019 while I evaluated the lessons through surveys, guided observations, and summative interviews. The materials were revised based on results to ensure they are useful and useable. Every participant indicated the lessons are user-friendly, relevant, and meaningful. Administrative support, passionate teachers, and carefully crafted lessons contributed to programmatic success, indicating collaborative efforts from archaeological and educational professionals can produce hands-on archaeology programming that is mutually rewarding.
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Date Issued
2020, 2020
Identifier
1201528775, WFE0000707
Format
Document (PDF)
emergence of WAC in first-year composition at UWF
Title
The emergence of WAC in first-year composition at UWF.
Author
Sanders, Bridgette Dale
Abstract/Description
This project proposes that the implementation of a WAC approach to UWF's first-year composition program improves the likelihood that knowledge transfers to different contexts beyond the first-year courses. WAC is an important area of study because it fosters effective communication across majors and disciplines, which will, ultimately, benefit students not only in academics but also in their professional career. This project examines the WAC Inquiry Project assigned to three sections of first...
Show moreThis project proposes that the implementation of a WAC approach to UWF's first-year composition program improves the likelihood that knowledge transfers to different contexts beyond the first-year courses. WAC is an important area of study because it fosters effective communication across majors and disciplines, which will, ultimately, benefit students not only in academics but also in their professional career. This project examines the WAC Inquiry Project assigned to three sections of first-year composition courses and a focus group conversation comprised of students that demonstrate the academic, social, and professional benefits of WAC pedagogical approaches. The deliberate integration of WAC at UWF--in the first-year curriculum--introduces a more robust understanding of writing and rhetoric and demonstrates how writing functions differently across disciplinary contexts, emphasizing a deep study of how textual conventions adhere to the expectations of different audiences and genres.
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Date Issued
2020, 2020
Identifier
1220943353, WFE0000732
Format
Document (PDF)