Georgia State University
ScholarWorks @ Georgia State University
Anthropology Theses Department of Anthropology
8-9-2022
Increasing the Accessibility of Archaeological Education:
Exploring the Possibilities of Inquiry-Based Pedagogy Through
Collections Research
Aspen Kemmerlin
Georgia State University
Follow this and additional works at: https://scholarworks.gsu.edu/anthro_theses
Recommended Citation
Kemmerlin, Aspen, "Increasing the Accessibility of Archaeological Education: Exploring the Possibilities of
Inquiry-Based Pedagogy Through Collections Research." Thesis, Georgia State University, 2022.
doi: https://doi.org/10.57709/30394164
This Thesis is brought to you for free and open access by the Department of Anthropology at ScholarWorks @
Georgia State University. It has been accepted for inclusion in Anthropology Theses by an authorized administrator
of ScholarWorks @ Georgia State University. For more information, please contact .
,Increasing the Accessibility of Archaeological Education: Exploring the Possibilities of Inquiry-
Based Pedagogy Through Collections Research
by
Aspen Kemmerlin
Under the Direction of Nicola Sharratt, PhD
A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of
Master of Arts
in the College of Arts and Sciences
Georgia State University
2022
, ABSTRACT
Recent trends in archaeological pedagogy include the adoption of active learning models
as well as courses that incorporate community and public archaeology frameworks. These shifts
have primarily been centered around archaeological field schools and on-campus excavations. In
contrast, despite the growing concern over legacy and orphaned collections that contribute to the
“curation crisis,” less attention has been given to the potential for inquiry-based learning in lab or
collections-based courses, particularly at the undergraduate level. Utilizing ethnographic
methods, this study examines undergraduate experiences in introductory archaeology courses at
Georgia State University (GSU). Comparing student experiences in a traditional lecture course
with those of students enrolled in a hands-on project lab with a legacy collection of
archaeological material curated at the University, this study explores the potential for lab-based
courses as sites of active learning and as models for more inclusive and accessible archaeological
education at higher education institutions.
INDEX WORDS: Archaeological collections, Pedagogy, Active learning, Curation, High-impact
learning practices
, Copyright by
Aspen Kemmerlin
2022
ScholarWorks @ Georgia State University
Anthropology Theses Department of Anthropology
8-9-2022
Increasing the Accessibility of Archaeological Education:
Exploring the Possibilities of Inquiry-Based Pedagogy Through
Collections Research
Aspen Kemmerlin
Georgia State University
Follow this and additional works at: https://scholarworks.gsu.edu/anthro_theses
Recommended Citation
Kemmerlin, Aspen, "Increasing the Accessibility of Archaeological Education: Exploring the Possibilities of
Inquiry-Based Pedagogy Through Collections Research." Thesis, Georgia State University, 2022.
doi: https://doi.org/10.57709/30394164
This Thesis is brought to you for free and open access by the Department of Anthropology at ScholarWorks @
Georgia State University. It has been accepted for inclusion in Anthropology Theses by an authorized administrator
of ScholarWorks @ Georgia State University. For more information, please contact .
,Increasing the Accessibility of Archaeological Education: Exploring the Possibilities of Inquiry-
Based Pedagogy Through Collections Research
by
Aspen Kemmerlin
Under the Direction of Nicola Sharratt, PhD
A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of
Master of Arts
in the College of Arts and Sciences
Georgia State University
2022
, ABSTRACT
Recent trends in archaeological pedagogy include the adoption of active learning models
as well as courses that incorporate community and public archaeology frameworks. These shifts
have primarily been centered around archaeological field schools and on-campus excavations. In
contrast, despite the growing concern over legacy and orphaned collections that contribute to the
“curation crisis,” less attention has been given to the potential for inquiry-based learning in lab or
collections-based courses, particularly at the undergraduate level. Utilizing ethnographic
methods, this study examines undergraduate experiences in introductory archaeology courses at
Georgia State University (GSU). Comparing student experiences in a traditional lecture course
with those of students enrolled in a hands-on project lab with a legacy collection of
archaeological material curated at the University, this study explores the potential for lab-based
courses as sites of active learning and as models for more inclusive and accessible archaeological
education at higher education institutions.
INDEX WORDS: Archaeological collections, Pedagogy, Active learning, Curation, High-impact
learning practices
, Copyright by
Aspen Kemmerlin
2022
