Year: 2026
Type: article
Abstract: Archaeology is not new to public education. However, scholars of archaeology education have noted the lack of a systematic approach to the field in the last two decades. In our case study of the Trowels to Teaching Workshop, a five-day professional development program for Maryland K-12 educators conducted in 2025 through the Baltimore Community Archaeology Lab at Towson University, we offer a model for embedding archaeology education in existing applied archaeology programs in the academy. The workshop combined hands-on field and laboratory training, collaboration with Indigenous representatives from the Piscataway Conoy Tribe and the Pocomoke Indian Nation, and active participation by undergraduate student employees who both learned and taught archaeological skills. Formal pre- and post-assessments demonstrated significant learning gains among participating teachers, including increases in archaeological knowledge, confidence in lesson design, and awareness of descendant perspectives. The outcomes highlight how applied archaeology programs in universities can integrate teacher professional development into existing research, provide undergraduates with transformative teaching experiences, and deepen collaborations with descendant communities.
Source: Public humanities.
Authors: Katherine Sterner, Julia Berg, Sarah Mason
Institution: Towson University
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,550
OpenAlex ID: W7133524020