Australian National Committee for Archaeology Teaching and Learning
ANCATL was initiated in 2003 as a result of the joint AAA, ASHA and AIMA ‘Land and Sea Conference’. The volume ‘Teaching, Learning and Australian Archaeology’ edited by S.Colley, S. Ulm and F.D. Pate, Australian Archaeology 61 provides an excellent overview of current issues.
The subcommittee thanks the Australian Archaeological Association Inc. for its financial and in-kind support.
The role of the subcommittee is:
- To provide a forum for discussion of archaeology teaching and learning and related issues.
- To provide a conduit for involvement and input from different archaeological associations and interest groups in identifying key issues and identifying strategies and resources to address these.
The priorities are:
- To establish better coordination of opportunities for students and early career graduates to gain archaeological vocational experience (see The Register of Archaeology Work Experience Partners)
- To develop benchmarks for teaching and learning for Australian archaeology degrees (see By Degrees: Benchmarking Archaeology Degrees in Australian Universities [PDF download).
- To support greater interaction and exchange in teaching and learning between universities on the one hand and regulatory authorities and industry on the other (see published proceedings of archaeology teaching and learning conference sessions held in 2004 [link] and 2010 [PDF download])
- To gather reliable data for benchmarking of a variety of archaeology activities (see the results of the Profiling the Professions surveys undertaken in 2005 [link] and 2010 [PDF download])
- To develop mechanisms to tell the archaeological story to the publics that own and relate to that archaeology.
Current projects include:
The Register of Archaeology Work Experience Partners
Reviewing and refreshing the register and evaluating (through online survey) its usefulness to both employers and students [Link].
Australian Postgraduate Archaeology Network (APAN)
This new initiative will establish a website to provide information on the increasing number and type of postgraduate archaeology programmes available in Australia, to host resources to support students and supervisors and to encourage collaboration.
Teaching, Learning and Australian Archaeology
Publishing the proceedings of the ‘Education and Archaeology’ conference session from the 2010 Australian Archaeological Association Annual Conference held at Batemans Bay. The proceedings will be published as a special volume of the Research in Archaeological Education Journal edited by Lynley Wallis, Sean Ulm and Wendy Beck.
Documents and resources
Beck, W., J. Balme, J. Campbell, C. Clarke, S. Colley, I. Davidson, A. Fairbairn, S. Nichols and S. Ulm 2007 By Degrees: Benchmarking Archaeology Degrees in Australian Universities. Armidale: Teaching and Learning Centre, University of New England. [PDF download]
Beck, W. and J. Balme 2005 Benchmarking for archaeology honours degrees in Australian universities. Australian Archaeology 61:32-40. [Link]
Ulm, S., G. Mate, C. Dalley and S. Nichols in press A working profile: The changing face of professional archaeology in Australia. Research in Archaeological Education Journal. [PDF download]
Ulm, S., S. Nichols and C. Dalley 2005 Mapping the shape of contemporary Australian archaeology: Implications for teaching and learning. Australian Archaeology 61:11-23. [Link]
Jane Balme, University of Western Australia
Catherine Frieman, Australian National University
Martin Gibbs, University of New England
Louise Hitchcock, University of Melbourne
Geraldine Mate, Queensland Museum; Australasian Society for Historical Archaeology
Tim Murray, La Trobe University
Margaret O’Hea, University of Adelaide
Jordan Ralph, Australian Archaeological Association Inc. Student Representative
Amy Roberts, Flinders University
Paul Taçon, Griffith University
Sean Ulm, James Cook University; Australian Archaeological Association Inc.; World Archaeological Congress