A common assignment in college courses is to assign an original research paper, due at the end of the semester. And despite the findings of many pedagogical studies, which suggest that assignments should be scaffolded (broken into chunks that build on each other), the final paper is often left just as that—a single assignment which we expect our students to call into being from nothing. At Truman State University, our History Department majors are expected to write a capstone paper at the end of their time at the school, and fortunately, the capstone is scaffolded by a research course. However, that research course is also taken near the end of the students’ careers at Truman, and they might enter the research course with very little experience or understanding of research—despite being fourth-year students.
This spring, to help support students’ research skills, I ran an experiment in my two upper division History courses. I decided to require Andrew Abbott’s Digital Paper: A Manual for Research and Writing with Library and Internet Materials, and to devote class time to discussing most of its chapters. Abbott’s book is ostensibly intended for audiences of varying levels, from undergraduates to professional researchers. Abbott systematizes the act of research and also demystifies it , but I found that students were a little confused by the systematization of research, because it is by nature a nonlinear process. So as Abbott points out, the “system” must account for that nonlinearity. Using Abbott’s system as a guide, I scaffolded the final paper with a handful of assignments: an initial presentation of historical questions; two annotated bibliographies; and a final presentation on the refined questions and preliminary results.
Abbott’s timeline of research, demonstrating the need to do multiple sub-projects at one time.
I couched the Abbott in terms of an experiment because I was not sure how well students would respond to reading about and discussing the craft of research: would they take Abbott’s advice to heart? Would their research and/or writing be improved by the time we spent on this? Questionnaires filled out by all students at the end of the semester showed that the overwhelming majority of students in both classes thought that the time we spent on Digital Paper was helpful. This blog post will detail the ways in which I found Abbott clearly helped the students, as well as students’ perceptions of the usefulness of the book.
An email from a journalist inquiring about the Garni Temple pointed me to an interesting project: My Armenia, a collaboration between the Smithsonian Institution, USAID, and Armenia itself. The project seeks to document the cultural heritage of Armenia. The Smithsonian’s website has also increased the attention it pays to the country, running articles on the Garni Temple, as well as on issues of the biology and geography of Armenia.
The Garni Temple. Photo by E. Fagan.
We had a great “Archaeology of the Black Sea and Caucasus” session this year at ASOR, with excellent talks from Tiffany Earley-Spadoni, Nat Erb-Satullo, Walter Crist, and Hannah Chazin. We also announced the opening of our online forum, generously supported by the American Research Institute of the South Caucasus.
To join the conversation, please follow the instructions here: South Caucasus Forum Registration.
The NYTimes published an interesting opinion piece today called “My Syllabus, My Self.” In it, the author appears to be inspired by debates on trigger warnings, safe spaces, etc., enough so that she muses upon the nature of the syllabus as an historical document, as a physical object, as a contract, and as a window onto the professor’s expectations and even personality.
Like the author, I too have long thought of syllabuses as a lens through which to glimpse both the explicit and the implicit expectations of the professor. However, I would add to the author’s list of facets the fact that a carefully-crafted syllabus is also a vision of the students’ future and the professor’s plan of action to achieve it.
Groundtruthing, or checking out on the ground anomalies and architecture seen in the satellite imagery, is a necessary step in identifying cultural remains. We went high on the slopes of Mt. Aragats yesterday, to take a look at a site that looked like a settlement with some recent activity. Amongst the architecture, we found a fascinating series of stacked and standing stones picking out a roughly north-south line across the summits of multiple slopes.
However, we were already high up on the flank of the mountain, high enough that the “scree” drainages in this photo are actually made of boulders — and high enough that the cloud obscuring the summit was worrisome.
One way to conduct an archaeological survey is to examine satellite imagery as a way to focus attention on particular areas. This summer, the Kasakh Valley Archaeological Survey looked at high resolution satellite images of the area east of Mt. Aragats and identified a number of intriguing sites.
In this case, I found a series of rooms that seem to be enclosed by a wall, to the south of the shallow gorge in the upper third of this image. We established that it was within our survey area and the next morning, off we went to take a look. After a first attempt to drive there in our UAZ, we circled around from the north and hiked in across the gorge.
This is looking northwest from the settlement, across the gorge–which was not very deep, and the rivulet at the bottom, like many water courses in Armenia, had many conveniently-placed stones useful for crossing. Continue reading
Project ArAGATS, the joint Armenian-American project on the Archaeology and Geography of Ancient Transcaucasian Societies, has begun surveying the Kasakh River valley in central Armenia over the past couple of years. We’re recording burials, burial clusters, settlements, fortresses, stelae, evidence of Soviet-era land amelioration practices, and more. This year, we’re working around the northeastern foothills of Mt. Aragats, to continue the project of understanding the relationship of ancient architecture and material culture to ancient life.
Ian Lindsay and Alan Greene are co-directing the survey this year, with multiple team members from Project ArAGATS, including Salpi Bocchieriyan, and Karen Azatyan, pictured here with Ian and Alan on a well-deserved coffee break after a morning of tromping around the mountains.
To keep up with the excitement of counting sherds and obsidian flakes, or other aspects of Project ArAGATS’ multiple projects, follow @egafagan and @aragatsfound on Twitter.
One of the best things about the twenty-first century has to be how our ability to research and keep in touch with colleagues has changed dramatically. I’ve been trying to do my part to help build community amongst scholars who study the South Caucasus. As one project meant to work on this goal, I co-chair an annual session on the archaeology of the Black Sea and Caucasus regions, at the ASOR annual meeting. At the 2015 meeting, we crowdsourced ideas for an online community, and so I’ve built a forum on this website as a beta test, before going live on the American Research Institutes of the South Caucasus site, where the forum will eventually be housed.
It’s fantastic that Project ArAGATS is in the news, but what a clickbaity title, complete with mention of DRUGS in ALL CAPS:
Gegharot, at the Daily Mail, which says, “How Bronze Age rulers got HIGH to predict the future: Armenian shrines reveal bizarre practices of fortune tellers 3,300 years ago.”
It’s been a long time since the last blog entry, because I finished and defended my dissertation on June 15. Despite the time commitment involved in finishing the dissertation, I’ve still been active in the Chicago Center for Teaching, helping to train new teaching consultations, helping to develop the details of our new Teaching Fellows program, assisting with a workshop, etc. But one of the most interesting pedagogical projects that I’ve been exposed to in the last year or so is the online journal, Hybrid Pedagogy. I met Chris Friend, managing editor, at a networking event for new Ph.Ds, and besides the fact that it’s just plain fun to geek out about pedagogy with an expert in the field, it was a great learning experience for me.
As the website points out, “all learning is necessarily hybrid” – whether we’re talking wax tablets, rote memorization, or the newest technology, learning has always involved something outside the learner. I have sympathy for instructors who prohibit laptops and tech, but I also think that to do so is not only untenable in the long-term, but also potentially neglecting a valuable learning tool. Technology is here to stay, so why not make it into something useful? Hybrid Pedagogy wants to help with that project. So this is just a brief note between edits to plug a project that strikes me as very important for the future.