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Students Are Stakeholders in On-Campus Archaeology

Published online by Cambridge University Press:  20 April 2020

Matthew V. Kroot Open the ORCID record for Matthew V. Kroot [Opens in a new window]  and
Lee M. Panich Open the ORCID record for Lee M. Panich [Opens in a new window]
Matthew V. Kroot*
Affiliation:
Department of Anthropology, Santa Clara University, 500 El Camino Real, Santa Clara, CA95053, USA
Lee M. Panich
Affiliation:
Department of Anthropology, Santa Clara University, 500 El Camino Real, Santa Clara, CA95053, USA
*
([email protected], corresponding author)
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Abstract

A consistent challenge in community and collaborative archaeologies has been the appropriate identification and understanding of project constituencies. A key step in stakeholder analysis is understanding and harmonizing the goals of archaeological work to the social role of the institutions for which we work. To illustrate the value of such a stance, we examine on-campus archaeology programs at colleges and universities, arguing that treating students as vital stakeholders is an important ethical obligation for both researchers and administrators. Including students as stakeholders in campus archaeology provides pedagogical benefits and a meaningful way to instill an appreciation of archaeology in an important constituency of potential voters and future decision-makers. We present a case study from Santa Clara University (SCU), reporting results of an online survey of undergraduates that was intended to gauge community interests in campus archaeology and heritage. We also detail activities undertaken by SCU's Community Heritage Lab in response to survey findings in order to raise the profile of the archaeological and other heritage resources on our campus.

Un reto constante con los estudios arqueológicos colaborativos y comunitarios ha sido la identificación y la comprensión apropiadas de las comunidades constitutivas del proyecto. La teoría de las partes interesadas (“stakeholders”) ofrece una forma de especificar quién afecta y se ve afectado por el trabajo arqueológico. Para ilustrar el valor de aplicar la teoría de las partes interesadas, examinamos los programas de arqueología en los campus de colegios y universidades, argumentando que tratar a los estudiantes como partes interesadas vitales es una obligación ética importante tanto para los investigadores como para los administradores. La inclusión de los estudiantes como partes interesados en la arqueología del campus proporciona beneficios pedagógicos y una forma significativa de inculcar una apreciación de la arqueología en un grupo importante de votantes potenciales y futuros tomadores de decisiones. Presentamos un estudio de caso de la Universidad de Santa Clara (SCU), que informa los resultados de una encuesta en línea de estudiantes universitarios con la intención de evaluar los intereses de la comunidad en la arqueología y el patrimonio del campus. También detallamos las actividades realizadas por el Community Heritage Lab de SCU en respuesta a los resultados de la encuesta, con el fin de elevar el perfil de los recursos arqueológicos y otros recursos patrimoniales en nuestro campus.

Keywords

campus archaeologycommunity archaeologypublic archaeologystakeholdersstudentsstewardshiparqueología del campusarqueología comunitariaarqueología públicapartes interesadasestudiantesadministración
Type
Articles
Information
Advances in Archaeological Practice , Volume 8 , Issue 2 , May 2020 , pp. 134 - 150
Copyright
Copyright 2020 © Society for American Archaeology

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