After a heyday in the 1970s and 1980s, probability sampling became much less visible in archaeological literature as it came under assault from the post-processual critique and the widespread adoption of “full-coverage survey.” After 1990, published discussion of probability sampling rarely strayed from sample-size issues in analyses of artifacts along with plant and animal remains, and most textbooks and archaeological training limited sampling to regional survey and did little to equip new generations of archaeologists with this critical aspect of research design. A review of the last 20 years of archaeological literature indicates a need for deeper and broader archaeological training in sampling; more precise usage of terms such as “sample”; use of randomization as a control in experimental design; and more attention to cluster sampling, stratified sampling, and nonspatial sampling in both training and research.

Although archaeology has become increasingly concerned with engaging diverse publics, and has embraced the internet as a means of facilitating such engagement, attitudes towards Wikipedia have—understandably—been more ambivalent. Nevertheless, we argue here, Wikipedia's popularity and reach mean that archaeologists should actively engage with the website by adding and improving archaeological content. One way to do this is in the classroom: this paper provides a detailed how-to for instructors interested in having students create new Wikipedia content. We provide a case study in Wikipedia engagement from an advanced undergraduate course on African Archaeology, assess a program (Wiki Education) designed to help, and suggest further avenues for future outreach. We conclude that Wikipedia's utopian mission aligns with many of the goals of public archaeology, and argue that archaeology has much to gain by engaging with—rather than ignoring or even shunning—Wikipedia.