Experiential Learning Through Public Archaeology: Exploring Student Experiences and Perceived Outcomes

Abstract

Background: Crow Canyon Archaeological Center (CCAC) has a tradition of enjoining participants in the study of cultures and environmental adaptation in the desert Southwest, and serves as an innovative model for experiential learning through public archaeology. Purpose: This research centers on student engagement in educational programming at CCAC and the perceived benefits of participation. It provides examples of curricular activities and reports findings from an empirical study of students’ lived experiences and meaning-making processes. Methodology/Approach: This mixed methods research involves a sample of middle and high school students from multi-day school programs. Data sources include semi-structured interviews, surveys, and field notes. Findings/Conclusions: Students reported high levels of emotional, cognitive, and behavioral engagement. They learned about cultures as well as human-environment interaction. Participants learned about changes in the field of archaeology and talked about how new understandings contributed to prior knowledge, cultural literacies, and sense of self. Implications: This exploration of how participants experience transformational learning in context of programs, strategic mission, and sense of place may interest diverse scholars and practitioners working to promote positive outcomes in out-of-school programs, and cultural literacy through public archaeology and heritage education.