Upcoming Events

Stefan Brannan, PhD, RPA, PMP, New South Associates, Inc.

Dr. Brannan currently serves as the Director of Archaeology for New South Associates, Inc., a women-owned small business providing cultural resource management services in the southeastern United States and beyond. In his current role, he serves as the administrative manager for the Archaeology Department as well as the project manager and subject matter expert for several ongoing archaeological projects. He has conducted archaeological surveys, testing, data recovery, public outreach, and consultation with and on behalf of private, state, federal, and tribal agencies. He has evaluated numerous archaeological sites for the NRHP under Section 106 and 110 of the NHPA, as well as multiple state registers. His experience encompasses Precontact period and Indigenous residential, monumental, ritual, and mortuary sites; as well as historic domestic, urban, military, and funerary sites. He has conducted projects on behalf of and in consultation with numerous state and federal agencies, including: several state Departments of Transportation, the University of Georgia, the U.S. Army Corps of Engineers, the National Forest Service, the National Park Service, the Tennessee Valley Authority, Georgia Department of Natural Resources, and Georgia Power Company. His active research interests include organizationally complex middle range societies, anthropological and archaeological theory, settlement archaeology, regional survey, and the applications of
project management.

Project management is an extremely important but critically underused body of knowledge in archaeology. Many of the activities that archaeologists engage in fit the definition of a project, but many of us were never introduced to effective project management methods, instead learning through trial and error. The goal of this seminar is to provide an overview of basic project management as an effective tool that can be employed by attendees, including students (e.g., thesis or dissertation objectives, class and independent projects, and publications), private and public sector professionals (e.g., fieldwork, reporting, grant writing, and consultation), and academics (e.g., specific service obligations, publications, student mentorship, and research). Participants should come away with the ability to clarify the role of scope, schedule, and budget in their own projects; identify what makes a project successful; and recognize common pitfalls that contribute to project failure.

1. Define project management and its basic approaches
2. Describe the role of scope, schedule, and budget to individual projects
3. Identify the parameters of project success
4. Outline how to prepare for and avoid common project management pitfalls

Alanna Ossa, PhD, RPA, SUNY Oswego, Department of Anthropology

Dr. Ossa has over 22 years of experience in archaeology including 11 years in a Cultural Resource Management setting. Before joining SUNY Oswego as tenure-track faculty, she worked for ACS (Archaeological Consulting Services, Ltd.), the University of Pittsburgh’s Center for Comparative Archaeology, the Department of Anthropology at Arizona State University, the Office of Cultural Resource Management at Arizona State University, and the Cultural Resource Management Program at the Gila River Indian Community. To date, she continues to do consulting work through Logan Simpson Design for the Gila River Indian Community. From 2001 to 2008, she worked as an archaeological database consultant for the Cultural Resource Management Program at the Gila River Indian Community. Prior to that, she taught an intensive course in SQL (Structured Query Language) to IT professionals. For the purposes of the course, she wrote a brief SQL Tutorial and introduction. As ACS’ Senior Ceramic Analyst, and lab manager prior to joining the faculty at SUNY Oswego, she analyzed ceramic materials and wrote the reports on ceramic materials from testing, data recovery, and monitoring projects, and was responsible for curation from beginning to end. She has experience with collections from central Arizona, central New Mexico, the Northeast (Iroquois), and several locations in Mexico including the Gulf coast (Veracruz), central Highlands, and the West coast.

This class is designed for both beginners and experienced users of archaeological data or collections focused databases. In this class you will learn how to treat your database creation as a component of research design based on common units in archaeology analysis and collections. You will learn the basic archaeological database and collections database architecture and apply these to relational database design. By the end of the class, you should be able to recognize basic principles of effective database organization and be able to avoid common pitfalls in database organization and curation practice. We will practice and identify guidelines for effective data fields, analysis forms, and practice how to deal with database changes (and analysis changes) using an example database. Participants in this course will be encouraged to come with their own data questions and structures to practice with during the practicum portion.

1. Describe how database creation is an important component of research design in archaeology
2. Identify basic archaeological database architecture using common examples from real-life databases
3. Demonstrate how to apply relational database structures to common archaeological organizational challenges using museum and research project examples
4. Outline strategies to handle database changes by creating flexible data structures as applied to archaeological data with practical examples

Bridget A. Alex, PhD, SAPIENS Magazine

Dr. Alex is the archaeology and biological anthropology editor for SAPIENS, a digital magazine produced by anthropologists for the public. As a freelance writer, she has published more than 140 popular science stories for outlets including Discover, Science, Archaeology, Atlas Obscura, and Smithsonian. Bridget has taught anthropology and science communication at the California Institute of Technology, Pasadena City College, and Harvard University. 

Dr. Alex earned her Ph.D. in archaeology and human evolutionary biology from Harvard. Supported by the National Science Foundation, the Fulbright Program, and other awards, her research focused on the spread of Homo sapiens and extinction of other humans, such as Neanderthals, over the past 200,000 years. More broadly, she used biogeochemical methods like radiocarbon dating to reconstruct the chronology and biogeography of past human groups. This methodological expertise allowed her to work and publish on diverse archaeological contexts including Paleolithic Eurasia, Stone Age Africa, Iron Age Near East, Moche South America, and Teotihuacan-era Mesoamerica.

Great research is not enough. Archaeologists must effectively communicate their work to non-archaeologists, including scholars in other fields, funding agencies, journalists, and diverse publics. However, few archaeologists are trained to write for non-specialists. This seminar will provide a foundation for researchers who want to write or create content for diverse audiences. After reviewing the challenges and opportunities of public communication, the seminar will deliver technical and artistic guidance on the craft of public writing. The session will discuss story structure, audience characterization, and the qualities of engaging, accessible prose. By analyzing exemplary models from public-facing pieces, the instructor will distill elements that make pop-science writing effective and sometimes beautiful. Participants will develop their public writing skills and learn the steps to publishing with popular media outlets. They will also compose (and come away with) short descriptions of research ready to share with public audiences.

1. Review potential risks and rewards of public communication
2. Discuss elements of public writing, including structure, story-telling, and accessibility
3. Summarize the process of writing for popular media outlets from pitch to publication

Dr. Tamira Brennan, PhD, RPA, Illinois State Archaeological Survey, University of Illinois

Dr. Tamira Brennan has been practicing archaeology for over 20 years in the Midwestern US, primarily in a research-based CRM setting. The first 17 years of her career included time as the Coordinator of the Illinois State Archaeological Survey’s American Bottom field station and as an instructor on many archaeological field schools in Illinois and Missouri. More recently, she has served as a curator, first at the Center for Archaeological Investigations at Southern Illinois University Carbondale, and presently at the Illinois State Archaeological Survey, where she strives to work out creative solutions to address collections needs in a field that routinely underfunds curation. She has taught collections management to undergrads/graduate students in several formats, including traditional classroom/lab, internships, and most recently as a 4-week field school through the Institute for Field Research.

This seminar provides a framework for teaching curation/collections management in archaeology in two formats: as a matter of course within a general archaeology curriculum, and as a specialized class with a focus on experiential learning, either in a traditional classroom/laboratory setting or as an intensive field school. Individuals with no prior experience in curation and those with a strong curation background will benefit alike, as participants will walk away with the tools to improve unfunded archaeological collections in a novel way and understand how to better teach and uphold the SAA principles of ethics and RPA Standards of Research Performance in relation to what is left once an excavation has occurred - its collections.

1. To help professional archaeologists avoid unknowingly contributing to the curation crisis (and therefore failing to meet RPA standards/SAA Code of ethics) by discussing the genesis of it, as well as common missteps made by practitioners in our field today
2. To provide a starting point/framework for general archaeologists (non-curators) to incorporate curation into undergrad/grad curriculum either as a stand-alone class, or as a unit within a general archaeology course as a matter of course
3. To frame curation as salvage archaeology and promote the potential of collections work as “field work”
4. To lay out a framework for successfully teaching curation as field work

Paul S. Martin, RPA, Martin Archaeology Consulting, LLC

Working a cold case investigation as a human remains detection canine handler I didn't know that my life was going to be changed forever. From that case I was introduced to archaeology and the greater world of anthropology, and that it would be the archaeologists looking at me, a dumb canine handler for answers that I didn't have. This put me on the pursuit of knowledge with questions being answered by anthropologists, archaeologists, research chemists, and more. At the same time, I was learning and being mentored by archaeologists and anthropologist while exploring the feasibility of utilizing dogs as a survey tool for historic and precontact remains. This pursuit of knowledge, my own questions, and work pushed me to return to school where I was able to also begin partnering the work of the dogs with shallow surface geophysical surveys. From there I have been able to work on a variety of projects across the world that have partnered both dogs and geophysics as part of the survey process to help direct excavations to either
enhance or prevent excavation of human remains.

Participants will be introduced to the growing survey method of archaeological or historical human remains detection dogs (AHRDD) and what makes them different when compared to the volunteer search and rescue human remains detection dog (SAR-HRDD) team. When to utilize canine resources during a project, what factors may impact their efficacy, and how to quantify/qualify the results.

1. Participants will learn more about suitable canine teams for archaeological surveys.
2. Participants will learn when or when not to include canines in a survey.
3. Participants will learn how to quantify/qualify the results of the canine survey.