Seminar Details

Recommendations for Developing Harassment and Assault Free Archaeological Field Schools

When: March 03, 2020 3:00-4:00 PM

Duration: 1 hour

Certification: RPA-certified


Individual Registration: Free to SAA members; not available to non-members

Group Registration: 

Dr. Carol Colaninno, RPA is a professional archaeologist and STEM education researcher. She serves as a research assistant professor at Southern Illinois University Edwardsville’s Center for STEM Research, Education, and Outreach. For several years, she has researched the kindergarten to career pathways that people take into and out of the sciences. Much of this research involves understanding why women leave the sciences, which often includes women citing a perception of unwelcoming and unsafe working environments. Much of this research has implications for people pursuing careers and working in archaeology.

Shawn Lambert is an assistant professor at Mississippi State University and a research fellow at the Cobb Institute of Archaeology, a research unit at Mississippi State University. Prior to his appointment at Mississippi State, Lambert served as Utah’s state public archaeologist. His responsibilities included public outreach, education, curriculum development, and public excavations. Lambert also served as the tribal liaison for Utah’s eight sovereign Native American nations. He currently serves as the LGBTQ representative to the SEAC Sexual Harassment and Assault Task Force.

Due to the nature and structure of field schools, enrolled students are particularly susceptible to harassment and assault. In 2018, the National Academies of Sciences, Engineering, and Medicine (NASEM) released recommendations to help prevent sexual harassment and assault of women in academia. Though these recommendations are specific to higher education and exclusive to women, some can be modified and applied to the context of archaeological field schools. We review the NASEM’s recommendations with particular attention to those applicable to the field school setting and provide suggestions for making field schools safer and more inclusive learning environments for all students.

Field directors will:
  1. learn the factors that lead to environments wherein sexual harassment thrives;
  2. learn recommendations for building a learning environment that discourages sexual harassment and assault;
  3. learn ways to implement these recommendation at their field school.