Upcoming Seminars

Arianne Boileau is a doctoral candidate in the Department of Anthropology and the Florida Museum of Natural History, University of Florida. She has 10 years of experience teaching and mentoring undergraduate and graduate students in the field, lab, and museum settings. She has built formal and informal mentorships through one-on-one mentoring, peer mentoring, and group mentoring. Her mentorship centers on developing plans in line with her mentees’ goals, providing psychosocial assistance when needed, and creating reciprocal, inclusive mentoring relationships. Her mentoring work at the University of Florida has earned her a 2020 Graduate Student Mentoring Award.

Mentoring is one of the keys to success in the academic and professional world. It contributes to the acquisition of skills and knowledge, while providing needed socialization and personal support to ensure success in work and learning environments. Despite the science-backed advantages of effective mentorship, mentoring is a skill that is rarely taught. The goal of this seminar is to provide archaeologists with an introduction to the key principles of good mentoring and to define the roles and responsibilities of mentors and mentees. We will learn why mentoring cannot be equated to teaching, coaching, or advising. Participants will be provided with tools to create an inclusive mentoring environment and foster effective mentor-mentee relationships. We will also explore how mentees can identify potential mentors and enter beneficial, reciprocal mentoring relationships. The seminar is intended for both academic and non-academic archaeologists at any career stage who have little to no mentoring experience or who want to sharpen their mentoring skills.

1. Describe what mentoring is and how it differs from teaching and advising.
2. Identify the principles of effective mentoring relationships and become familiar with the roles and responsibilities of mentors and mentees.
3. Create environments and practices that enhance the mentor-mentee relationship.
4. Introduce principles of a culturally responsive mentoring.

Dr. Lindsay Bloch has over 15 years experience as a historical archaeologist, focusing on ceramics manufacture and use. She has collaborated for many years with the Digital Archaeological Archive of Comparative Slavery (DAACS), overseeing the identification and cataloging of 17^th-20^th C. site assemblages. DAACS has developed one of the most detailed cataloging procedures for historical ceramics. She is well versed in historic pottery made in Great Britain, as well as continental Europe and North America, and has analyzed collections from British, Spanish, and French colonial contexts. Dr. Bloch currently runs the Ceramic Technology Laboratory at the Florida Museum (University of Florida) where she routinely identifies artifacts and conducts trainings for the archaeological community, as well as performing a variety of specialized analyses.

Accurate identification of ceramic types is foundational to historical archaeology, given the ubiquity of ceramics on sites and the importance of ceramic change over time for establishing site chronology. There are a variety of different approaches to identification, emphasizing origin, decoration, or production method. This seminar will use a technology-based approach, teaching how to identify how an object was made, given the strong relationships between manufacture, and geographic and temporal variation. The seminar will cover the 4 main ceramic materials (coarse earthenware, refined earthenware, stoneware, and porcelain), outline the characteristics of the primary manufacturing techniques, and discuss broad trends in decorative motifs/techniques. This approach will provide participants with a toolkit for identifying wares they may encounter, based on key diagnostic features.

1. Distinguish four main ceramic materials (coarse earthenware, refined earthenware, stoneware, porcelain)
2. Recognize technological change in pottery production through time
3. Recognize decorative change in pottery production through time

Laura Heath-Stout is co-chair of the SAA Committee on Meeting Safety. Her intersectional research on diversity and equity issues in archaeology (including sexual misconduct and bullying) has been published in American Antiquity, Advances in Archaeological Practice, and the Journal of Field Archaeology and formed the basis for her dissertation (2019, Boston University). This work led to her participation in the SAA’s 2019 Task Force on Sexual and Anti-Harassment Policies and Procedures, which successfully advocated for the creation of the Meeting Safety Committee. Dr. Heath-Stout, Meagan Thies-Sauder, and Gabriela Oré Menéndez collaborated with Futures Without Violence in 2020–2021 to develop the curriculum of this series of seminars, which they first presented as a workshop at the 2021 SAA Annual Meeting. Her research and service work is informed by her experiences as a queer, disabled, white, upper-middle-class, cisgender woman and survivor of sexual harassment and bullying in archaeological professional contexts.

Meagan Thies-Sauder is a member of the SAA Committee on Meeting Safety. Over the past seven years, she has worked with archaeologists across North America and beyond to address sexual misconduct and bullying in archaeology through leading forums, serving on task forces, giving talks, and conducting advocacy. It is her hope that all archaeologists are willing and able to access the information, tools, and resources developed to establish a professional and ethical environment for archaeological practice.

This workshop was created by the SAA Meeting Safety Committee in collaboration with Futures Without Violence to identify, address, and prevent sexual misconduct and bullying in archaeological practice. The group facilitators will use this, the first of two seminars, to inform the group on the role power dynamics play in sexual misconduct and bullying and ways to address and prevent it in the workplace. There will also be a Part II presented one week later, in which the group facilitators will lead the group through a series of prompted questions to explore power dynamics, responsibility, and accountability in their respective work environments and where the skills acquired in the first section can be implemented. Both sessions will include elements about self-care in order to support participants in discussing and facing these difficult topics in the workshop and beyond.

Help participants to:

1. Identify a variety of forms of power dynamics and harassment, ranging from microaggressions to sexual assault
2. Safely and effectively intervene when they see harassment happening
3. Generate ideas and skills for improving the safety of their workplaces, research projects, and classrooms

Laura Heath-Stout is co-chair of the SAA Committee on Meeting Safety. Her intersectional research on diversity and equity issues in archaeology (including sexual misconduct and bullying) has been published in American Antiquity, Advances in Archaeological Practice, and the Journal of Field Archaeology and formed the basis for her dissertation (2019, Boston University). This work led to her participation in the SAA’s 2019 Task Force on Sexual and Anti-Harassment Policies and Procedures, which successfully advocated for the creation of the Meeting Safety Committee. Dr. Heath-Stout, Meagan Thies-Sauder, and Gabriela Oré Menéndez collaborated with Futures Without Violence in 2020–2021 to develop the curriculum of this series of seminars, which they first presented as a workshop at the 2021 SAA Annual Meeting. Her research and service work is informed by her experiences as a queer, disabled, white, upper-middle-class, cisgender woman and survivor of sexual harassment and bullying in archaeological professional contexts.

Meagan Thies-Sauder is a member of the SAA Committee on Meeting Safety. Over the past seven years, she has worked with archaeologists across North America and beyond to address sexual misconduct and bullying in archaeology through leading forums, serving on task forces, giving talks, and conducting advocacy. It is her hope that all archaeologists are willing and able to access the information, tools, and resources developed to establish a professional and ethical environment for archaeological practice.

This workshop was created by the SAA Meeting Safety Committee in collaboration with Futures Without Violence to identify, address, and prevent sexual misconduct and bullying in archaeological practice. This is the second in a series of two seminars. In Part I, we discussed the role power dynamics play in sexual misconduct and bullying and ways to address and prevent it in the workplace. In this part, the group facilitators will lead the group through a series of prompted questions to explore power dynamics, responsibility, and accountability in their respective work environments and where the skills acquired in the first section can be implemented. Both sessions will include elements about self-care in order to support participants in discussing and facing these difficult topics in the workshop and beyond.

A recording of Part I of this seminar will be available for SAA members to view in the Online Learning Archive after October 12. Part I is not a prerequisite for Part II, but may be helpful for attendees.

Thomas G. Whitley received his BA from the University of Washington in 1987. This was followed by an MA (1990) and PhD (2000) from the University of Pittsburgh. He created his first archaeological predictive model in 1988. Since that time, as part of a 30+ year career in CRM and Academia, Dr. Whitley has created more than 50 archaeological predictive models (within both CRM and research contexts). He has also authored or co-authored more than 15 journal articles and book chapters on aspects of predictive modeling and geospatial analysis in the last 20 years. He has presented numerous papers on the topic at professional conferences worldwide, and often peer review submitted journal manuscripts and agency reports on predictive modeling.

Predictive modeling has a long and controversial history in archaeology. Informal predictive models have been in use since archaeological fieldwork began, and formal models since at least the 1970s. In action, they are seen both as useful planning tools and as environmentally deterministic confirmation bias, depending on your perspective. There are many different methods of predictive modeling, and just as many potential pitfalls. In this seminar, the instructor will introduce the theoretical structure of predictive modeling and the many approaches to it. The seminar will also cover the CRM and research purposes for which predictive modeling may, or may not, be appropriate. The types of predictive models, their construction, application, testing, and recent developments will also be addressed. This seminar will give a firm foundation for understanding archaeological predictive modeling, and lay the groundwork for developing your own predictive models.

1. Learn about the theoretical and methodological approaches to predictive modeling; their advantages and problem areas.
2. Learn about the purposes and objectives of predictive modeling; for both planning and research purposes.
3. Learn how to structure your own approach to predictive modeling; avoiding pitfalls and developing successful strategies.
4. Learn how to evaluate the applicability and success of any published archaeological predictive model.

Edward González-Tennant earned his PhD from the University of Florida in 2011 for pioneering research on the application of digital archaeology to better understand the 1923 Rosewood Massacre. His broader research focuses on the use of digital, geospatial, and remote sensing technologies for archaeology, with a particular emphasis on racialized historical groups. All of Dr. González-Tennant's work is grounded by an interest in public outreach.

Digital technologies provide a powerful toolkit for researching, interpreting, and sharing archaeological knowledge with the public. The growing use of virtual technologies by archaeologists for these purposes is possible because of advances in computing power, expanding Internet access, and the maturation of free and open source software (FOSS). This online seminar will discuss best practices for integrating virtual applications into larger public archaeology work. A brief discussion of digital archaeology grounds an exploration of virtual reality (VR) and similar applications like augmented reality (AR) and mixed reality (MR). The instructor will present best practices in terms of workflows, available software, and online platforms, followed by a case study exploring more than 15 years of work regarding the 1923 Rosewood Massacre. Ultimately, this seminar is oriented toward providing participants applicable knowledge useful for crafting strong proposals, tailoring work to diverse audiences, and involving stakeholders across the lifetime of projects.

1. Differentiate virtual reality from similar terms such as augmented reality, mixed reality, and various 3D applications.
2. Learn through specific case studies how the application of virtual reality and related technologies assist in translating archaeological research into public knowledge.
3. Develop an awareness of best practices (and associated software) for integrating virtual reality alongside other forms of public outreach.