Key Program Planning and Engagement Skills
To our detriment, archaeologists interested in outreach receive little to no academic training or professional development to build needed skills. Many of us learn by trial and error. The skills outlined here are intended to help those who want to improve public education and outreach skills, whether you are just beginning a course of study or are decades into a career. We provide resources and keywords to help you find relevant content and implement best practices that align with your needs.
Developing intentional presentation slides: The layout, content, and even colors on your slide can impact learning and retention and possibly contribute to cognitive overload. Creating slides that align with cognitive science helps with more effective messaging, conveying key points/takeaways, and improving the retention of key information. Clean and simple slides are also easier to make accessible for sharing and archives!
Keywords or Resources: UT L&D website: https://hr.utexas.edu/learning-development/resources/ut-lds-best-practices-powerful-presentations; LinkedIn Learning: Melissa Marshall
Integrating public pedagogy and theories of learning: Understanding principals of teaching and learning, particulary towards varied, public audiences, can help more participants connect with your content, fulfill your educational goals, and provide a strong foundation for impactful public archaeology programming.
Keywords or Resources: Behaviorism, Cognitive Psychology, Constructivism, Bloom's Taxonomy, Maslow's Hierachy, Interpretation, Object-based Learning, Inquiry-based Learning, Place-based Education
Creating goals and objectives: Goals are your big takeaways. They are broad and achievable and can be intangible and non-measurable. They’re going to help set your priorities, support decision-making, and give you the direction you want to take. Objectives (also referred to as outcomes) are what you want your participants to achieve by the end of the program or experience. If goals are where you want to be, objectives are how you get there. Objectives should be: learner-centered, specific, observable, measurable, and achievable. They are often time-bound. They drive your choices on learning strategies, lesson or program material, and instructional activities. Goals and outcomes help to provide consistent messaging and check points. They help you to stay on track, which is important for maximizing effort and resources, and ensure your audience takes away what you wanted them to learn.
Keywords or Resources: Blooms Taxonomy, Kolb's Learning Cycle, Fink's Taxonomy, https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/Pages/teaching-learning-frameworks.aspx
Understanding your audience: Public archaeology programs come in many formats; thus, audiences are just as varied. People who attend or participate in our programs are unique in their interests and abilities, and their backgrounds, motivations, and expectations will impact their experience. There are no guarantees that what works for one audience will work with another, or even the same audience in a different context. However, the more we understand our participants, the better we can structure our programs and events to meet a spectrum of needs and expectations.
Keywords or Resources: Letters to a PreScientist, AGU (https://connect.agu.org/sharingscience/resources/toolkits); Piaget's theory of cognitive development
Ensuring accessibility and inclusivity: Ensure that people with diverse needs, such as those who are individuals with disabilities, are able to participate in and benefit from archaeological research, educational programming, and archaeological site tours. Providing accessible education and outreach enables us to reach a wider audience and encourage greater engagement with the discipline. This increases learning, raises awareness, and preserves archaeological knowledge for the future. There are legal and moral obligations that we must abide by.
Keywords or Resources: "Anthropology News (keywords: inclusivity in archaeology). Keywords: tactile displays, accessible pathways, sign language interpretation, audio descriptions, multisensory experiences. Resources: National Association for the Deaf. “Advocacy Letters.” https://www.nad.org/resources/advocacy-letters/. New England ADA Center. “ADA Checklist for Existing Facilities.” https://www.adachecklist.org/. Stringer, Katie. Programming for People with Special Needs: A Guide for Museums and Historic Sites. Lanham, MD: Rowman & Littlefield, 2014. UNICEF Global. “Accessibility Toolkit.” https://accessibilitytoolkit.unicef.org/. "
Assessing understanding and impact: Assessment is a tool or strategy used to determine whether a participant met an objective. Assessment is learner-focused and measurable, and it can be done before, during, or after a program. Evaluation determines whether a program’s methods, activities, and resources are being used effectively and efficiently. It makes meaning of your measurements to judge the quality or effectiveness of your program or project by looking at how or why it works. Understanding your impact helps you to know what you're doing right and what you need to improve, for yourself, your audience, and your program or event. If we measure our success and impacts, we strengthen our tools for advocacy and the protection of cultural resources, justify funding for public programs, and positively impact public perceptions of preservation and heritage.
Keywords or Resources: Assessment strategies: Before a program: pre-assessment, needs assessment, front-end. During or throughout a program: ongoing or formative. After a program: summative. Logic Model
Outreach Program Types
Archaeology outreach programs aim to educate and engage the public with archaeological research and principles through community events, workshops, and educational materials. A range of program types exist to help different demographics connect to the past through a variety of formats, from hands-on opportunities to informative lectures. The resources below can help users decide which program type is best for their case study and audience and equip them to deliver an effective program.
Archaeology fairs: Family-oriented archaeology fairs are a fun way to bring archaeology, history, and cultural heritage to the public. At a fair, local archaeologists, museums, historical organizations, student groups, and re-enactors present hands-on activities and provide demonstrations of ancient technologies. Fairs are generally free-flowing and run like an open house. All presenters are at their tables/booths for the allotted time and talk to visitors as they move around the fair.
Examples, Keywords, and Resources: The Archaeological Institute of America has a planning guide for developing archaeology fairs: https://www.archaeological.org/programs/educators/more-resources/.
Exhibit booths/tables: Effective booths often include short hands-on activities that reinforce the information shared at the booth and handouts that summarize information and give visitors additional links/resource to learn more.
Examples, Keywords, and Resources: Tips for preparing exhibit booths and displays (https://archaeologyroadshow.org/in-person-exhibit-best-practices-a-guide-with-templates/) Examples: Ideas from past Flagstaff Festival of Science booth lists (https://scifest.org/), public land agency and associated archaeology friends group booths
Lectures: Lectures are a good way to share research results and project updates with a large audience. Effective lectures are developed and presented with their audience in mind and have effective visuals and key concepts presented in a relatable and clear way that help the audience remember the information.
Examples, Keywords, and Resources: Northeastern University lists 10 tips for preparing and giving effective science communication lectures (https://graduate.northeastern.edu/knowledge-hub/tips-for-effective-science-communication/) Examples: Archaeological Institute of America lecture series (https://www.archaeological.org/programs/public/lectures/)
K-12 lessons: Integrating archaeology into K-12 curricula can help increase heritage awareness and stewardship. Effective lessons are a balance of content sharing and reinforcing the content through activities/applications.
Examples, Keywords, and Resources: See K-12 lesson plan section further down
Site visits and tours: Site visits and tours are a way to directly engage with heritage sites in a group or self-paced setting. Effective tours are well-researched while still moving at a comfortable pace and often include interpretive materials to guide visitors.
Examples, Keywords, and Resources: Eppley Center for Parks and Public Lands (Interpretation resources) Examples: Archaeological Conservancy tours (https://www.thearchcons.org/archaeology-tours-2/)
Community programs: Consider community needs
Examples, Keywords, and Resources: certification programs, site stewardship programs
Professional Development for Delivering Programs
Communicating archaeology to the public is a form of interpretation. Interpretation is essentially the process of filtering information from experts into digestible and understandable bits that align with an audience's knowledge and experience. It can be challenging for scientists to be their own filter. We get attached to our research and scientific facts! Building skills in interpretation and science communication can help us more effectively communicate archaeological information.
National Association for Interpretation: A national professional organization dedicated to advancing the profession of heritage interpretation.
Skills Focus: In-person and online professional development focused on interpretive planning, leading engaging experiences that meet the needs of diverse audiences, and developing communication skills.
Coursework or Workshops: NAI offers in-person and virtual workshops. Even if you do not work at an interpretive facility, the foundations taught in the courses are essential for anyone doing public outreach.
Archaeology in the Community: Archaeology in the Community (AITC) is a Washington, D.C.-based nonprofit that promotes and facilitates the study and public understanding of archaeological heritage. Through informal educational programs, AITC provide hands-on learning, professional development, and community events.
Skills Focus: Developing public programs, working with communities, documenting local heritage, and communicating about archaeology.
Archaeology in the Community provides virtual professional development trainings for students, archaeologists, educators, and the public.
Project Archaeology: Project Archaeology is an educational organization dedicated to teaching scientific and historical inquiry, cultural understanding, and the importance of protecting our nation’s rich cultural resources. Project Archaeology uses archaeological inquiry to foster understanding of past and present cultures; improve social studies and science education; and enhance citizenship education to help preserve our archaeological legacy.
Skills Focus: Delivering lessons to K-12 youth; teaching archaeological literacy; inquiry- and object-based teaching; working with teachers; facilitating teacher workshops
Coursework or Workshops: Project Archaeology offers curriculum-focused workshops across the country through their national network. Workshops are typically in the summer, in-person.
Alan Alda Center for Communicating Science: The Alda Method helps researchers pay close attention to their message and how others are responding to it. The Method combines the latest social science research and applied improvisational exercises to support researchers as they develop communication strategies that work for them. This combination helps people build interpersonal connections and trust across backgrounds, experiences, and expertise.
Skills Focus: Communicating research; research-based techniques
Coursework or Workshops: In-person and virtual opportunities. Universities and colleages frequently host workshops based on the Alan Alda Method.
Present Your Science: Melissa Marshall, founder of Present Your Science, is a "crusader against bullet points and an evangelist for effective slide design in scientific presentations."
Skills Focus: Communicating research; research-based techniques
Coursework or Workshops: In-person and virtual opportunities for data scientists and analysts. Melissa Marshall travels to universities, conferences, and organizations to deliver in-person workshops. Virtual services include core courses and skill sessions for private groups. See also Marshall's LinkedIn Learning course.
PLOS SciComm: A forum and resource-sharing space for STEM professionals interested in science communication to the public and non-experts.
Skills Focus: Communicating research
SAA Online Learning Archive: Repository for professional development seminars, including topics pertinent to public outreach.
Skills Focus: Creating public education materials, integrating public education and contemporary topics, and developing content for different audiences
Suggested seminars: Jeanne Moe’s, “Archaeology Education: Creating more Effective Materials and Delivery”, Eleanor M. King’s Heritage, “Social Justice, and Archaeology Education”, Lynee “Goldstein’s Campus Archaeology Programs Why and How to Create Them”, Bridget A. Alex’s “The Craft of Public Writing: How to Share Archaeology with Non-Specialists.”
Lesson Planning
K-12 lesson planning: Many archaeologists reinvent the wheel by recreating lessons that are similar to what dozens of others have produced. To make sure you're not creating extra work for yourself, research what is already out there! Look for lessons that have been created by or co-created by experienced educators. Also, the best lessons will have goals, outcomes, and assessment that can be adapted for your purpose or that others can easily adapt.
When you're invited to guest teach K-12 students, note that not all teachers have the same needs. Communicate with your teacher or educator host to learn if they need something that aligns to standards or if they are simply looking for a fun and engaging activity.
Looking for K-12 lesson ideas? Start here:
SAA https://saa.org/education-outreach/teaching-archaeology/teaching-resources
Project Archaeology https://projectarchaeology.org/teachers/
Archaeology in the Community https://www.archaeologyincommunity.com/lesson-plans-and-activities.html
Archaeological Institute of America https://www.archaeological.org/programs/educators/lesson-plans/
Crow Canyon Archaeological Center https://crowcanyon.org/classroom-resources/
Florida Public Archaeology Network https://www.fpan.us/resources/educational-resources/
Lesson writing tips:
Use a strong framework or template to guide your lesson development. Search keywords including: backward design, Understanding by Design, Bloom's taxonomy, object-based learning, inquiry-based learning
Public Archaeology and Archaeology Education Research
Archaeologist and educators are continually working to expand our research base. By publishing and sharing research, we learn from each other's challenges and successes and familiarize ourselves with different methods, techniques, and approaches to public outreach. In addition to the resources here, search for research in journals on the following topics: museum education, outdoor education, environmental education, interpretation, social studies education, science education
Journal of Archaeology and Education: The Journal of Archaeology and Education is a peer-reviewed, open-access journal dedicated to disseminating research and sharing practices in archaeological education at all levels.
Access: Open source access; online only. Articles appear on a rolling basis as they are ready.
The Heritage Education Journal: The Heritage Education Journal, a publication of The Heritage Education Network, is an online, peer-reviewed, interdisciplinary professional publication for those who use, manage, teach, or create information about past or present peoples and cultures.
Access: Online only. The first issue of THEJ is free online to all who are interested. Future issues, however, will be available only as a benefit of membership in The Heritage Education Network. Articles appear on a rolling basis as they are ready.
The Heritage Education Network: The Heritage Education Network (THEN) is an alliance for those who use, manage, teach, or create information about past or present peoples and cultures. The Annotated Bibliography is a searchable database of heritage education references for professionals as well as a listing of resources for educators and the general public. The Annotated Bibliography contains books, journals, magazines, newsletters, classroom materials, videos, blogs, and websites.
Access: While accessible and usable by members and nonmembers, only members of THEN may contribute to the Annotated Bibliography. https://theheritageeducationnetwork.org/resources/the-annotated-bibliography/
Public Archaeology: Public Archaeology is the only international, peer-reviewed journal to provide an arena for the growing debate surrounding archaeological and heritage issues as they relate to the wider world of politics, ethics, government, social questions, education, management, economics and philosophy.
Access: Subscription-based, available through university libraries and interlibrary loan; select articles are free access
Journal of Community Archaeology & Heritage: Journal of Community Archaeology & Heritage is intended for participants, volunteers, practitioners, and academics involved in the many projects and practices broadly defined as ‘community archaeology’.
Access: Subscription-based, available through university libraries and interlibrary loan; select articles are open access
Advances in Archaeological Practice: Advances In Archaeological Practice is a quarterly, open access, digital journal devoted to sharing creative solutions to challenges in the practice of archaeology globally.
Access: Open access. See special issues: Volume 4, Issue 4 (2016), Designing and Assessing Public Education Programs in Archaeology; Volume 6, Issue 3 (2018), Interpreting and Presenting Archaeology
Public Historian: Since 1978, The Public Historian has made its mark as the definitive voice of the public history profession, providing historians with the latest scholarship and applications from the field.
Access: Subscription-based, available through university libraries and interlibrary loan. See special issue Volume 44, Issue 4 (2022), Public Archaeology in the Twenty-First Century.
Eppley Center for Parks and Public Lands News: Eppley provides an online news page as well as both free and for-cost training opportunities related to accessibility and interpretation of heritage resources open to the public.
Access: https://expand.iu.edu/browse/iidc/eppley?query=interpretation
The Community Archaeologist: A digital magazine produced by the Oklahoma Public Archaeology Network
Access: https://www.ou.edu/okpan/TheCommunityArchaeologist
Recommended Books
- A Practitioner's Guide to Public Archaeology: Intentional Programming for Effective Outreach, edited by Elizabeth C. Reetz and Stephanie T. Sperling (Rowman & Littlefield, 2024)
- Creating Meaning Museum Experiences for K-12 Audiences: How to Connect with Teachers and Engage Students, edited by Tara Young (Rowman & Littlefield, 2021)
- Critical Public Archaeology: Confronting Social Challenges in the 21st Century, edited by V. Camille Westmont (Berghahn, 2022)
- History and Approaches to Heritage Studies, edited by Phyllis Mauch Messenger and Susan J. Bender (University Press of Florida, 2019)
- Interpretation of Cultural and Natural Resources, by Douglas Knudson, Ted Cable, and Larry Beck (Venture Publishing, 1995)
- Key Concepts in Public Archaeology, edited by Gabriel Moshenksa (University College London, 2017)
- Meaningful Interpretation: How to Connect Hearts and Minds to Places, Objects, and Other Resources, edited by David L. Larsen (InterpPress, 2011)
- Outdoor Education: Methods and Strategies, by Ken Gilbertson, Alan Ewert, Pirkko Siklander, and Timothy Bates (Human Kinetics, 2022)
- Pedagogy and Practice in Heritage Studies, edited by Phyllis Mauch Messenger and Susan J. Bender (University Press of Florida, 2019)
- Personal Interpretation: Connecting Your Audience to Heritage Resources, by Lisa Brochu and Tim Merriman (InterpPress, 2008)
- Programming for People with Special Needs: A Guide for Museums and Historic Sites, edited by Katie Stringer (Rowman & Littlefield, 2014)
- Public Archaeology in the Twenty-First Century, edited by Jeremy Moss and James Brooks (University of Georgia Press, 2025)
- Public Engagement and Education: Developing and Fostering Stewardship for an Archaeological Future, edited by Katherine M. Erdman (Berghahn 2019)