- Class Number 3188
- Term Code 2930
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Prof Marc Oxenham
- Prof Marc Oxenham
- Class Dates
- Class Start Date 25/02/2019
- Class End Date 31/05/2019
- Census Date 31/03/2019
- Last Date to Enrol 04/03/2019
This course is for students that have successfully completed ARCH2059, International Archaeological Field School.
The course will allow students to use the knowledge and experience they gained in ARCH2059, along with the data they collected from the field school, to meet a series of learning outcomes (listed below) through a series of three specific coursework components.
(1) data set analysis: students will develop skills in analysing the archaeological data set(s) developed in ARCH2059 in order to extract information that can be used to make inferences about the archaeological site in question.
(2) short essay: students will develop a range of writing and analytical skills in the context of approaches to social scientific enquiry when exploring a range of issues in tropical archaeology.
site report: in the context of the majority of learning outcome of the course, students will work on producing what essentially amounts to an ‘industry compliant’ archaeological report based, for the most part, on the season of excavation the student was involved in while enrolled in ARCH2059.
Upon successful completion, students will have the knowledge and skills to:
Upon successful completion of this course, students will be able to:
(1) develop practical writing skills, logical and analytical thinking abilities and evidence based inferential skills
(2)have a greater appreciation and understanding of archaeological research designs and their impact(s) on excavation-based strategies
(3) understand basic problems in tropical archaeology stratigraphy, taphonomy, and site formation (positive and negative) processes
(4) have acquired a solid grounding in relevant archaeological methodologies, and an understanding of how these may be utilised in order to analyse archaeological materials.
(5) have an understanding of the principles, methodologies, value systems and ethics employed in social scientific inquiry
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction to course|
|5||Research project||Assessment 1|
|9||Research project||Assessment 2|
|11||Research project||Assessment 3|
|12||Final course summary|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Data set Analysis||20 %||27/03/2019||27/04/2019||1,2,3,4,5|
|Site report||60 %||24/05/2019||24/06/2019||1,2,3,4,5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1,2,3,4,5
Data set Analysis
Use the shell data collected for the Trench 23 extensions to create a table(s) and graph(s) that illustrate the frequency of various shell species in meaningful ways. Think about meaningful ways in which various shell species might be clustered into larger groups (e.g. shallow water vs deep water habitats). Is it useful to compare your shell data with any other trenches? How would you make the comparison meaningful if you are dealing with different volumes of shell?
Assessment Task 2
Learning Outcomes: 1,2,3,4,5
Write a short essay providing an overview of Philippine archaeology, but pay special, and critical, attention to the hypotheses seeking to account for the rise of the “Neolithic” in the Philippines.
Assessment Task 3
Learning Outcomes: 1,2,3,4,5
You are required to produce a report on your analysis and findings from the Napa Site excavation, 2017 season. The report format is detailed below.
Whatever emphasis your report takes, you MUST place the findings/results of the analysis of your particular topic into the broader context of the site. Possible areas of report emphasis include (but are not restricted to): (1) reconstruction of the site environment in the past and how this was utilised by the ancient Nappa community; (2) analysis of the distribution of pottery sherd types (forms, decoration vs plain, etc) across the site and/or specifically within one trench (but in the context of the site/culture/period); (3) ditto but with regards to shell species; (4) some aspect of the mortuary traditions seen in the Nappa site; and so the list goes on.
In terms of data, you will have access to all data collected (log book, context sheets, photos, special finds inventory, site plan, stratigraphic profiles etc), but it is what you do with this data that will determine your final grade.
Title Page: A page including a meaningful title to your report. The title should reflect what your report is about. Below the title include your name and the date submitted and any people you wish to acknowledge as having provided some form of input to your report (this will have to include your trench members and note here what each member did, i.e. Joe drew the maps, Mandy prepared the Figures etc.).
Introduction: This is where you detail the history and background to the investigation (refer to the past excavation reports-you can access these on the Catanauan website). You will also need to state the aims of the investigation: why was the investigation initiated and what did it hope to achieve. In other words, tell the reader what you will be attempting to do and why? Don’t simply state that the aim was to complete the requirements of a course! Think like an archaeologist.
Methods and Materials: Describe and illustrate (photos, figures, tables, diagrams etc) the investigative process (i.e., what you and others did including surveying, excavating, recording, etc). Think about how this information could be presented in your report (tables, flow charts, dot point etc.). This section need not be overly long.
Results: This is where you set out the results of the survey, excavation and subsequent analysis of the evidence. I want you to concentrate on the shell and pottery findings here. Use the data analysis project you carried out on the shells here. As you already have some basic tables and figures, you can simply expand on these (if necessary) here. You may, if you wish, examine other types of artefacts recovered in the 2015, or any season actually. Just don’t get carried away and only look at material that will assist you in achieving your aims.
Discussion: This is where you interpret your results in light of the questions you asked in the introductory section. It is where you make considered inferences regarding your findings. It is also the place for some reference to the relevant literature. For instance, if you make an inference regarding your interpretation of a certain feature, or the presence of a certain pottery type, or the spatial distribution of burials (etc etc) it will hold more weight if you can find supporting literature. For example, in the results section you may have detailed a combustion feature. In the discussion section you may have inferred this feature was consistent with iron smelting. If you find literature supporting your interpretation of smelting (given the type and nature of evidence you have), then you have met the requirements for making a considered and supported inference.
Conclusion: First paraphrase your original aims/questions. Second, briefly recap your results. Finally, summarise your findings. Do this in one page at most.
Bibliography (References Cited): Full bibliographic details of each reference source you cite. Do not include sources you may have read but did not cite within your report. Ensure the citations are listed alphabetically.
Appendices: You may include appendices but don’t get carried away. I generally feel that if it’s worth presenting, it should be in the bulk of the report.
Your report should be presented as 1.5 line spaced, Times New Roman 12 pt font text, 4cm left margin. In terms of text, aim for around 3,000 words. This limit does not include the title page, bibliography, appendices or any tables, graphs or figures you may wish to include. Be sensible. Think very carefully about table, graph etc formatting. Don’t fall into the trap of providing tables and graphs that show exactly the same thing (a common error). Talk about presentation of tables and figures with your colleagues, as most of these will appear in the results section, and as such will be a group effort.
Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Prof Marc Oxenham