Seasonal wetlands and exuberant crop growth present challenges to systematic archaeological survey in alluvial settings, particularly in the tropical lowlands. Lidar can reduce the time and cost required to survey such areas by allowing targeting of elevated features not buried under recent alluvium, but demographic interpretation requires estimating post-abandonment alluvial depths. The broad alluvial plain between the Papaloapan delta and the Tuxtla Mountains in southern Veracruz, Mexico, offers a valuable case study, featuring seasonally inundated marshes, lakes, and vast fields of sugar cane, a crop infamously obstructive to lidar mapping. Undertaken to reconstruct demographic and organizational change in the Tres Zapotes polity, this study evaluates the benefits and limitations of lidar for archaeological survey in tropical alluvial settings based on overlap between lidar and systematic pedestrian survey and estimates of alluvial depth obtained by auger testing and underscores the importance of timing for lidar mapping in sugar cane.

Place-based education is a method of teaching that uses exploration of a local environment or community through hands-on, real-world learning to foster a strong connection to community. This model emphasizes co-creation of knowledge throughout the learning process and has been applied to a variety of disciplines, including social and natural sciences. Taught through place-based approaches in both the classroom and in the field, archaeology can provide a curriculum that connects students to their environment and local heritage. The Mercill Archaeology Center in Jackson, Wyoming, seeks to address an “educational resources gap” in the local community by offering place-based programming for students. The programs focused on the archaeology of the Linn Site and operated in two formats: a short (five-day) camp for elementary-age students and a more intensive (semester-long) course with gifted and talented students from the local middle school. Students participated in introductory cultural history and archaeological classes before joining archaeologists in active research. By highlighting these programs as case studies, this article will explore the successes and challenges of place-based field programming as part of active archaeological research. It is hoped that these models will provide guidance for other community-oriented archaeological projects seeking to implement a place-based approach.

Three-dimensional (3D) artifact modeling is becoming an increasingly utilized tool in archaeology. In comparison with other methods of 3D scanning, photogrammetry has the benefits of being relatively inexpensive, mobile, and more adaptable for use in field conditions. As part of a larger project to document variability in lithic production systems across the Middle to Upper Paleolithic Transition in Western Europe, we developed a photography rig for the express purpose of systematically capturing images for the creation of 3D photogrammetric models. This low-cost rig greatly streamlines both the photo-taking and post-processing stages of model creation. Additional tips relating to the coating of difficult-to-capture objects with a mineral spray are also provided. Three-dimensional models of lithic cores from the Châtelperronian, Protoaurignacian, and Early Aurignacian levels of the site of Les Cottés (France) are presented as examples of the quality of model that can be produced using this system.

Archaeological projects that are described as orphaned or legacy collections are generally older materials that do not meet modern “best practice” curation standards and require considerable resources to be preserved for future research. Rehabilitation and curation of these projects allows for better inventory control of the artifacts, and accompanying documentation ensures that cultural heritage is preserved and plays an important part in the repatriation process. Procedures and methods for rehousing archaeological legacy collections are outlined. Using the 1984–1987 Arizona Archaeological and Historical Society (AAHS) volunteer excavations at Redtail Village (AZ AA:12:149 [ASM]) as a case study, we propose a process for rehabilitating legacy collections and offer solutions for preserving important archaeological resources for future research.

This study proposes a sampling method for ground-truthing LiDAR-derived data that will allow researchers to verify or predict the accuracy of results over a large area. Our case study is focused on a 24 km2 area centered on the site of Yaxnohcah in the Yucatan Peninsula. This area is characterized by a variety of dense tropical rainforest and wetland vegetation zones with limited road and trail access. Twenty-one 100 x 100 m blocks were selected for study, which included examples of several different vegetation zones. A pedestrian survey of transects through the blocks was conducted, recording two types of errors. Type 1 errors consist of cultural features that are identified in the field, but are not seen in the digital elevation model (DEM) or digital surface model (DSM). Type 2 errors consist of features that appear to be cultural when viewed on the DEM or DSM, but are caused by different vegetative features. Concurrently, we conducted an extensive vegetation survey of each block, identifying major species present and heights of stories. The results demonstrate that the lidar survey data are extremely reliable and a sample can be used to assess data accuracy, fidelity, and confidence over a larger area.

This paper examines the potential of remote sensing–derived metrics of vegetation phenology and a Multi-Layer Perceptron neural network to model the most likely locations of large, agglomerated archaeological sites. Focusing on two different environments in central New Mexico, the Galisteo Basin and the Sandia-Manzano Mountain range, this pilot study distinguishes between archaeological sites and their surroundings based on differential growth in vegetation. Using data derived from Landsat Thematic Mapper, a time series of Normalized Difference Vegetation Indices were created to characterize vegetation phenology in the study areas. Distinguishing between archaeological sites and their surroundings, the neural network was trained on a series of known sites to develop an output activation layer indicating the possible locations of other, previously unknown sites. This output activation layer, treated as a site suitability model, was validated using the receiver operating characteristic area under the curve using known sites excluded from the training procedure. Results show promise in large, open areas such as basin environments. While differences in vegetation type have relatively little effect, differences in elevation, or more directly the changes in phenology that go along with them, negatively impact the ability to infer the presence of archaeological sites using this approach.

Archaeological documentation is in the midst of a technological shift as recording systems transition from paper-based forms to digital formats. Digital systems effectively replicate the information recorded on paper forms, while also offering recording advantages for archaeologists in the field. In addition to such logistical contributions to archaeological workflows, digital technology also has tremendous potential to transform the ways that archaeology is done by shifting how we see our sites, and how we document them through diverse data types. With the goal of exploring this potential, we developed a tablet-based relational database, using FileMaker, which provides the ability to simultaneously record specific characteristics of artifacts and features according to two cultural perspectives—modern archaeological understandings and also those of the Classic Maya. In this article, we describe the database and discuss the results of a pilot field season using the database to record excavations at the site of Say Kah, Belize. Our experiences yield several broader reflections on the impact of using digital recording systems both for practical advantage and for productive shifts in perception.

Archaeologists are in a unique position to promote heritage and preservation through environmental education, the fundamentals of which have overlapping and parallel themes in archaeology education and outreach. Recently, successful community-based collaborative research and archaeology fieldwork initiatives between archaeologists and Native American/First Nations communities have prompted tribal leaders to pursue ways for youth in their communities to engage in contemporary cultural and natural resources work, thus inspiring future stewardship and introducing youth to professional pathways. With the guidance of archaeologists and tribal community educators, youth can participate in authentic, hands-on archaeological activities that place them into the roles of scientists and researchers and allow them to interpret their own archaeological heritage. A July 2015 partnership between archaeologists and the Ho-Chunk Nation in Wisconsin provided a place-based archaeological learning experience at a site area that was personally relevant to the student participants. A solid and collaborative planning process between archaeologists and tribal staff contributed to a successful workshop where all parties met their goals of strengthening partnerships and providing an enriching experience for the students. The integration of science-based archaeology with a traditional cultural learning environment provided a comfortable setting that resulted in noticeable engagement and enthusiasm.

Object-based, experiential learning/evidence-based inquiry engages young minds and models how research is conducted. It is clear that this kind of authentic experience stays with students long afterward. Our research investigated 74 fifth-grade public school students’ conceptions of evidence, of the provisional nature of archaeological and historical interpretations, and of the purposes for using archaeology to study the past. Three and four years later, we conducted follow-up interviews with 29 of the students to investigate what they remembered about their archaeological experience, including classroom instruction, excavation/labwork, and concepts related to archaeological processes and historical information. Our study shows that in-depth archaeological study has considerable sticking power. It also provides important insights into how students think about archaeology, history, and the past, and how they relate “things” to the past and to past cultures. In particular, it shows that the materiality of archaeology offers students opportunities to create multiple, evidence-based interpretations when they are taught to understand culture in material ways. Our study also offers concrete suggestions for anyone considering using objects to teach about the past: use an inquiry-based approach, take students’ prior knowledge into account, use metaphors carefully with younger children, and make the human-object connection explicit for all.

Archaeological tunneling is a standard excavation strategy in Mesoamerica. The ancient Maya built new structures atop older ones that were no longer deemed usable, whether for logistical or ideological reasons. This means that as archaeologists excavate horizontal tunnels into ancient Maya structures, they are essentially moving back in time. As earlier constructions are encountered, these tunnels may deviate in many directions in order to document architectural remains. The resultant excavations often become intricate labyrinths, extending dozens of meters. Traditional forms of archaeological documentation, such as photographs, plan views, and profile drawings, are limited in their ability to convey the complexity of tunnel excavations. Terrestrial Lidar (light detection and ranging) instruments are able to generate precise 3D models of tunnel excavations. This article presents the results of a model created with a Faro™ Focus 3D 120 Scanner of tunneling excavations at the site of El Zotz, Guatemala. The lidar data document the excavations inside a large mortuary pyramid, including intricately decorated architecture from an Early Classic (A.D. 300–600) platform buried within the present form of the structure. Increased collaboration between archaeologists and scholars with technical expertise maximizes the effectiveness of 3D models, as does presenting digital results in tandem with traditional forms of documentation.

We use the results of a high-resolution lidar survey to assess the advantages and limitations of archaeological applications of lidar data and address some of its methodological challenges. Our data come from the Mopan and Macal River valleys in western Belize, a region that includes several ancient Maya political centers and their hinterlands. Visual inspection of the lidar data has revealed many new sites and new features at previously mapped sites, and these findings significantly enhance our understanding of the valley's cultural history and political dynamics. By comparing data from prior systematic pedestrian surveys, visual and TPI analysis of the lidar data, and analysis of other remotely sensed data, we assess the limits of mound visibility in the lidar data and examine how vegetation and topographic factors impact those limits. We also present slope analysis as a useful tool for predicting whether mounds were constructed in the Preclassic period (1000 B.C.–A.D. 250) or the Classic period (A.D. 250–900).

Archaeological site tours are a common form of public outreach, but are they done as well as possible? Do they convey the information that is intended and are they effective in teaching about archaeology, culture, professionalism, and ethics? Over the years, I’ve been asked by cultural resource management (CRM) firms and university anthropology department field school directors for information on how to construct and give site tours. In the past, responding to this request meant cobbling together information from various sources and adding commentary. The intent of this article is to bring all of that information, along with 25-plus years of experience, together into one comprehensive narrative with the intention of providing guidance for those who have trepidations about offering site tours as a form of public outreach.

In April 2009, a lidar survey flown by the National Center for Airborne Laser Mapping recorded 200 square kilometers of terrain that comprised the Classic Period Maya city of Caracol, Belize. The data revealed a highly manipulated landscape of dense settlement, agricultural terraces, and residential reservoirs. Literature on Maya agriculture has discussed the benefits of terraces in controlling soil erosion, retaining water, and managing the gravitational flow of water; however, until now these benefits have not been quantified or demonstrated on the ground at scale. This research utilizes these lidar data and data derivatives in order to test the degree to which the ancient Maya manipulated their environment and were able to support large-scale populations through their landscape management practices. As such, the research provides evidence supporting the significance of agricultural terraces and their impact on limiting soil erosion, increasing water retention, and permitting flow control over rainfall runoff. This research also highlights the conscious effort by the ancient Maya to manage the hydrology of their terraced landscape.

Museum educators and graduate students at Brown University’s Haffenreffer Museum of Anthropology and the Joukowsky Institute for Archaeology and the Ancient World, along with the RISD Museum at the Rhode Island School of Design, are entering their eighth year of partnering with sixth-grade social studies teachers in Providence Public Schools in a five-session classroom and museumbased archaeology program called Think Like an Archaeologist. This experiential program uses the study of archaeological methods to address state and national social studies standards and bridges social studies content with the literacy standards of Common Core State Standards (CCSS) that aim at moving students toward twenty-first-century skill building. Students not only understand the science behind the content in their textbooks but also learn how to use museum objects and archaeological artifacts as primary resources. Students also learn to “read” artifacts, express their ideas in spoken and written language as historians, and use academic vocabulary as required by CCSS while thinking like archaeologists. Through teacher feedback and student evaluations, we know this program to be a successful example of the benefits of teaching archaeological skills in middle school curricula—so much so that it has now been re-created at additional schools in other regions.

Brown University is home to several seldom-used study collections of broken and unprovenienced ancient Egyptian objects. In a new exhibition focused on the research process and the people who make it happen, these items feature as keys to the behind-the-scenes world of archaeological study. In this article, we demonstrate how educators can mobilize fragmentary artifacts as new tools for handson education. Each section of the exhibition focuses on an active research project that employs a modern investigative technology (e.g., XRF Analysis) and introduces visitors to researchers at all levels of study. This not only humanizes the archaeological process but also invites the viewer to participate actively in the interpretation of museum research. Two hands-on elements further cultivate an environment of accessibility to archaeology: an iPad interface updated regularly based on visitor feedback, which welcomes visitors to explore the exhibition’s objects and research technologies in greater depth; and a preexisting experiential learning program, CultureLab, where visitors can handle objects from the collection and be researchers themselves. Visitor feedback suggests that openly presenting the realities of archaeological research and subsequently encouraging visitors to assume the role of researcher is a highly effective model for visitors and educators alike.

Are you an avid fan of Instagramed excavation finds, or YouTube clips of archaeologists? Ever visited an archaeologically-themed virtual museum? Or have you taken a tour of a historic site with a mobile app as your guide? Have you searched for the best Minecraft games deployed in the name of heritage? Or are you regularly on the lookout for blogs to keep you up-to-date on new archaeological thinking?

Beginning with our next issue, Advances in Archaeological Practice (AAP) will become the first major archaeological journal in the English-speaking world to to regularly review the highs and lows, the practicalities, personal experiences and audience impacts of the full range of digital media applied to our discipline. Moving beyond standard book or exhibition reviews, here we will explore any (and all) current digital initiatives produced to engage both general and specialist audiences. Our concern is to push on the boundaries of the review format, turning it into a space where the increasing array of digital outputs being developed and marketed in archaeology are compared and subjected to critical reflection.

Lidar has been revolutionary to the understanding of ancient Maya anthropogenic landscapes. This is no more apparent than in western Belize, where the scale and resolution of these images have identified vast networks of agricultural terrace systems, revealing their true extent and density. This paper moves beyond the initial identification of terrace distribution to use lidar imagery in combination with digital elevation models (DEM) and hydrological mapping programs (Arc Hydro) to explore the drainage catchments associated with agricultural terraces at the ancient Maya site Waybil, a minor center within the Minanha polity in the North Vaca Plateau. We specifically address how the builders of these relic agricultural features worked with the natural topography to manipulate and create more effective catchments and drainage routes. Results from hydrological modeling describe how terraces created smaller drainage catchments by increasing lower levels of flow accumulation and redirecting routes laterally across the topography. Over a decade of research within this sub-region provides the necessary survey, excavations, and chronological datasets to accurately assess the efficacy of the combined methods for relic terrace drainage analysis.

Lidar has shown considerable utility for answering specific questions regarding anthropogenic landscape alteration in archaeological contexts. We document the extent and timing of these alterations in the construction of the public and political core architectural groups at Uxbenká, Belize, using combined data from Lidar and archaeological excavations. We detail how Lidar methods combined with archaeological excavations enhance the precision of our measurements of the broad range of impacts on the landscape from investment in the built environment. We conclude that the large social investment in landscape alteration to accommodate public architecture occurred early in the polity's history (prior to A.D. 400) and that later developments, including architectural reconfigurations, did not expand greatly on these initial investments.

Archaeologists are regularly asked to present public programs. The audiences are varied, as are the settings. Often, the programs are one-time events, and archaeologists usually talk about current or favorite projects. However, public programs may run into unexpected problems because they take archaeologists into unfamiliar situations. In addition, not all programs, including some that seem successful, leave the audience with the message the archaeologist intended to convey; occasionally, the audience will even receive the opposite message. This article is designed to help anyone preparing public programs to avoid some common problems. The lessons fit into three groups. The first group consists of knowledge lessons: know your audience, know their interests, and know their community. The second group consists of logistical lessons: how many programs or classes should be involved? How long should each program last, and what facilities should be used? The third group consists of development lessons for both you and your audience, including building goals and objectives into the program and using appropriate assessment methods. It also includes creating networks that support your program. Can you develop the individual encounters into a coherent approach? Whether a program is designed for a single school class of 30 fourth graders or for a booth at a county fair visited by 4,000 fairgoers, each one should be designed to provide a coherent message to the audience.

Maintaining the public’s interest in the past has long been a major concern among archaeologists, and practitioners since Mortimer Wheeler have appreciated the value of reporting their finds through mass media outlets (Moshenska and Schadla-Hall 2011). While teaching the honors module Archaeology in Contemporary Society at the University of Chester in 2015, I wanted to assess the portrayal of our discipline in the news. I put together a computer lab session that collated headlines into word clouds and found some peculiarities of reporting across news sources. Yet when it came time to producing essays, few students chose to write about this subject. While there have been some great studies of archaeology in the media, they are aging fast and new work has yet to catch up with the digital world of online news.