Portable X-ray fluorescence (pXRF) spectroscopy is commonly used for testing toxic levels of heavy metals in modern industrial waste sites, and it has seen growing applicability in the context of archaeological survey and soils. In this study, we present the results of our pXRF analysis of surface soils at a historic silver refinery located near Puno, Peru, in the western Lake Titicaca Basin. The results of our analysis identified hazardous levels of antimony (Sb), arsenic (As), mercury (Hg), and lead (Pb) in excavation soils, necessitating the relocation of planned excavation units and the use of personal protective equipment. This study highlights the advantages of rapid, in situ pXRF analysis of surface soils in contaminated industrial archaeology sites to assess potential harm to human health.

The Huron-Wendat have had their ancestors’ villages and burial sites investigated archaeologically for over 170 years. Past and ongoing land disturbance and invasive archaeological excavation have erased dozens of Huron-Wendat village sites in Ontario, hindering Huron-Wendat duty to care for their ancestors. Consequently, over the last 20 years, in addition to large-scale repatriation of ancestral remains, the Huron-Wendat have requested that archaeologists make every effort to avoid any further excavation of ancestral sites. This poses a new challenge for archaeologists about how to learn about the Huron-Wendat past with minimal disturbance to ancestral sites. Honoring the cultural responsibilities of the Huron-Wendat, the authors have employed minimally invasive remote sensing methods of investigation on Ahatsistari, a forested early seventeenth-century Huron-Wendat village site in Simcoe County, Ontario. Remote sensing methods (e.g., magnetic susceptibility survey, high-resolution soil chemistry sampling, and metal detector survey) have revealed village limits and the possible location and orientation of longhouses, providing essential information in support of the Huron-Wendat imperative to find, assess, and preserve as many of their archaeological sites as possible. This is to protect the ancestors, learn from the ancestors, and preserve ancestral sites and related landscapes for future generations.

Wilderness medicine classes are widely available to archaeologists and field scientists, but because wilderness medicine is an unregulated field, knowing what the various courses and products mean can be difficult. Based on the education chapter in the recently published textbook Wilderness EMS, this article—written by same two authors as the book—explores a number of topics relevant for the field scientist, program director, or administrator seeking to obtain wilderness medicine training for archaeologists. The article first explores the history of wilderness medicine products and certificates available to interested parties. It then differentiates between the various products available today along with their benefits and limitations for the end user. Products and trainings described include certifications (including Wilderness First Aid [WFA], Wilderness Advanced First Aid [WAFA], Advanced Wilderness First Aid [AWFA], and Wilderness First Responder [WFR]), as well as single use or continuing education trainings (including Stop the Bleed, CPR, conference courses, and field schools). Particular attention is paid to the specific and actionable needs of a field scientist in remote areas.

The production of three-dimensional (3D) digital meshes of surface and computed tomographic (CT) data has become widespread in morphometric analyses of anthropological and archaeological data. Given that processing methods are not standardized, this leaves questions regarding the comparability of processed and digitally curated 3D datasets. The goal of this study was to identify those processing parameters that result in the most consistent fit between CT-derived meshes and a 3D surface model of the same human mandible. Eight meshes, each using unique thresholding and smoothing parameters, were compared to assess whole-object deviations, deviations along curves, and deviations between specific anatomical features on the surface model when compared with the CT scans using a suite of comparison points. Based on calculated gap distances, the mesh that thresholded at “0” with an applied smoothing technique was found to deviate least from the surface model, although it is not the most biologically accurate. Results have implications for aggregated studies that employ multimodal 3D datasets, and caution is recommended for studies that enlist 3D data from websites and digital repositories, particularly if processing parameters are unknown or derived for studies with different research foci.

Often understudied by archaeologists, ground stone tools (GST) were ubiquitous in the ancient Maya world. Their applications ranged from household tools to ceremonial equipment and beyond. Little attention has been focused on chemically sourcing the raw stone material used in GST production, largely because these tools were fashioned out of igneous or sedimentary rock, which can present characterization challenges. And, although portable X-ray fluorescence (pXRF) has been applied widely to source obsidian, the utility of pXRF for geochemically sourcing other kinds of stone remains underexplored. We present a small-scale application of pXRF for determining granite provenance within a section of the Middle Belize Valley in Belize, Central America. Belize is an ideal location to test chemical sourcing studies of granite because there are only three tightly restricted and chemically distinct sources of granite in the country, from which the overwhelming majority of granite for ancient tool production derived. The method described here demonstrates that successful and accurate geological characterizations can be made on granite GST. This cutting-edge sourcing technique has the potential to be more widely applied in other regions to reveal deeper connections between the sources of GST production and sites of consumption across space and through time.

As lidar becomes a regular part of surveying, ground-based platforms (handheld, mobile, and terrestrial lidar) and airborne platforms (piloted aircraft) are being joined by unpiloted aerial vehicle (UAV)–acquired lidar. We present a method for leveraging UAV-acquired lidar data with data collected using different lidar platforms (terrestrial and piloted aircraft), at a range of resolutions (1 to +1,000 points per m2) and geographic scales. We use these instruments to document a dry-masonry stone wall enclosing a religious precinct within the royal center at Kealakekua, Kona District, Hawai'i Island. Prior to European contact in AD 1779, Kealakekua was the center of the island-wide polity during the annual Makahiki festival. Results of this study suggest that when the wall was constructed around AD 1640, it was the largest structure ever built on the island of Hawai'i as well as a strong material expression of the power of state religion and the Makahiki rituals.

Spatial and shape data represented by 3D digital models have become a central component of our archaeological datasets. Immersive visual and audio interaction with these models offers an intuitive way to use these data. The mixing of the virtual with the real world suits archaeological work particularly well, and the technologies of augmented reality (AR) and mixed reality (MR) enable this type of interaction. Much past work on these technologies has involved public engagement, but they also hold the potential for valuable deployment directly in archaeological practice and research, especially the seamless integration offered by MR. This review examines the range of experiments archaeologists are currently undertaking with AR and MR, and it looks to the future applications of these technologies.

Any field team, regardless of the professionalism of the leadership, will eventually experience a critical event. Some events will result in a subtle degradation of the team's work; others will cause emergent threats to the safety of the team. A team's sustained performance during a field season depends partly on such chance events and partly with the team's ability to plan for and respond to the dynamic environment of the field. The duty of a field leader is to conduct clear-eyed conversations and ensure that solid preparations are laid for both the group as a whole and the individual team members. Some of these plans need to be manifested by material preparations, some of which require months of forethought. This article walks readers through a two-hour exercise, giving them frameworks from business continuity and military field doctrines to understand risk. Readers will conduct a SWOT analysis, define emergencies within their organizations, and then apply risk management practices of qualitative risk assessment and all-hazards planning to develop planning priorities. By the end, readers will have built specific action plans for improving field season readiness.

Universities struggle to provide meaningful education and mentorship to Native American students, especially in STEM fields such as archaeology and geography. The Native American Summer Mentorship Program (NASMP) at Utah State University is designed to address Native student retention and representation, and it fosters collaboration between mentors and mentees. In spring 2020, as university instruction went online due to the COVID-19 pandemic, NASMP mentors were faced with adapting hands-on activities and face-to-face interaction to an online format. Using our Water Heritage Anthropological Project as a case study, we show how virtual archaeological, archival, spatial, and anthropological labs can be adapted for online delivery. This approach may be especially useful for reaching students in rural settings but also for engaging students in virtual or remote research in the field sciences.

From 2016 to 2019, the University of Hawai‘i West O‘ahu conducted archaeological field schools at Honouliuli National Historic Site to teach our students basic archaeological skills. Because the site was the largest Japanese and Japanese American concentration camp on O‘ahu, the field school initiated a program related to social justice and democratic principles for the imprisonment of US citizens and legal residents based on racial and national profiling. The demography of O‘ahu created a special bond to the incarcerees’ stories and the students of Asian and Hawaiian descent. Through field trips, student discussion, and curriculum development, we focused on the pedagogical benefit of experiential learning. Field trips to the National Park Service's World War II Valor in the Pacific Park System on O‘ahu, King Kamehameha V Judiciary History Center, and the Japanese Cultural Center of Hawai‘i allowed the students to see and understand the historical context of the Japanese internment from the mid-nineteenth century, with the development of plantations and early colonialism, to the beginning of World War II and the internment of the more than 300 Japanese and Japanese American—as well as European and Okinawan—civilians and the imprisonment of over 4,000 prisoners of war.

Field safety is being taken more seriously across the cultural resource management (CRM) industry as CRM companies seek to be in compliance with their clients’ health and safety programs and to keep employees safe. Many universities also have organizational health and safety programs designed to protect students and employees, but academic archaeology is routinely conducted without adequate risk management planning. Risk management will be a workplace concern for aspiring archaeologists after graduating from college, which is why it is important for academic archaeology to meet industry standards. Archaeology can learn a great deal about fieldwork risk management from the outdoor recreation industry, which emphasizes building leadership skills rather than following proscribed rules and regulations to mitigate the myriad hazards in the field. This article provides some suggestions that academic archaeologists can use to apply risk management concepts from CRM and the outdoor recreation industry to academic projects in order to comply with university requirements and the Occupational Safety and Health Administration (OSHA), as well as to teach students how to be safe in the field.

Machine learning (ML) is rapidly being adopted by archaeologists interested in analyzing a range of geospatial, material cultural, textual, natural, and artistic data. The algorithms are particularly suited toward rapid identification and classification of archaeological features and objects. The results of these new studies include identification of many new sites around the world and improved classification of large archaeological datasets. ML fits well with more traditional methods used in archaeological analysis, and it remains subject to both the benefits and difficulties of those approaches. Small datasets associated with archaeological work make ML vulnerable to hidden complexity, systemic bias, and high validation costs if not managed appropriately. ML's scalability, flexibility, and rapid development, however, make it an essential part of twenty-first-century archaeological practice. This review briefly describes what ML is, how it is being used in archaeology today, and where it might be used in the future for archaeological purposes.

Archaeology field schools provide unique opportunities for firsthand exposure, team-based learning, and pre-professional experience. A participant's decision to pursue a career in archaeology may reflect initial fieldwork group experiences and individual interactions with field school leaders and staff. Today, safety, security, and equity policies along with staff and operational procedures that support them are essential for instructing and inspiring all who wish to experience archaeological fieldwork. Drawing on three decades of field school participation and administration, the author describes specific examples of fieldwork learning contexts as well as insights into operating a safe, secure, and welcoming field school. Conclusions include general guidelines that are applicable and desirable for short-term, season-long, or special skills field schools.

Research indicates that sexual harassment and assault commonly occur during archaeological field research, and students, trainees, and early career professionals are more frequently subjected to harassing behaviors compared to mid-career and senior scientists. Specific to archaeological education, the undergraduate educational requirement of a field school puts students and trainees in situations where harassment historically has been unchecked. We present the results of a systematic content analysis of 24 sets of field school documents. We analyzed these documents with attention to how field school policies, procedures, and language may impact students’ perceptions of their expected behaviors, logistics and means of reporting, and stated policies surrounding sexual harassment and assault. Coding was conducted using an a priori coding scheme to identify practices that should lead to a safe and supportive field learning environment. Our coding scheme resulted in 11 primary codes that we summarized as three primary themes: (1) field school organization and expected student behavior, (2) logistics of the course, and (3) stated policies surrounding sexual harassment and assault. Based on these themes, we provide recommendations to modify field school documents and practices to create a field school that provides safe opportunities for students to learn.

Graduate schools provide students opportunities for fieldwork and training in archaeological methods and theory, but they often overlook instruction in field safety and well-being. We suggest that more explicit guidance on how to conduct safe fieldwork will improve the overall success of student-led projects and prepare students to direct safe and successful fieldwork programs as professionals. In this article, we draw on the experiences of current and recent graduate students as well as professors who have overseen graduate fieldwork to outline key considerations in improving field safety and well-being and to offer recommendations for specific training and safety protocols. In devising these considerations and recommendations, we have referenced both domestic and international field projects, as well as those involving community collaboration.

This article shows how to record current events from an archaeological perspective. With a case study from the COVID-19 pandemic in Norway, we provide accessible tools to document broad spatial and behavioral patterns through material culture as they emerge. Stressing the importance of ethical engagement with contemporary subjects, we adapt archaeological field methods—including geolocation, photography, and three-dimensional modeling—to analyze the changing relationships between materiality and human sociality through the crisis. Integrating data from four contributors, we suggest that this workflow may engage broader publics as anthropological data collectors to describe unexpected social phenomena. Contemporary archaeological perspectives, deployed in rapid response, provide alternative readings on the development of current events. In the presented case, we suggest that local ways of coping with the pandemic may be overshadowed by the materiality of large-scale corporate and state response.

Over the past few years our body politic has become increasingly polarized: Republicans versus Democrats, conservatives versus liberals. That polarization filters down to governmental actions, policies, and decisions, evidenced in disagreements over regulation versus deregulation and fossil fuels versus renewable energy. Such polarization—whether legislative, administrative, or judicial and whether at the federal, state, or tribal level—can and does impact the management of our archaeological resources and the way cultural resource management is practiced in the United States. Given that most archaeologists in the United States are employed in cultural resource management, these actions affect their employment. Consequently, it is more critical than ever that archaeologists become cultural resource management and historic preservation advocates. This article discusses the whys and hows of preservation advocacy. Active, science-based advocacy by preservationists can engage governmental decision-makers to give due consideration to cultural resources and their management when making decisions or drafting and voting on legislation. Although the discussion focuses on advocacy at the federal level, the observations and suggestions are applicable at the state and local level.

Digital data play an increasingly important role in how we understand the present and the past. The challenges inherent in understanding and using digital data are as intellectually demanding as any other archaeological research endeavor. For these reasons, data management cannot be regarded as a simple compliance or technical issue. For data to be meaningfully preserved and used in intellectually rigorous ways, they need to be integrated fully into all aspects of archaeological practice, including ethics, teaching, and publishing. In this review, we highlight some of the significant and multifaceted challenges involved in managing data, including documentation, training, methodology, data modeling, trust, and ethical concerns. We then focus on the importance of building data literacy broadly among archaeologists so that we can manage and communicate the data our discipline creates. This involves more than learning to use a new tool or finding a data manager for one's excavation or survey. Long-term, responsible stewardship of data requires understanding the workflows and human roles in data management. Putting effort now into thoughtful data management and broad data-literacy training means we will be able to make the most of the “bigger” data that archaeologists now produce. An important aspect of this reorientation will be to look beyond the boundaries of our own research projects and information systems. Future research, teaching, and public engagement needs will also compel us to explore how our data articulates with wider contexts—within and beyond our discipline.