INTRODUCTION The ‘Other Grand Challenge’: Learning and Sharing in Archaeological Education and Pedagogy

This article serves as an introduction to a special issue titled The ‘Other Grand Challenge’: Learning and Sharing in Archaeological Education and Pedagogy. In this introductory article, I briefly discuss the history of university-level archaeological education in Canada, primarily in light of considerations of accessibility and ethics. I then introduce the focus of the conference session I co-organized—dealing with grand challenges for the future of archaeological education and pedagogy, which forms the foundation for this special issue—inspired by a personal existential crisis and the intriguing role of stories and storytelling in archaeological education. The resources presented in this special issue include a series of collaborative articles and resulting discussion, as well as videos of original conference presentations (link in this introduction), all of which relate experiential stories of archaeological education and pedagogy and the grand challenges to come

\u27O wiki\u27d wit and gift, that have the power / So to seduce!\u27: Creating a Public Collaborative Digital Space for a Special Collections Environment

(with apologies to the Bard: quote modified from Hamlet, 1.5.4950.) The Folger Shakespeare Library’s wiki, Folgerpedia, performs a number of functions for the institution and its community: it makes visible scholarly activities, maintains institutional history, and serves as a site of research on Shakespeare and early modern topics. Primary audiences for the Folger—and thus, for Folgerpedia—include scholars, students (K12 and college level), generalpublic enthusiasts, and library professionals. Folgerpedia’s mission is to create and support the collaborative generation of information surrounding our collection, Library, institution, programming, and education initiatives. One of the challenges facing Folgerpedia is to foster a space that provides scholars, students, and enthusiasts with quality information while ensuring that contributors, including invited scholars and Folger staff, find both a sense of community and are ensured credit for their contributions. Generalpublic and student users have full reading access to the content of Folgerpedia, while scholars and Folger staff are invited to contribute articles. Finally, material is being ingested and archived from the former version of folger.edu, with staff serving as editors. The Folger’s academic profile and reputation, coupled to the folger.edu domain, makes the wiki highly discoverable by search engines and highly credible to student researchers. In many ways, Folgerpedia functions as a discovery space for our collections and early modern topics, allowing scholars of many levels to connect with new aspects of our holdings. This talk will present the challenges, techniques, and (hopefully) triumphs of the Folger’s first year of facilitating collaboration in a public wiki space

GRAND CHALLENGE No. 3: DIGITAL ARCHAEOLOGY Technology-Enabled Learning in Archaeology

Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal instruction; however, more and more we are seeing the application of blended and online instruction and outreach implemented within our discipline. To this point, much of the movement in this direction has been related to a greater administrative emphasis on filling university classrooms, as well as the increasing importance of public outreach and engagement when it comes to presenting our research. More recently, we have all had to adjust our activities and interactions in reaction to physical distancing requirements during a pandemic. Whether in a physical classroom or online, archaeologists must learn to properly leverage digital technology in order to create enthusiastic, engaging, respectful, and accessible (from-place and in-place) learning environments. This article brings together scholars who are learning to do just that. We apply a usable and easily navigated framework for archaeologists to consider while in either formal or informal educational environments and provide examples of how digital technologies can be applied to satisfy the three “presences”—social/emotional, teaching, and cognitive—required for a successful “community of inquiry” experience in archaeology. Examples are drawn from our personal experiences in North America, Central America, and Europe

Family quality of life and the building of social connections: practical suggestions for practice and policy

Copyright (c) 2018 Meaghan Edwards, Trevor Parmenter, Patricia O'Brien, Roy Brown This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.Family quality of life literature suggests that families with a member with an intellectual/developmental disability frequently face major difficulties in building social connections with others. They experience low levels of social support, face challenges in community inclusion, and are at risk of social isolation. These challenges may also be faced by other types of marginalized families. Families experiencing serious illness, families experiencing intrafamily violence, and migrant families or those seeking political asylum, for example, may also become isolated and find themselves without pathways to connections with others. We present practical suggestions intended for families and professionals interested in action and intervention at the personal, community, program, and policy levels to encourage the growth of social connections and prevent isolation of families experiencing social exclusion. The suggestions will come from families with a member with a disability and the findings of a study examining the social support of families as it relates to quality of life

All Hands on Deck: A Team Approach to System Migration

Purpose: To determine if a team approach to a complex integrated library system (ILS) migration would result in a timely and successful outcome. Brief Description: Changing needs and an aging integrated library system server platform prompted Himmelfarb Health Sciences Library to migrate to a new ILS. After considering several options, Himmelfarb decided to join with the George Washington University\u27s Jacob Burns Law Library in their move to a hosted instance of Innovative Interface\u27s Sierra ILS and Encore OPAC. Though some separation of data and functionality could be achieved, there were several functions that would be shared between the two libraries\u27 systems. A successful transition would depend upon both libraries\u27: detailed knowledge of the system data determining essential functionality to preserve willingness to change and accommodate Because the Law Library\u27s Sierra migration was delayed until mid-December 2012 and Himmelfarb\u27s pre-paid server maintenance was ending in March 2013, the window to accomplish migration was a short 12 weeks, prompting the decision to team-manage the migration. Conclusion: Teams and organizational tools, including weekly meetings to discuss problems, ensured the timely completion of key assignments that were critical to meeting the Go Live date goal. The team approach allowed the work and decision-making to be distributed among a large percentage of the staff, creating a broader sense of ownership. Distribution of tasks allowed a high level of attention to detail necessary for an optimal outcome

Social Constructivism and Case-Writing for an Integrated Curriculum

Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and determining who should be involved in the case-writing process can be a daunting task and this specific context requires a new model for effective casewriting. This paper provides a model for the cycle of case development, implementation, evaluation and modification in an integrated, systems-based health professions curriculum. We highlight how this collaborative case-writing model parallels the social constructivist approach promoted by the problem-based learning process in which our students engage