What relevance has archaeological science to the general public? Why is it that new discoveries in archaeological science regularly hit the news stands whether the topic is the discovery of new fossil evidence for an ancestral Homo lineage, a mummified or well-preserved body, or the discovery of a submerged archaeological site? What role has scientific fraud in archaeological narratives?  Where did ancient seafarers reach and when, and how complete is the evidence?

This seminar-based course highlights contemporary and historic issues in archaeological science (and more broadly in archaeology and related environmental sciences) and show-cases current archaeological science research being undertaken by teams and individual staff at the ANU, or from further afield. Seminars are often based on case studies arising from ANU staff involvement in ARC-successful research programs – thus illustrating how strategic research outcomes in archaeological science engage with broader issues of public interest, indigenous community engagement, contemporary concerns and public fascination with the past. Academic Visiting Fellows and adjunct reseachers at ANU also contribute to the seminar program.

Key learning outcomes from this course are:

• Engagement and understanding with leaders in the design and execution of archaeological research  
• Developing research contacts and networks facilitating cross-campus supervision and mentoring on Personal Research Projects (PRPs)
• Development of presentation and debating skills, and academic community experiences   
• Critical skill development in examination of the processes of successful fieldwork (as research and data acquisition) in archaeological science
• Understanding long-term research issues in the subject and how these issues can change as new data are acquired
• Skill development in producing critiques of published research
• Understanding the drivers of long term shifts in thinking in archaeological enquiry
• Developing skills in testing regional and global theory in archaeology through site specific targets for research: "thinking global when digging local".
• Understanding the importance of "rogue" results and anomalies in reconfiguring research paradigms

In the semester in which they enroll assessment will be based on a) preparation of a preamble summary and critique for ONE selected seminar topic and delivery of a powerpoint (30%); b)  completion of a 5000 word research essay answering a question set in relation to one selected seminar topic of choice from the range of topics delivered in the program (50%) and c) general contributions to seminars based on pre-readings set and attendance at 5 seminars (20%).  

In any one calendar year of their choosing students will attend and/or participate in on-line, a minimum of 10 seminars (20 hours) in this course.  For each seminar pre-readings are issued online on Wattle at the commencement of the semester in which they occur. Each seminar carries a load of pre-reading of 2-5 hours (20-50 hours) additional to the participation in the seminar. Participation by students in this seminars is encouraged throughout their degree program, either as F/T or P/T students. Students are encouraged to participate in a minimum of 5 seminars offered in this course -  on an unenrolled basis with respect to this course throughout their program.

For assessment and course credit in this course, students will enroll in ONE Semester of their choice. In that chosen semester of enrolment the student will have an additional load of:

• Preparing a summary overview and critique of the pre-readings set for ONE seminar topic in the semester they have opted for assessment (10 hours).
• Delivering that summary critique as a preamble at the selected seminar as a 10 minute powerpoint at the beginning of the seminar session (2-3 hours preparation)
• Writing a research essay (5000 words maximum) based on a question set in relation to ONE seminar topic selected from the seminar on offer in the semester they have chosen for assessment (30 hours).

Admission to the Masters degree in MARchSci or MArchSci (Research).  No course prerequisites.

A broad-based understanding of archaeological enquiry and research, in relation to study in the Natural Sciences and the historical development of archaeological enquiry as a discipline.

ARCH8032 Introduction to Archaeological Science 6 unit flexible delivery versions of that course (ARCH8XXX Introduction to Archaeological Science (Theory) and ARCH8XXX Introduction to Archaeological Science (Practice) are cognate to this course as compulsory core courses in the program but not pre-requisites.

Prescribed texts for this course are selected by the student from the generic M. Arch. Science degree program reading listings published on the generic wattle site for the MArchSci and MArchSci(Research) programs.

Choice of text(s) varies across the specialisms and interest and assessed essay topic selected by the student. Program texts for M. Arch. Science program reading aim at diversity, and encouraging critical thinking and indicatively include:

Dawkins, R. 2009 The Greatest show on Earth:the evidence for evolution.Bantam press: London.

Diamond, J. 2005 Collapse: How Societies Choose to Fail or Succeeed. Penguin Books:London.

Dincauze, D.F. 2000 Environmental Archaeology: Principles and Practice. CUP: Cambridge.

Huxley, T.H. 1880 Physiography: an introduction to the study of nature. Macmillan and Co:London

Meadows, D.H. 2008 Thinking in Systems : a primer.  Chelsea Green: White River Junction. 

Scarre, C. and Scarre, G. 2006 The Ethics of Archaeology : philosophical perspectives on archaeological practice. CUP: Cambridge.  

Turney, C. 2006 Bones, Rocks and Stars: the Science of when Things Happened.  Macmillan:London.  

Normal recording and delivery to distance learning cohort on Wattle.