Teaching Archaeological Pragmatism through Problem-based Learning

This article outlines the application of problem-based learning, or PBL, to a freshman-level course in Aegean prehistory. The project described demonstrates how PBL can be used to tap into college-level students’ natural curiosity about the ancient world while training them to use practical, broadly applicable writing and research skills. When I was offered a temporary adjunct teaching position at a small liberal arts school, I jumped at the chance to design a course in my specialty from scratch. My assignment for the 4-week term was to prepare a “sexy” (i.e. student-appealing) class on Aegean prehistory as a counterpart to a course on Homer and the Bronze Age offered earlier. With an alluring title and a compelling description for the catalogue, the only challenge that remained was to create a class on prehistoric archaeology that would appeal to a largely freshman audience of non-Classics majors. At the time, I was also participating in a program meant to groom young academics to be thoughtful, scholarly instructors, in which we were introduced to a teaching strategy called problem-based learning, or PBL. PBL is a pedagogical methodology in which students focus on solving problems or completing problem-based projects that simulate real-world situations, and are asked to seek solutions to problems that replicate real-world issues in a process that transforms students into active learners, and instructors into learned guides. PBL as an educational strategy originated at medical schools in Canada and the United States as a way to train young physicians to use knowledge acquired through self-motivated study to solve patient problems.1 Since its development, the use of PBL has branched out into other areas of the sciences, as well as into law, social work and administrative training, but has been slow to permeate the humanities.2 Positive results from the use of PBL strategies in the sciences suggests that a problem-centered approach might be an exciting way to show how Classics courses can teach practical skills valuable to high school and college students preparing for a broad range of professions. It is with this in mind that I present the project from my 4-week course, which was conceived during a brainstorming session that explored ways PBL might be applicable to any field of studies, even Aegean prehistory. There are myriad benefits for students participating in PBL oriented courses. Because the problems posed are supposed to be unstructured and messy, with no single correct approach or solution, a wide variety of skills must be applied to the problem-solving process. Newly acquired knowledge that is actively used is more likely to be stored in students’ long-term memory. In a classroom environment where inquiry and risk-taking are promoted,3 students seek solutions by utilizing known resources and become naturally proactive in acquiring new information. Instructors facilitate the process by providing wisdom and experience. Memorization by rote is deemphasized. The center of learning thus shifts away from the lectern, and the classroom becomes a student-centered environment. Proponents of the method note that students involved in classes employing problem-stimulated strategies are more likely to participate actively, interact more with their peers and use higher-level thinking skills than students in lecture-based courses. Entire classes are often constructed around the PBL strategy, but I chose to start small, by exchanging the standard final exam and/or final paper for a PBL project to be completed in stages over the course of the four weeks. My aim was to emphasize the pragmatics of archaeology, the research and planning that happen before and after work in the field. The first step was to create a context simulating this practical side of archaeology, in which the students would assume the roles of scholars. The two primary skills I wanted my students to exercise were research and persuasive writing, skills that are marketable to a number of professions. The idea developed into a grant-writing project requiring teams of students to apply for funding to study prehistoric material culture in Greece. Information about prehistoric Aegean cultures disseminated though lectures and other classroom activities could be constructively applied to their proposals and serve as a starting point for deeper research. The team aspect would mimic the collaborative nature of archaeological projects and foster teamwork skills. There are some drawbacks to the implementation of PBL projects. One is the amount of preparation required to carry them out successfully. In this case, scenarios had to be devised and portfolios of material assembled and tailored to each group. Precise guidelines for the completion of the projects and rubrics for assessment also had to be constructed prior to the beginning of the class. This was time consuming, but preparing these materials in advance freed me up during the term to communicate better with students—and even to do my own research. The advance construction of a rigid project framework including precise guidelines and staggered deadlines gave students the chance to practice time management and the efficient use of labor and materials. Trading broad familiarity with a subject for an in-depth understanding of a specific topic can also be seen as a drawback. On the other hand, one could argue that the widely applicable research, reasoning and writing skills exercised in completing the assignment are a fair exchange for blanket knowledge that might not be applicable beyond one particular course. Changing from a disseminator of knowledge to a facilitator for thinking and learning was a challenging adjustment for me. Much of this change means providing a solid structure in which students can work through the problem-solving process. As a guide to the process, an instructor must set time constraints on group activities that determine the pace of the class, and keep students on task, forcing them to prioritize goals and making them accountable for completing them. As a knowledgeable tutor, the instructor can use personal experience to field inquiries and offer advice. As a facilitator, he or she must ensure that groups operate smoothly, by assisting them in setting appropriate, manageable goals; offering support and encouragement; fostering productive relationships within groups; and maintaining a non-threatening environment.4 In the months before the class began, I devised three hypothetical scenarios, each addressing a real-world archaeological problem: the publication of material before continued excavation; the necessity of studying looted sites; and the justification of excavation based on survey data. The objective of the groups assigned to the first scenario was to apply for funding to study unpublished material from a Neolithic site in northern Greece. The second scenario required groups to apply for a grant to research looted Mycenaean chamber tombs, while the third scenario called for them to request permission to excavate sites discovered during a surface survey on Crete. The students’ aim was to construct a research design that would persuade a committee to fund or approve projects that showed a thorough and well-presented knowledge of the material and demonstrated how the research would change the general understanding of Aegean prehistory. Three groups of three to four students apiece were assigned to the scenarios, each of which had three required components. The first was the written grant proposal or request to excavate, including a bibliography of all sources consulted. Then, a budget outlining the group’s estimated expenses was necessary; this served to encourage students to consider financial and other practicalities of carrying out the proposed research. The final part of the project was an oral presentation, during which each group explained its objects, sites, research proposal and budget to the rest of the class. In addition, a portfolio of background information was distributed to each group. Below are the description and background particulars from the first scenario: