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Mark Staniforth 《Journal of Maritime Archaeology》2008,3(2):93-102
Maritime archaeology is a multi-faceted discipline that requires both theoretical learning and practical skills training.
In the past most universities have approached the teaching of maritime archaeology as a full-time on-campus activity designed
for ‘traditional’ graduate students; primarily those in their early twenties who have recently come from full-time undergraduate
study and who are able to study on-campus. The needs of mature-age and other students who work and live in different places
(or countries) and therefore cannot attend lectures on a regular basis (or at all) have largely been ignored. This paper provides
a case study in the teaching of maritime archaeology from Australia that, in addition to ‘traditional’ on-campus teaching,
includes four main components: (1) learning field methods through field schools; (2) skills training through the AIMA/NAS
avocational training program; (3) distance learning topics available through CD-ROM and using the Internet; and (4) practicums,
internships and fellowships. The author argues that programs to teach maritime archaeology in the twenty first century need
to be flexible and to address the diverse needs of students who do not fit the ‘traditional’ model. This involves collaborative
partnerships with other universities as well as government underwater cultural heritage management agencies and museums, primarily
through field schools, practicums and internships. 相似文献
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《Journal of Geography in Higher Education》2012,36(2):157-164
Abstract The author discusses some of the thinking behind programmes of library instruction in higher education. The shortcomings of such courses are examined, with particular reference to a course for first‐year students at Portsmouth Polytechnic. The author argues that library instruction can only succeed when fully integrated with the teaching of the subject. This requires greater consideration by geography teachers of the relationship between bibliographic knowledge and substantive knowledge. 相似文献
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