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Review: Mount Vernon Field School in Historic Preservation

3/12/2015

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*This review was written by Katlyn, an art history student at Louisiana State University. Thanks, Katlyn!

FIELD SCHOOL & WEBSITE: 
Mount Vernon Field School in Historic Preservation
LOCATION: Mount Vernon, Virginia
AFFILIATIONS: University of Maryland, College Park

HISTORY: The 2015 field season will be the 3rd year of the Mount Vernon Field School
CURRENT PROJECT: When I attended in the summer of 2014, we excavated the kitchen 

          yard Monday and Wednesday, participated in historic preservation projects on 
          Tuesday and Thursday, and on Fridays we conducted the African American Burial Ground Survey. I
          am not sure what the projects will be for this summer.
STAFF: Staff includes UMD Professor Donald Linebaugh and Mount Vernon Historic Preservation Staff
LENGTH & DATES:  May 26th - July 2nd, 2015 
STUDENTS PER SESSION: Around 10 last summer, but not a set number
COST: ~ $1,900 for undergraduate students, ~$3,700 for graduate students
CREDIT AVAILABLE: 6 credits are offered through the University of Maryland, College Park
APPLICATION PROCESS: Submit a resume, two references, and a cover letter
DEADLINE: March 31st, 2015


Tell us about your field school experience.

The Mount Vernon Field School was an awesome experience. I think what is unique about this field school is that it occurs at a very popular public house museum, which provides a great opportunity to learn about doing public archaeology. The first day we were allowed to just be visitors-- we were encouraged to explore the on-site museum and take tours of the house, gardens and landscape. This allowed us to really become familiar with the history of the site, but also with the way the history is interpreted at Mount Vernon. During the field school, students were assigned days to act as interpreters, where we would explain the goals and methods of the excavations to the visitors, explain the significance of any artifacts or features found, and answer any questions.

The program was designed to appeal to a wide, but related range of interests -- museum studies, public history and interpretation, historical archaeology, historic preservation, etc. Three days of the week we would participate in excavations--on Mondays and Wednesdays we would excavate the kitchen yard and on Fridays we worked on the African American Burial Ground Survey.  In the African American Burial Ground Survey, we did not disinter any remains. I posted a picture with a bone--that is an animal bone that we found behind the kitchen! We were only trying to determine the boundaries of the burial ground, determine if possible how many people had been buried there, and hopefully learn about the burial practices of African Americans at Mount Vernon.

On Tuesdays and Thursdays, we would focus on historic preservation. On these days, we might receive lectures on the history of preservation or the history of architectural structures and features. We would also practice architectural drafting and documenting historic structures. My favorite thing was being able to go through the mansion to see the things we learned about--to see how we could use saw marks or types of nails to date different features of the building.

We also received a comprehensive archaeological field manual with instructions and procedures for excavations, completing provenience cards, drawing plan views, etc. We received a similar manual for architectural drafting. We were given a collection of readings that covered various topics related to historic preservation and historical archaeology, which we would discuss during lunch breaks usually once a week. Also integrated into the field school were field trips to other historic and archaeological sites and field schools. We were required to keep a daily field journal, where we would reflect on the things we accomplished each day and tried to contextualize them within the overall goals of the excavations.

We had the weekends off to explore the Washington DC area. The field school was my first opportunity to visit DC, and I was able to take advantage of all the museums and sights! 



What skills did you learn?

We learned archaeological field methodology, public interpretation, and mapping procedures. We were also introduced to the fundamentals of Geographic Information Systems and archaeological surveying with the Total Station. In the lab, we learned how to process and catalog artifacts. We were also able to practice documentary photography of sites, artifacts, and structures. 

In the field of preservation, we learned how to draw architectural elements, plans, and elevations. We learned how to date structures based on brick bonding, saw marks, or nail production. We were taught conventions in measuring architectural structures. 


How were the accommodations?

Mount Vernon did not offer housing on the property. Housing and transportation were the responsibility of the student, but the staff at Mount Vernon was able to connect students with renters in the area. 


What are the pros and cons of the field school? Would you recommend it?


I would absolutely recommend this field school! For me personally (an art history student with no field experience), it provided a thorough introduction to the methods and principles of archaeology. It is perfect for anyone who is interested in historical archaeology. More specifically, it is perfect for anyone who is interested in understanding how archaeology relates to the larger field of public history. It was always interesting to see how the archaeology department regularly interacted with collections management, museum personnel, or the architecture department. 

Pros: The field school did not require previous field work and was designed to teach you everything you would need to know. You will leave being very comfortable with archaeological surveys and with a wide skill set that you can build upon. I thought the range of projects that we were allowed to engage kept things interesting. No two days were ever the same. The staff at Mount Vernon are so nice (and so funny!) They enjoy talking with the students, and that helped to make the work never feel like work.

Cons: It can get extremely hot and muggy on the Potomac! It was never unbearable, but its something to keep in mind. Also, if you are particularly interested in lab methodology, be sure to express that! The summer I was there, we planned to have lab days whenever it was raining, but we ended up having a particularly beautiful, dry summer--and so while we were introduced to lab techniques, we were not able to practice them very often.  I know that the summer before, there was a lot of rain, and it seemed like they were in the lab quite often. If you feel that you are missing some part of an experience you were hoping to gain, just talk to someone and they will surely work with you. Which brings me to my final comment....


Anything else you think readers should know about this field school?

The most special thing about the people at Mount Vernon is how willing they are to connect the field school students to their expressed interests. When they knew that certain students were interested in museum studies, they invited people from the collections management department to have lunch with us to talk about their careers and answer the students' questions. The Mount Vernon staff is very committed to helping the students network in their particular fields. Moreover, the staff is a great resource and was always willing to give advice about applying to graduate school, finding internships, or getting jobs. 

The field school gave me a solid introduction to preservation, but it was especially beneficial in the way it integrated historical archaeology with the study of historic architecture. The field school is great for anyone interested in historical archaeology, as that was probably 75% of what the field school focused on, but it would also be beneficial for anyone interested in Historic Preservation, Architectural History, or Museum Studies.

An architectural drawing of a building at the original entrance to the estate.
An architectural drawing of a building at the original entrance to the estate.
The African American Burial Ground
The African American Burial Ground
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Review: Nautical Archaeological Society Underwater Archaeology Field School

3/11/2015

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* This review was written by Joe, a nautical archaeology student at Northwestern Michigan College. He has attended 4 different field schools and is finishing up his Nautical Archaeology Society Part 3 Certification. He is also interested in marine technology and ROV piloting. Thanks, Joe!

FIELD SCHOOL & WEBSITE: Nautical Archaeological Society International Field School at Northwestern           Michigan College
OTHER LINKS: Check out a video from the 2014 field school, or their Facebook page.
LOCATION: Northwestern Michigan College, Traverse City, Michigan
AFFILIATIONS: Nautical Archaeological Society, Northwestern Michigan College
CURRENT PROJECT: Participants will assist with an archaeological survey of the Northport wreck,    

          located in 4-8 meters of water in Lake Michigan. The survey will document the nature, extent, 
          history, and condition of the site. The project is appropriate for both novice divers and snorkelers.
STAFF: Staff includes instructors from Northwestern Michigan College, Grand Valley State University,
          Michigan Tech, the Nautilus Marine Group, and Nautical Archaeological Society tutors.
LENGTH & DATES:  July 12th - 26th, 2015. Week 1 (7/12 - 7/18) includes basic courses, and Week 2 
          (7/20 - 7/27) includes advanced courses.
COST: Accommodation in the Northwestern Michigan College dorms costs $50/night. The Week 1 basic

          course package is $1,299, and the Week 2 advanced course package is $1,399. Alternatively, you 
          can sign up for individual courses. Meals are not included.
CREDIT AVAILABLE: Both the NAS Part 1 and NAS Part 2 courses qualify for credit at Northwestern 

          Michigan College. Credits transfer to most major universities. 
APPLICATION PROCESS: The course booking form and payment can be submitted as described here.


Tell us about your field school experience.

My field school experience here at Northwestern Michigan College for the last 3 years has been excellent. In just a few short days they are able to teach you fully the basics of Nautical Archaeology and then you go out and put your training to the test on sites in the field. Plus you are working in one of the most beautiful locations in the Great Lakes region.


What skills did you learn?

During the field school you will learn from the ground up on basic surveying and site report procedures. You will also be using different equipment such as a total station and if you choose to survey an underwater site this year you will be able to use a side scan sonar to image the lake bed. More advanced training includes the use of ROV's and Sector Scan sonar.


How were accommodations?

Students live in the Northwestern Michigan College dormitory which is on the main campus, or they can choose to stay at hotels, the dorms are always cheaper though. The dorms have wifi internet and shared bathrooms. There is a recreational area on the first floor with a big screen TV and video game consoles. 


What are the pros and cons of the field school? Would you recommend it?

The pros of this field school are you will learn in depth surveying of sites both ashore and underwater techniques, you will be joined by students from all over the world and have the opportunity to network with them and the instructors, and of course you will be a Nautical Archaeological Society (NAS) certified archaeologist by the end of your training in the part 1 course, there is also the opportunity to complete a part 2 certification. Also you do not need to be a scuba diver to attend this field school, there is plenty of work to be done on shore or you can snorkel above sites.

The cons of this field school are if you have your heart set on excavations you wont be doing any here. By Michigan law you cannot excavate anything without a permit from the state which is an incredibly difficult process. You will be surveying sites only and making your reports from there.

I would wholeheartedly recommend this field school to anyone who is a first time field school student or is interested in learning more about Nautical Archaeology. The NAS part 1 certification is a great way to get your foot in the door to the Nautical Archaeology field and the instructors will guide you along the way including writing letters of recommendations to schools and potential jobs.


Anything else you think readers should know about this field school?

Something students should know is this field school is a combined effort between Northwestern Michigan College and the Nautical Archaeological Society in Great Britain. While attending the school students will have the opportunity to earn both part 1 and 2 certifications and take part 3 courses. Part 1 is the basics of Nautical Archaeology, part 2 is writing up and publishing a full report on any site you choose, and part 3 courses are the advanced courses.
Diving the pier at Glen Haven
Instructor Ian Cundy with ROV
Students practicing surveying
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Review: Slavia Field School in Mortuary Archaeology

3/6/2015

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*This review was written by me, the author of ArchaeoDirt. I attended the Slavia Field School in 2011. This review may be a little outdated, but I hope it will serve as a model for future reviews.

FIELD SCHOOL & WEBSITE: 
Slavia Field School in Mortuary Archaeology
LOCATION: Drawsko, Poland
AFFILIATIONS: Foundation for Polish History & Culture, Museum of Czarnków Soil, Slavia Foundation, 
          Adam Mickiewicz University, State University of New York at Oneonta, SOCRATES European 
          Education Exchange Program
HISTORY: The Slavia Summer Field School in Archaeology was established in 1998. In 2008, excavations
          began in Drawsko, where they continue today.
CURRENT PROJECT: Drawsko is a multiperiod burial site with an extensive cemetery dating to the 17th
          century. Students participate in excavation of burials and cremations as well as laboratory work and 
          osteological analyses.
STAFF: Current staff include both Polish archaeologists as well as professors from SUNY Oneonta, 
          the University of Newfoundland, and the University of Nevada, Reno.
LENGTH & DATES: Two sessions are offered each summer. This summer (2015), Session 1 runs June 
          29 - July 22, and Session 2 runs July 23 - August 15.
STUDENTS PER SESSION: ~20
COST PER SESSION: $2,990. Cost includes full room and board, food, transportation to and from the 

          site, tuition, and equipment. Students are responsible for air fare to and from Poland as well as 
          personal spending money.
CREDIT AVAILABLE: 6 credits are offered through Adam Mickiewicz University.
APPLICATION PROCESS: Fill out the application form and submit it with a letter of intent. Upon 
          acceptance, a $500 deposit must be submitted.
DEADLINES: Applications are accepted on a rolling basis until all spaces are filled.


Tell us about your field school experience.

All in all, it was a great experience. Right off the bat they were very organized. Students were directed to a Facebook group where we could meet our fellow field students and coordinate travel to Poland. Our group rendezvoused in Poznan, the nearest major city to Drawsko. It was an easy trip via Frankfurt, and I had no problems connecting with the organizers at a designated hotel. Once the group was together, we took a bus to Drawsko. As a junior in college at the time, this was one of my first times traveling internationally, but everything went off without a hitch. They provided us with good instructions, which helped with the nerves of travel.

Each day, the students were split into a field group and a lab group. They took care to make sure that we each got lots of experience in both area, but they also gave us time to see through each disinterment we worked on from start to finish. Staff were always available for help and I never felt any lack of guidance. They also took the handling of human remains very seriously and made it clear that they expected us to be respectful, which I appreciated.

During the weekends, we had the opportunity to travel and arrange our own excursions. These trips were not an official part of the field school, but the staff was always happy to help with recommendations and logistics. Some students planned trips into Germany, or to major sites around Poland. I went on one trip into Poznan and, on the weekend that happened to coincide with my birthday, we went to Gdansk, a city on the Baltic Sea. The language barrier never posed any major problems, and overall I found Poland easy to navigate. 



What skills did you learn?

The focus of the field school was two fold, and included both field and laboratory work. In the field, we learned about grave and burial excavation and documentation, feature recognition, mapping, data collection, topographic survey, artifact recovery, and the disinterment of skeletal materials. 

In the lab, we learned about the analysis and curation of skeletal materials. Students were involved in cleaning and inventorying the remains. We also gained experience in creating biological profiles, assessing pathological and traumatic features, and constructing basic demographic information for the population.

I found the field school to be a great opportunity to brush up on my osteology skills. They advertise the program as being geared toward people with no osteology background, but I felt like it was a little more advanced than that. For those of us with prior knowledge, it was a great opportunity to review bones, their features, and how to side them. For those with no knowledge, learning all of that within 4 weeks was tough, but still doable. Regular lab quizzes kept us accountable, but the staff made sure the classes and quizzes were fun rather than just "work." I walked away significantly more confident in my skeletal knowledge.



How were accommodations?


The field school was located in the local school which was, of course, empty over the summer. The school complex included classrooms, a kitchen, a dining and social area, bathrooms, and a gym. Some of the classrooms functioned as dorms, while others were used for our laboratory time and lectures. We slept 6-7 people per room and were provided with air mattresses. All in all, the accommodations were pretty comfortable. The showers often ran out of hot water and 4 weeks on an air mattress gets old, but I was happy to have showers and an air mattress.



What are the pros and cons of this field school? Would you recommend it?

Overall, I would definitely recommend this field school for anyone with an interest in osteology and mortuary archaeology.

First, here are a few of the pros. The archaeology is great. The cemetery we were excavating had no shortage of graves, and they were all fascinating. There were lots of grave goods, and many individuals were buried in strange positions. The staff was also wonderful. The American and Canadian graduate students leading the group were kind and helpful. The Polish archaeologists working on the project were also fantastic. Some spoke more English than others, but all of them were eager to make sure we enjoyed our time in their country. I also really, really appreciated how well organized the field school was. Our schedule was always clear, and there was never any confusion about who was doing what, when.

And now, some of the cons. I wish we had learned a bit more about Polish history and culture. Despite spending 4 weeks there, I left feeling as if I wasn't much better acquainted with Poland than I had been when I arrived. I also didn't feel as integrated into the local community as I would have liked. We rarely interacted with locals who weren't in some way associated with the program, and it felt like
 there was a bit of a divide between the field school and the village of Drawsko. However, my perception may have been affected by my other experiences- just a few weeks before I went to Poland I had been working on a project in Peru where we felt very connected with the community. 


Anything else you think readers should know about this field school?

A local catering service brought all our meals, and primarily served traditional Polish food. As a vegetarian, I was excited that they were willing to accommodate vegetarians- but, to any fellow veggies out there, be aware that you will be eating a LOT of fried cheese, potatoes, and bread. Some of the students bought additional snacks at the small shops in Drawsko, but I found the food they provided to be more than enough.

Keep in mind that Drawsko is very, very small and rural. It's beautiful and incredibly quaint, but if you are hoping for constant excitement and things to do you may be disappointed. However, the town does have a small local bar, a few shops and restaurants, and a post office. There is also a marina on the river, and lots of nice places to walk.

Also think about what skills you are hoping to walk away with. This field school is great for brushing up on your osteology skills and learning about the excavation of human remains. However, since the work you are doing is so specific, you may find that you are skipping some of the basic skills you'll need as an archaeologist. In the years since I attended this field school, I have had to back pedal a bit to learn some of the archaeological basics. After Drawsko, I could excavate a grave no problem. However, had I been asked to excavate a basic unit around a thermal feature I would have had some trouble. If you want to dedicate your career to human skeletal remains, then this might not bother you, but keep in mind that developing a broad, well-rounded skill set will help you enormously throughout your career.

The picturesque Polish countryside.
A local church and cemetery in Drawsko.
The Drawsko landscape was beautiful, and the local marina was a great place to hang out.
Our accommodations were a local school. Empty and unused during the summer, it had a kitchen, common areas, and classrooms that became dorms.
We had our meals and socialized in the school "cafeteria."
We slept on air mattresses and shared a room with 5-6 other people.
A local cat named Kevin made the school feel extra homey.
Another school building served as our lab and classroom.
The field site was a short walk away in a local farmers field.
The first day, we got to see what had been done during the previous session.
It was easy to fine the outlines of coffins in the sand.
Our first weekend, we made a trip to Poznan, the nearest big city.
Poznan
We also explored the area around Drawsko, including an abandoned German cemetery.
We also got to take a trip to Gdansk, a city on the Baltic coast of Poland.
Gdansk is famous for Amber Row, where you can buy Baltic amber jewelry for great prices.
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9 Reasons You Should go to Field School

2/26/2015

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Recently, as I was brainstorming ideas for ArchaeoDirt, I posed a question on Twitter about how my fellow Twitter archaeologists came to attend the field schools that they did.

Meghan made an interesting observation that stuck with me: "In retrospect, we weren't told WHY we needed a field school." 
Picture
This rang very true to me. Thinking back to my undergrad days, I knew I needed to go to field school because it was just something that everyone did. I wanted to be an archaeologist, and I saw field school as one of the motions I had to go through to get there.

If you stumbled upon this post because you're an undergrad looking into field schools, I hope you'll go into things a little better informed than I was. Field school can be very expensive, so if you're going to do it, it's good to consider why it's important for your future career and professional development.
So, without further ado, why do you need to go to field school?

Read More
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    DISCLAIMER
    Each review is the product of one persons experience during one field season. With different staff & students and new research questions, a field school can change a lot from year to year. Use these reviews to guide your decision, but remember that none of them are by any means the final word on a field school.

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