Assessing Knowledge Mobilization and Retention in Teaching Archaeological Theory

Abstract

How are difficult and often unfamiliar concepts best taught in the classroom in ways that the information conveyed is retained? This study discusses the challenge faced in teaching an intensive, undergraduate Archaeological Theory that is regularly taught at Simon Fraser University. A survey of enrolled students was designed and twice administered to evaluate the effectiveness of different teaching methods and student learning practices. The results of the survey, plus other sources of information, provide an opportunity to evaluate the effectiveness of information transmission and retention in the classroom.