Research Skills in Archaeology and History
| Module title | Research Skills in Archaeology and History |
|---|---|
| Module code | HASM026 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Dr Mark Robinson (Convenor) Dr Gemma Clark (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 60 |
|---|
Module description
Research – the acquisition of new knowledge - is one of the most personally fulfilling aspects of academia, and in life more generally. To be a successful researcher requires an understanding of the entire research process: beginning with idea generation and networking/team building, through the design of coherent, ethical and risk-assessed projects/funding applications, to collaborative working in equitable partnerships in order to generate data. All of this comes before evidence can be synthesised, analysed, visualised, interpreted and presented. Presentation itself is a vital part of the research process, and there are many audiences that require different kinds of engagement.
This module will provide you with understanding of the research process through first-hand experience. The module takes an active learning approach where, in addition to mini-lectures, discussions and research exercises, the class will work together on a number of activities, including the organisation and running of a Departmental Conference (physical or virtual). During classes you will work on tasks that you will tailor to your own interests and skill development needs. By the end of the module, you will have gained new experiences that will benefit your CV whilst advancing your own research.
Module aims - intentions of the module
The aims of this module are to:
• Provide you with an understanding of approaches to archaeology, history and forensics and how these disciplinary fields interdigitate.
• Introduce you as an active member of our department’s research culture.
• Provide you with first-hand experience of the research process, from idea inception to results dissemination.
• Provide knowledge of issues of reliability, validity and ethics in archaeological, historical and forensic research.
• Develop collaborative and organisational skills.
• Enhance confidence in research participation, leadership and communication.
• Develop data analysis and interpretation skills.
• Advance the development and impact of your own research projects.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate knowledge and appreciation of a wide range of approaches to research that are required for the specific tasks of the module
- 2. Demonstrate knowledge and appreciation of practical issues relevant to the design of research projects that are required for the specific tasks set in the module
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate familiarity with specific skills relating to data management and practice in research
- 4. Show familiarity with a wide range of research design strategies in the departments disciplines, and discern their applicability in a variety of contexts
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Work collaboratively in an interdisciplinary fashion with colleagues to achieve common goals
- 6. Demonstrate skills in summarising complex arguments succinctly
- 7. Design and plan projects
- 8. Understand and demonstrate the importance of visual presentation
- 9. Demonstrate ability to communicate variously with diverse audiences
Syllabus plan
Whilst the content may vary from year to year, it is envisaged that it will cover some or all of the following topics:
• Approaches to disciplinary, interdisciplinary and transdisciplinary research
• Working with museums, collections and archives
• Research ethics and risk assessment
• Managing collaborative working
• Research design and funding proposals
• Managing and analysing datasets
• Visualising evidence (e.g. graphic design and photography)
• Conference organisation and presentation
• Journals, article writing and submission processes
• Public engagement and research dissemination
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 26 | 124 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 18 | Equivalent of 9 x 2-hour sessions including mini-lectures, discussion and research activities. |
| Scheduled learning and teaching | 8 | 8-hour conference (inc. set up and shut down) |
| Guided independent study | 124 | Independent study including conference organisation and attending a minimum of 4 departmental research seminars |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Research proposal draft | Equivalent of 500-word outline | 1-4, 6-7 | Written or oral via compulsory one-on-one meetings |
| Research pitch discussions | 5 slides for conference presentation or a draft of poster | 1-4, 7-8 | Oral feedback (lecturer and peers) |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Conference presentation | 40 | 5-minute poster or 5-slide presentation, or poster; 300-word conference abstract; 200-word reflective statement about contribution to the conference organisation. | 1-9 | Written and oral |
| Research proposal | 60 | 1500-word research proposal | 1-4, 6-9 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Conference presentation | Presentation (40%) | 1-9 | Referral/deferral period |
| Research proposal | Research proposal (60%) | 1-4, 6-9 | Referral/deferral period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 50%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 50%.
Indicative learning resources - Basic reading
Basic reading:
• Alley, M. 1996: The Craft of Scientific Writing. New York: Springer-Verlag.
• Bentley, A., H. Maschner & C. Chippindale. 2008. Handbook of Archaeological Theories. Altamira Press.
• Berger, S., H. Feldner, & K. Passmore. 2003. Writing History: Theory and Practice. Bloomsbury.
• Briscoe, M.H. 1996: Preparing Scientific Illustrations: A Guide to better posters, presentations and publications. New York: Springer-Verlag.
• Blouin, F. & W. Rosenberg. 2011. Processing the Past: Contesting Authority in History and the Archives. Oxford University Press.
• Davis, M. 1997: Scientific Papers and Presentations. London: Academic Press.
• Ferguson, J. 2010. Designing Experimental Research in Archaeology: Examining Technology Through Production and Use. U Colorado Press.
• Fulbrook, M. 2002. Historical Theory: Ways of Imagining the Past. Routledge.
• Johnson, M. 2010. Archaeological Theory: An Introduction (2nd ed.). Wiley-Blackwell.
• O’Leary, Z. 2013. The Essential Guide to doing your Research Project. Sage.
• Perks, R., & A. Thomson (eds). 2016. The Oral History Reader. Routledge.
• Zimmerman, L, K. Vitelli, J. Hollowell-Zimmer. 2003 Ethical Issues in Archaeology. Altamira Press.
Indicative learning resources - Web based and electronic resources
ELE – https://ele.exeter.ac.uk/
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 04/04/2025 |