The best aspects of the course included the laid back yet straight forward structure of the class and the hands-on projects. The worst aspects of this course included the somewhat hefty readings, as well as the dul lectures. The course would improve if the lecture notes were more focused and informative, and if the students did more activities. Prospective students should know that the course involves a lot reading and writing.

Students found the best aspect of this course to be the professor, who made the lectures interesting and relevant with real-world examples. Many students enjoyed the depth and breadth of the course, and appreciated the professor’s professional experiences in the field. The course lacked engagement, however, as there was no discussion, and many students felt that the assignments required excessive amounts of work. Suggestions for improvement included splitting the lecture into two periods to al ow more time for discussion, which would give students a chance to ask more questions and become more engaged in the materials. Prospective students do not need background knowledge of the subject, but they should be prepared to take notes during the lecture, and attend every class.

Students praised this course for having a personable instructor who brought her personal experiences to the class. Students also described the course as covering interesting subject matter. Perceived issues with the course varied; multiple students found that grading standards varied dramatically and some issues, such as incorrect punctuation, could lead to students losing points. Suggestions for improvement included a desire from multiple students that the instructor provide lecture slides and other material to students so they could study from them. Prospective students should know that students found the course to be interesting with a manageable workload. Also, no previous background in history or archaeology was necessary for the course.