There is a current and projected dearth of individuals with the required skills and education to become professional archaeologists. Because of this, the discipline should consider underlying causes leading students to have a lack of interest in pursuing archaeological careers. Social cognitive career theory posits that self-efficacy, expected outcomes, and goal mechanisms mediate a student's career-relevant interest and aspirations. To understand undergraduate students’ perceptions of archaeological careers, we surveyed and interviewed students enrolled in an introductory course in biological anthropology and archaeology at a regional comprehensive university in the United States. Students completed surveys at the beginning and end of the course, and some students volunteered for an interview. Survey results revealed no significant changes in career interest from the beginning to the end of the course. Interview data indicated that taking the course gave students a better appreciation for archaeology, and none interviewed felt less likely to pursue a career in the discipline. We identify persistent perceptions that students held about the discipline that may dissuade them from considering archaeology as a viable career option, and we provide recommendations that may help attract more students to careers in archaeology.

Field schools are foundational training for archaeologists and the corresponding methods for instruction are largely consistent within the discipline. The expectation is that at some point early in their careers students will enroll in a field school. To participate, students must pay summer tuition, dedicate a minimum of four weeks (usually longer) to full-time fieldwork, and in many cases travel to remote locations. The reality is that for many students such expectations make field school participation an impossibility—and ultimately make archaeology a nonviable career option for students from historically underrepresented backgrounds. Offering local field opportunities within the context of a regular school year alleviates those problems. A recent field school in north Idaho demonstrated how traditional field school structure excludes many students and how archaeologists can adjust instruction to make field training more accessible to students.

Over the last decades, archaeology has experienced a transformative revolution in the wake of the digital that has shaped the ways in which it is researched and published. A key concept, openness, has emerged from this shift. This article explores digital approaches to data management conducted within the framework of the PERAIA project, which provides a comprehensive open database and a web application that integrate data on archaeological heritage spanning from late prehistory to antiquity, covering the Aegean area (Crete) and northeastern Libya / northwestern Egypt (Marmarica). We used a methodology that integrates legacy data with historical aerial and satellite imagery to identify archaeological features in the landscape, thereby enriching them with associated environmental and historical (meta)data. Our open data practices reflect a commitment to open science, in which digital technology and the LOUD+FAIR principles have been at the core of the project to achieve data openness, fair access to information, and enhanced data reusability potential.

This article aims to expand the scope of experimental archaeology to emphasize multilevel variation and interactions across the levels of perception, actions, and outcomes. Such an approach, loosely formulated as the Perception-Process-Product (“Triple P”) framework, offers a more grounded and richer explanation of the past archaeological record. It consists of three principles: (1) acknowledging the inherent trade-off between control and generalizability in the experimental research design; (2) encouraging collaborative projects that involve geographically diverse and nontraditional research participants, such as hobbyists and novices; and (3) adopting a workflow that normalizes the collection and curation of ethological and ethnographic data in experimental projects. Serving as a heuristic device, this alternative mode of knowledge production is highly flexible in nature, where each single component is detachable as dictated by individual research questions.

Experimental stone tool replication is an important method for understanding the context and production of prehistoric technologies. Experimental control is valuable for restricting the influence of confounding variables. Researchers can exert control in studies related to cognition and behavior by standardizing the type, form, and size of raw materials. Although standardization measures are already part of archaeological practice, specific protocols—let alone comparisons between standardization techniques—are rarely openly reported. Consequently, independent laboratories often repeat the costly trial-and-error process for selecting usable raw material types or forms. Here, we investigated various techniques and raw materials (such as hand-knapped flint, machine-cut basalt, manufactured glass, and porcelain) and evaluated them for validity, reliability, and standardizability. We describe the tests we performed, providing information on the individual approaches, as well as comparisons between the techniques and materials according to validity and reliability, along with relative costs. We end by providing recommendations. This is intended as a serviceable guide on raw material standardization for knapping experiments, including existing strategies and ones so far undescribed in the experimental archaeology literature. The future of this field would benefit from developments in the relevant technologies and methodologies, especially for those that are not yet widely available or affordable.

Repatriation of human remains and associated funerary objects under NAGPRA and the increased use of culturally informed curation practices for sacred, religious, and ceremonial objects are important steps toward restoring control over cultural patrimony to Native Nations in the United States. Many museums holding Indigenous belongings have begun a collaborative care approach involving Indigenous community voices and improving access to collections. However, this framework has not been applied to many animal remains curated in American archaeology museums, which remain broadly beyond the care or administrative purview of Native people. Because many Indigenous worldviews do not hold a clear separation between the human and animal spheres, common practices applied to animal remains are not congruent with the idea of respectful or culturally informed care. Here we outline steps to shift the treatment of animals through the application of Indigenous knowledge to museum collections.

The use of programming languages in archaeological research has witnessed a notable surge in the last decade, particularly with R, a versatile statistical computing language that fosters the development of specialized packages. This article introduces the tesselle project (https://www.tesselle.org/), a comprehensive collection of R packages tailored for archaeological research and education. The tesselle packages are centered on quantitative analysis methods specifically crafted for archaeology. They are designed to complement both general-purpose and other specialized statistical packages. These packages serve as a versatile toolbox, facilitating the exploration and analysis of common data types in archaeology—such as count data, compositional data, or chronological data—and enabling the construction of reproducible workflows. Complementary packages for visualization, data preparation, and educational resources augment the tesselle ecosystem. This article outlines the project's inception, its objectives, design principles, and key components, along with reflections on future directions.

Archaeologists promote the use of digital methods and data management principles such as FAIR and CARE to democratize and decolonize the discipline and our projects. Digital archaeology offers the potential to enhance accessibility, improve opportunities for data sharing, and foster multivocal interpretation while avoiding colonialist dynamics in international collaborations. In June 2024, the authors’ discussions about digital archaeology in Armenia highlighted the importance of addressing collaborators’ prior knowledge and knowledge frameworks in digital archaeological projects. These discussions, along with a case study about an earlier digital survey in the Azat River valley, demonstrated that varying levels of familiarity with tools such as geographic information systems (GIS) and different training traditions can limit successful collaboration and data interpretation if not addressed explicitly. This review argues that successful digital archaeology requires a focus on understanding and integrating the diverse knowledge frameworks and prior experiences of all team members into all aspects of the digital workflow.