What's Happening?
Binghamton University faculty have been awarded a three-year, $730,000 grant from the National Science Foundation (NSF). This funding will support a project aimed at engaging rural high school students and educators in geoarchaeology through remote-sensing
techniques. The initiative seeks to address the growing demand for a skilled workforce in science, technology, engineering, and math (STEM) by exposing young individuals to potential career paths in these fields. The project will involve students and educators investigating local archaeological sites within their own communities, utilizing non-invasive geophysical and remote sensing technologies such as drone-mounted magnetometry and ground-penetrating radar. These sites will primarily date back to the 19th century. Each summer during the grant period, 20 high school students and six educators, including school teachers and non-formal educators from local museums, libraries, and community groups, will participate in a two-week program. This program will provide an introduction to archaeology and geology, hands-on experience with various technologies, and opportunities to process collected data.
Why It's Important?
This NSF grant is significant for several reasons, primarily its potential to bolster the U.S. STEM workforce pipeline. By introducing rural high school students to geoarchaeology and related technologies, the project aims to spark interest in STEM fields at a critical developmental stage. This early exposure can lead to increased enrollment in STEM higher education programs and ultimately contribute to a more robust and diverse talent pool for industries reliant on scientific and technological expertise. Furthermore, the project's focus on non-invasive archaeological techniques provides practical skills that are transferable to other sectors, such as cultural resource management and environmental consulting. For rural communities, this initiative offers unique educational opportunities that might otherwise be inaccessible, potentially reducing educational disparities and fostering local economic development through skilled labor. The involvement of educators also ensures that the knowledge and techniques learned can be integrated into broader curricula, creating a lasting impact beyond the grant period.
What's Next?
Over the next three years, Binghamton University faculty, including Laurie Miroff, director of the Public Archaeology Facility, and Amber Simpson, director of the Re-Imaging Schools Research Lab, will implement the summer programs. Former Associate Professor of Earth Sciences Alex Nikulin will also remain involved. The initial phase will involve introducing participants to the fundamentals of archaeology and geology, followed by hands-on training with remote sensing equipment. Students and educators will then apply these techniques at local archaeological sites, such as those in downtown Binghamton and Chenango Valley State Park, before returning to campus to process their data. Beyond the technical training, participants will have opportunities to interact with professionals in various STEM-related industries, helping them understand the broader applicability of their newly acquired skills. The project also aims to support educators in integrating these concepts into their classroom or after-school programs, ensuring a wider reach and sustained impact on STEM education.
Beyond the Headlines
The project's emphasis on geoarchaeology offers a unique interdisciplinary approach to STEM education, blending scientific inquiry with historical and cultural understanding. By investigating local 19th-century archaeological sites, students will not only develop technical skills but also gain a deeper appreciation for their community's heritage and the scientific methods used to uncover it. This approach can foster a sense of place and civic engagement, connecting scientific learning to tangible local contexts. Ethically, the use of non-invasive techniques highlights a responsible approach to archaeological research, minimizing disturbance to historical sites. Culturally, the project can help preserve and interpret local histories that might otherwise remain unexplored, contributing to a richer understanding of regional development. Long-term, this initiative could serve as a model for other universities and communities seeking to engage underrepresented groups in STEM, demonstrating how localized, hands-on learning can effectively bridge educational gaps and inspire future generations of scientists and innovators.
