Project Directors & Professors
Dr. Samuel V. Connell (Foothill College)
Dr. Chad Gifford (Columbia University)
Dr. Kathryn Maurer (Foothill College)
Dr. Ted Neff (Museum of Northern Arizona)
What will you be doing in Ecuador?
Financial Aid is available for Enrollment in a Study Abroad Program while attending Foothill College; http://www.foothill.edu/aid/fa_apply.php You would be applying for aid with Unusual Circumstances, please make the aid office aware that you are doing the summer abroad program.
Days will be spent immersed in the culture of Ecuador both past and present.
To learn about the past the student will learn the basic field techniques of archaeology,
including excavation, survey and laboratory analysis. Classwork will cover some
archaeology methods and theory, as well as South American archaeology. For more
details about our research and the past findings, please see the Pambamarca project
Field trips for students will be called Faculty Developed Practica (FDP) designed to foster intercultural knowledge. Students will be required to take part in these trips. For example students will travel to indigenous communities, market towns, ancient archaeological sites and museums.
Service learning projects will be designed by the students as a way to apply your newfound anthropology background to discover real-life solutions to practical community problems. These will be conducted in a dynamic format with students conducting field research to determine a course of action.
The 2014 program will emphasize the links between archaeology and cultural anthropology within an ongoing archaeological research project. You will be learning archaeology field methods and working on ancient archaeological sites, but also be involved in community development work. Throughout your experience we will weave learning opportunities about the community context and how the application of applied anthropology pertains to the modern world.
The Pambamarca project area contains the largest concentration of pre-Columbian
fortresses in the New World. The purpose of our study is to examine the sequence
of occupation and activity in and around the Pambamarca forts. Previous years of
investigation by our project have shown that there are two types of fortresses,
Inka and Cayambe, and that they are arranged along either side of a bitterly
contested frontier. There is evidence of warfare everywhere.
Our work in 2014 will continue researching these amazing fortresses and expand our survey in the Andean highlands. Our aim is to document all of the fortresses and find out why so many forts were built in this critical geographic location. In addition, we hope to uncover the differences between the Inka and Cayambe warfare tactics. Finally, we will be trying to understand what made the Cayambe so successful at resisting the Inka when the rest of South America fell so quickly.
Student field work begins at a Spanish era colonial hacienda where we learn field techniques, and quickly move to the other sites for the rest of the field season. Plans in 2013 will include excavations at important Cayambe sites and Inka fortresses. Survey and exploration of ancient road systems will continue into the Amazon basin.
Students are trained in mapping, field excavation, and laboratory analysis. The project also utilizes Ground Penetrating Radar (GPR) to detect subsurface features and uses a Geographic Information System (GIS) to analyze data.
For too long archaeologists have been involving themselves in research
without a coherent plan for using anthropology to work with the local peoples in
different capacities. This summer we will be working closely with field anthropologists
interested in the region. Field trips for students will be called Faculty Developed
Practica (FDP) designed to foster intercultural knowledge. Students will be required
to take part in these trips and conduct research with your professor. For example
students will travel to indigenous communities, market towns, ancient archaeological
sites and museums. The primary FDPs will be trips to surrounding communities
such as Otavalo and Oyacachi, both important indigenous places.
Service learning projects will be designed by the students as a way to apply your newfound anthropology background to discover real-life solutions to practical community problems. These will be conducted in a dynamic format with students conducting field research to determine a course of action. One example from our summer 2012 program would be to create video for publication that documents the plight of indigenous laborers in the region.
The field program is broken down into different parts. The field and lab training
portions of the program involve all the aspects of archaeology, preparing the
student to operate in a field archaeology environment anywhere in the world.
Benefiting from the over 50 years combined staff experience in teaching archaeology,
each student is instructed in methods of site reconnaissance, surveying,
excavation techniques, data recording, photography, and drawing. In the laboratory,
students are guided through different aspects of artifact analysis, such as
ceramic typology and stone tool production experiments.
A field journal will covering every day in the field will be handed in by the student to the professors. The journal will cover the research being conducted and critically analyze the experience as it is ongoing. We find it is important for our students to reflect upon the daily rhythm of their lives. We will also require one or two blog posts during the trip.
Everyone will carry out Student Independent Pilot Projects (SIPPS). These projects are developed by the students during the field program and the investigation and analysis takes place in the field. A short final paper (5 pages) is due two weeks from the end of the summer quarter. Students are asked to consider a topic for research in the field and then will be asked to formulate a research plan during the 2nd and 3rd weeks which can be carried out on one day during the last week in the field. The data needs to be presented in report form and will serve as a jumping off point for future research in their lives. One of our greatest assets at PAP has been our openness about letting students come up with individual projects.
Q. Who Can Apply?
A. Anyone with a high school diploma.
Q. Do I need to be an archaeologist?
A. Certainly not.
Q. Will there financial aid?
A. We are working on this through the Foothill Foundation and Financial Aid at Foothill.
ALL OTHER QUESTIONS CAN BE ANSWERED VIA THE PROJECT WEBSITE