Students examine significant Ancient Egyptian sites, their spatial organization, and the archaeological and artifactual material found at each. This evidence forms the primary source of data upon which our understanding of ancient Egyptian cultural development is based, and therefore close reading and critical analysis of the published records of site excavations is a major component of the course.
Why does the course include an International Course Module (ICM)?
Hands-on experience with artifacts from excavated contexts in Egypt and personal contact with scholars carrying out cutting-edge research provide exciting ways for students to hone their skills in the critical analysis of evidence from ancient Egypt.
When will the International Course Module take place?
Students and Professor Pouls Wegner will travel to the United Kingdom for the ICM during Spring Reading Week, February 17-25, 2018.
There are spaces for ten students registered in the course to participate in the ICM. Participants will be chosen by Prof. Pouls Wegner on the basis of academic merit, experience and an interview.
Do students have to pay for the International Course Module?
The ICM program is supported by the University of Toronto, and most of the costs are covered by the University. Under this program, each student who participates in the ICM must pay a fee of approximately $200. All of the other expenses associated with travel and maintenance directly related to the ICM (including airfare to the UK, travel around London and Oxford, meals, and lodging) are paid by the program.
How does the International Course Module relate to the coursework for NMC 362Y?
Coursework for NMC 362Y includes carrying out critical analysis of published excavation reports and writing a grant proposal for archaeological or archival research, modeled on the actual SSHRC Insight Development Grant application. The ICM experience will enrich both of these components of the learning experience in the course. The opportunity to engage directly with excavated artifacts and field notes from archaeological contexts will give students an understanding of the material that no publication can replicate. They will build on their experience in designing a research problem to address in the grant proposal, incorporating a more nuanced understanding of the nature of archaeological evidence and its potential to shed light on ancient cultures. Through their in-class defense of the research design section of the proposal they will share these insights with the students in the course who are not able to participate in the ICM themselves. They will also host a symposium for the Department of Near and Middle Eastern Civilizations and the broader Arts and Science community to share their experience and build their oral communication skills outside of the classroom setting.
What is the Marking Scheme for the course?
According to the marking scheme for the course, each student must write two grant proposals (35% each), two short written critiques of an excavation report (5% each) and two responses to another student’s critique of an excavation report (5% each). Class participation makes up the final 10% of the course mark. The materials and archives studied during the ICM are directly related to the course content and hence figure prominently in course discussions. Students who participate in the ICM will choose one of the sites where Petrie worked to develop a grant proposal around, bringing to bear their experience with artifacts from these specific sites in designing their research questions. They will present and defend their proposal orally in class, and the evaluation of this presentation will form 50% of the mark for that grant proposal assignment (or 17.5% of the final course mark). The weighting of this presentation reflects the importance of the ICM both for those students who participate directly in the experience and for the other students in the course who will use the presentation to help formulate their own research questions and methodologies. At the conclusion of the ICM, participating students will also share their experience and insights at a symposium held in the NMC Department (described below), and this symposium presentation will form a major component of their class participation mark (10% of the final course mark).
How will participants share their experience?
Each student who participates in the ICM will present and defend his/her grant proposal in class and benefit from the feedback of his/her peers. In addition, a symposium will be held in the Department of Near & Middle Eastern Civilizations after Reading Week in which the participants will present an overview of their activities and the insights gained through the experience, and will also contextualize their experience within broader issues integral to archaeological research, such as cultural heritage, the ethics of archaeology, and the use of digital humanities in the dissemination and analysis of archaeological evidence. The symposium will be open to the greater Arts & Science community. It will showcase the kind of deep engagement with complex issues that the ICM program nurtures, helping to support this important initiative at the University.