Student Growth and Development

In recent years, I was the only archaeologist in a department in which 40-50 percent of its majors and graduate students identify archaeological research as their primary emphasis. I have mentored fifteen graduate students and many undergraduate students. If there is any measure of success, it must be in the fact that eleven of my previous students have entered Ph.D. programs at the most prestigious universities in the United States and Europe. Because of my commitment to research, I can better teach my students and, as a consequence, they are highly competitive as graduate students. Many of the programs to which they have applied had over 100 applicants and usually accepted two to three students. Our students have a 90% success rate for acceptance into Ph.D. programs. I would make a grievous error, however, if I did not say that my students are also outstanding! It is true that as teachers we receive as well as give, and I take great pride in their accomplishments.