Teaching and recruiting

There, a full week of teaching ancient DNA on the archaeology course behind me. The history of ancient DNA, our basic tools such as PMD, PCAs, D-stat, F-stat, ADMIXTURE, and some metagenomics and paleopathology, some ethics, and some independent work on published articles. When I was whining about this incredible work-load, Anna Linderholm who is visiting us from Texas this week, simply commented: “You spoiled lazy child, you get a small period of five days of teaching and you sound like a victim from a major natural catastrophe.” And she does of course has a point, but I think any teaching is very intense, at least it should be if you are paying any respect to the students.

I also have a hidden selfish agenda here. I am thinking that sooner or later these students are going to do master projects somewhere. A week of ancient DNA should be enough to see how much fun one can have with the material, enough time for students to get interested in our topic. And from the complete opposite angle, what they actually would get themselves into if they went for an ancient DNA master project. There is a lot of groundwork for a traditional archaeology student to be done to be able to get into our kind of data, but this is an archaeology-tool, and we are based in the department of archaeology, so we also need to involve the archaeology students at different levels.

Some of the students preparing for the paper discussion

Teaching