Bioarchaeology is a collaborative field and I have a record of encouraging my students to participate with me on projects of shared interest. These projects include a variety of research settings including both laboratory and field work. For example, our project at the 76 Draw site by necessity requires the efforts of student field crews. However, I and my co-directors are interested in the contributions of our students above and beyond their fieldwork. As the director primarily concerned with the field laboratory, I encourage each student as they rotate through lab to identify a project they are interested in for future research. This year, as a result, we have a session organized for the 2014 Society for American Archaeology meetings that includes 9 posters each of which has one or more students as authors. Such presentations often lead to publications and I am a co-author with students on two chapters accepted for publication in the proceedings from a regional conference (McCarthy et al. 2013.; Van Pool et al. 2013).
My GPR work similarly engages student collaborators. Again, students work alongside me in the field. However, I try to help students recognize that fieldwork is usually the beginning of our research. The reports for our last three GPR projects (Rakita & Wester Davis 2012; Wester Davis & Rakita 2013; and Wester Davis et al. 2013) are all co-authored by a student of mine. Over the course of these three projects, she has become quite familiar with both the field collection and computer processing of GPR data. The progression of her authorship role (from second author to primary author) is an indication of her taking on a greater role in the research process.