iiinova — where your digital self keeps evolving

Dr. Laura Heath-Stout @lheathstout.bsky.social · 12/02/2026

And I'd reach out to the Enabled Archaeology Foundation (UK based) as well!

Dr. Laura Heath-Stout @lheathstout.bsky.social · 12/02/2026

Might be worth seeing if Kat Eichner at U of Idaho or Jade Luiz at Metropolitan State University Denver are doing a field school this summer, I know both of them have brought students with disabilities into the field before. Both do historical archaeology in the US.

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Karen K. Ho @karenho.bsky.social · 05/02/2026

the Epstein files are really devastating because they remind me of how many girls and women miss out on professional opportunities, mentorship and careers because of how many powerful, rich and influential men only view girls and women — and interactions with them — through the lens of sex

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 04/02/2026

NO! I copied the link from the publisher saying it would give free copies! Grr. I will happily send a pdf to anyone who wants one.

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 04/02/2026

My four-year-old and I have ongoing conversations about how Curious George is probably a chimp, not a monkey, and how Margret and H.A. Rey were probably just confused.

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 04/02/2026

New article! "Changing the Landscape of Archaeological Publishing" in Current Anthropology, by a giant collaborative group of coauthors fearlessly led by Jess Beck and including @bridgetalex.bsky.social @benmarwick.bsky.social @christinawarinner.bsky.social www.journals.uchicago.edu/doi/epdf/10....

journals.uchicago.edu

University of Chicago Press Journals: Cookie absent

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 16/01/2026

My review of "Mothering and Archaeology" edited by @savarchaeoalliance.bsky.social and Suzanne Spencer-Wood is out in Historical Archaeology! rdcu.be/eZpdj #academicsky 🏺

rdcu.be

Mothering and Archaeology: Past and Present Perspectives

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 07/01/2026

Here's the syllabus for anyone who is curious! www.lauraheathstout.com/uploads/4/9/...

lauraheathstout.com

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 07/01/2026

We noticed a strong recency bias in our knowledge, which makes sense both because most people know more recent than ancient history and because disability studies as a field has a lot more people working on the recent past than older histories... this course is going to expand much farther back!

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 07/01/2026

One of the students recently took a class on disability law, so they added laws like the Rehabilitation Act (and section 504), the ADA, and IDEA, as well as SCOTUS cases like Buck v. Bell. Students also knew about some great activists like Ed Roberts, Judy Heumann, and Alice Wong.

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 07/01/2026

Monday was my first day of Archaeology and Disability class! 🏺♿ Besides getting to know one another and going over the syllabus, we collaboratively created a timeline of disability history from our own existing knowledge.

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 05/01/2026

It's actually going to be two editorial board members; the editorial team won't be there! But we editorial board members are looking forward to chatting with prospective authors!

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Cambridge University Press - Archaeology @cambup-archaeology.cambridge.org · 22/12/2025

✈️Attending #SHA2026? ☕ Meet the #SAA's @saa-aap.bsky.social editorial team! 📅 Fri Jan 9, 10–12 📍 Illy Cafe, Detroit Marriott Let’s talk #publishing and celebrate your #archaeological research!

Promotional image announcing a meeting at Illy Cafe, Detroit Marriott, with the text: "Raise a cup to archaeological research! Join us on Friday January 9, 10:00-12 noon, 400 Renaissance Drive, SHA 2026". The flyer includes a photo of a person in safety gear examining artifacts in a lab. Coffee beans are scattered around the flyer, enhancing the theme.

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 05/01/2026

Yes, I've always wondered if Card has read his own work.

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 05/01/2026

Hey fellow archaeologists! Are you going to the Society for Historical Archaeology 🏺 #sha2026 meeting this week? Come chat with me and Maureen Meyers about publishing in Advances in Archaeological Practice @saa-aap.bsky.social on Friday morning!

Meet the Editorial Board! 9 January 2026, 10am–12pm, Illy Cafe, Detroit Marriott, 400 Renaissance Drive.
Come join members of the editorial board of Advances in Archaeological Practice for a chat and a cuppy. We'll be at Illy Cafe in the Marriott from 10am–12pm on Friday, January 9 and are ready for any questions about publishing in the journal. We'd also love to see our published authors to celebrate you!

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

And the work is GREAT. When students get to pursue the interests that made them sign up for my class in the first place, and set deadlines that don't conflict with their other courses/jobs/family responsibilities/religious observance/bodily needs, they do such good work.

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

And it makes grading SO MUCH MORE PLEASANT. Rather than getting a big stack of variations on the same paper and deciding which is a B and which is a B+, I get a steady flow of creative, unique projects that I get to give full credit and nuanced feedback to.

Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

It rewards planning and communication about deadlines. Given how often academics submit things late, I cannot stomach harsh policies for students. I regularly tell coauthors "I will have time to work on that in January, can I get it to you by 2/1?" or "My kids are sick, I need another week."

Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

This system takes so much pressure off of students! They can take creative risks and push themselves and express controversial opinions without fear of a low grade. They get to pursue their interests and goals!

Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

3. They get 1 credit for each class period that they are attentive and prepared. If they arrive late, leave early, or are clearly inattentive or unprepared, they may get no or partial credit. They can make up for a missed class with a written reflection on the readings due 1 week later. (18 credits)

Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

The other 40% of the grade is things that I've chosen: 1. At the beginning of the quarter, they submit their plan and a written reflection on their background knowledge, interests, and goals (10 credits) 2. At the end, they submit a written reflection on their learning (12 credits)

Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

If a student completes an assignment on time, they get the full number of credits toward their final grade, plus detailed qualitative feedback. If the assignment is late (absent a granted extension), they lose 1/2 a credit per day.

Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

-design your own project (number of credits to be proposed by the student) They also set deadlines for each assignment they've chosen, which allows them to have deadlines that make sense given their other commitments.

Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

-@sapiens.org style article (15) -write a section of your thesis/bigger project related to disability (15) -peer reviewing a classmate's draft (10; can be done twice) -mock peer review of a published article (10) -revising an assignment after getting my feedback (10) -leading class (10)

Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

At the beginning of the quarter, they choose up to 60 credits worth of assignments: -research paper (3000+ words; 30 credits) -conference-style research presentation (25) -conference-style poster (20) -annotated bibliography (15) -interviewing a disabled archaeologist (15)

Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

60% of the students' final grade is based on assignments that they get to choose! I give them a menu of options, and they choose which assignments they want to do and what topics (related to the course) to research/write about. Students choose what skills to develop and what interests to follow!

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 08/12/2025

My Archaeology and Disability 🏺♿ course starts on 1/5, but I'm traveling with my family 12/17–1/2, so I am getting everything ready now! I'm really excited about the grading (or, really, #ungrading) structure of the course, which gives students a lot of freedom, choice, and room for risk-taking! 🧵

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 02/12/2025

3. Demonstrate improvement in the research and writing skills that they have chosen to develop through the flexible assignment structure of the course. 🏺♿

Dr. Laura Heath-Stout @lheathstout.bsky.social · 02/12/2025

By the end of the quarter, students will be able to: 1. Articulate several major ideas from disability studies and apply them to archaeological case studies. 2. Explain how disability studies and disabled self-advocates are reshaping the practice of archaeology. 🏺♿

Dr. Laura Heath-Stout @lheathstout.bsky.social · 02/12/2025

We will examine a variety of theoretical frames drawn from Disability Studies and other disciplines and consider how they can be usefully applied to archaeology. Case studies from a variety of geographic and temporal contexts will provide the basis for imagining an anti-ableist archaeology. 🏺♿

Dr. Laura Heath-Stout @lheathstout.bsky.social · 02/12/2025

Course Description and Outcomes: In this course, we will explore the ways archaeology and disability relate to each other, including both the ways archaeologists interpret disability in the past and how ableism shapes the practice of archaeology in the present. 🏺♿

Dr. Laura Heath-Stout @lheathstout.bsky.social · 02/12/2025

Super excited to be preparing for my Archaeology 🏺 and Disability ♿ course for winter quarter! Registration starts this week, and I hope lots of awesome @stanford.edu students sign up! I'll be posting about the class here on BlueSky too, and would love to have some good pedagogy conversations!

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 18/11/2025

Good question! I don't think it's being recorded but I will double-check and get back to you!

Dr. Laura Heath-Stout @lheathstout.bsky.social · 17/11/2025

In this talk, I will explore how archaeology and disability studies can be brought together to create more rigorous and inclusive interpretations of the human past.

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 17/11/2025

Simultaneously, the interdisciplinary field of Disability Studies is deeply engaged with studying the past, but almost never uses archaeological methods. ...

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Dr. Laura Heath-Stout @lheathstout.bsky.social · 17/11/2025

Yet we rarely engage with the expertise of disabled people in the present or theory from disability studies that could help us understand past disabled lives. ...

Dr. Laura Heath-Stout @lheathstout.bsky.social · 17/11/2025

Indeed, since all human communities have members with a variety of bodies and minds, all archaeology is, in part, the archaeology of disability. ...

Dr. Laura Heath-Stout @lheathstout.bsky.social · 17/11/2025

Abstract: Whether diagnosing illnesses and injuries in human remains, identifying the material culture of medical care, or excavating historical sites of institutionalization, archaeologists often discuss disability. ...

Dr. Laura Heath-Stout @lheathstout.bsky.social · 17/11/2025

Info: archaeology.stanford.edu/events/lunch... Register for Zoom: qrco.de/bgSCzn

events.stanford.edu