As my race to finish up lingering summer projects before so-called “vacation” and the start of the semester, this includes writing two abstracts with August 1 deadlines. The first abstract is for the November pilgrimCHAT conference and the second is for a book on “Teaching and Learning the Archaeology of the Contemporary Era” edited by Gabriel Moshenska.
I generally suck at writing abstracts and usually struggle to produce papers that make good on what the abstract promises. That said, it is abstract time, so here goes.
Abstract the First: pilgrimCHAT 
In April 1997, the Red River of the North overran its bank and inundated the cities of Grand Forks, North Dakota and East Grand Forks, Minnesota forcing over 50,000 residents to evacuate and significant damage to both cities. In the aftermath of this flood, the two cities demolished a number of neighborhoods that stood close to the river, installed a series of massive floodways that run for nearly 15 kms along the course of the Red River, and constructed a new series of pump and lift stations. This work created a massive park, known as the Grand Forks Greenway, of over 8 square kilometers festooned with bike paths, river access, and recreation areas and separated from the residential and commercial areas of the city by a series of imposing earthen and cement flood walls pierced by gates.
This static presentation, supplemented with video, photographs, and possibly audio, seeks to explore the Grand Forks Greenway as a corridor for movement of water, animals, and humans that is defined by a series of walls. The text will consider the tension between walls and movement and the way in which the two co-create the experience, environment, and history of this distinctive landscape.
Abstract the Second: Teaching and Learning Archaeology of the Contemporary Era (502)
From the early 1980s, campus archaeology has represented a key element in the training of archaeologists. Controlled excavations and surveys have introduced students not only to the basics of archaeological methods and recording practices, but also the history of their campuses. A number of publications have also demonstrated the pedagogical potential associated with the systematic documentation of material culture associated with contemporary campus life.
This contribution will document my experiences teaching a two month class focused on two abandoned buildings on the campus of the University of North Dakota prior to their destruction. Students in the class were given very basic instructions on how to document the buildings and the any post-abandonment contents. When they encountered the complexity of the buildings and the assemblages, however, our system of documentation broke down and in its place emerged a more organic and dynamic form of engagement with the content and architecture of these buildings. Rather than trying to impose structure this moment of anarchic adaptation, I let the experiment run its course. The results were a remarkable degree of student engagement, valuable instances of discovery, expressions of creativity, and successful outreach.