Linda S. Cordell Memorial Research Award

This award supports research at the Robert S. Peabody Museum of Archaeology using the collections of the museum. The endowment was named in honor of Dr. Linda S. Cordell, a distinguished archaeologist, specializing in the American Southwest.

Linda Cordell and student participants in Pecos Pathways, near Santa Fe, New Mexico


Linda S. Cordell (1943-2013) was Professor Emerita at the University of Colorado Boulder, a Senior Scholar at the School for Advanced Research on the Human Experience, in Santa Fe, external faculty at the Santa Fe Institute, and the former director of the University of Colorado Museum of Natural History, Boulder. A member of the National Academy of Sciences and the American Academy of Arts and Sciences, she received the A. V. Kidder medal for eminence in American Archaeology from the American Anthropological Association, and a Lifetime Achievement Award from the Society for American Archaeology. She was a dedicated and long-time member of the Peabody Advisory Committee and is greatly missed by her colleagues at the museum. Linda’s publications on the archaeology of the Southwest are well-known to scholars and the general public. For more information about Dr. Cordell, visit here.

Linda’s commitment to scholarship and research was the catalyst for the creation of an endowed award in her memory at the Peabody Museum.


Professionals in archaeology, anthropology, and allied social, natural and physical sciences. PhD candidates, junior faculty at colleges and universities, and Native American scholars are encouraged to apply.

Application Information

Applications will include: 1) completed application form; 2) one letter of recommendation from faculty advisor (if Ph.D. candidate), academic department chair (if junior faculty), or professional reference; 3) current curriculum vita. The Linda S. Cordell Memorial Research Award application is available from Ryan Wheeler. Applications will be reviewed and ranked by the Linda S. Cordell Memorial Research Award sub-committee, with awards announced annually in the spring. Any destructive sampling or analysis will require approval from Peabody Collections Oversight Committee. Recipients may be invited to share their research with students and faculty at Phillips Academy. Awards support research at the Robert S. Peabody Museum of Archaeology using the collections of the museum.

Applications should be submitted to the Director, Robert S. Peabody Museum by January 15. Submissions, including letters of recommendation, should be submitted by e-mail. Award recipients will be selected and notified in spring. The Award may be used anytime during the twelve month period following notification.

Support the Endowment

To make a gift in support of the Linda S. Cordell Memorial Research Award please contact Ryan Wheeler or visit our online giving page.



Zac Singer in front of the Peabody storage cabinets that house the Bull Brook collectionUniversity of Connecticut PhD candidate Zac Singer was the first recipient of the Linda S. Cordell Memorial Research Award, which supported his reanalysis of the Neponset site collection, specifically focusing on the middle Paleoindian (circa 10,000 to 11,000 years ago) assemblage from the site. Singer will use the data to complement his excavation and analysis of a Paleoindian site on the Mashantucket Pequot Reservation in southeastern Connecticut. This research will expand understanding of Paleoindian life in the Northeast, including study of lithic sources and stone tool manufacture; the work also will document a significant but little-studied Peabody Museum collection.


Jessica Watson examines the faunal materials from the Hornblower II siteJessica Watson is a PhD candidate at University at Albany-SUNY. Her research involves analysis of animal bones from the Frisby-Butler and Hornblower II sites on Martha’s Vineyard. These collections were donated to the Peabody in 2012 by Jim Richardson and represent excavations made in 1982 with the late archaeologist Jim Peterson. Jessica says her dissertation research will use “faunal assemblages from sites in the Northeastern U.S. … (to) examine human-environmental interactions by identifying changes in animal populations during early European colonization (ca. 1600-1700).” Her dissertation is tentatively titled Ecological Effects of Colonization on Mammals and Birds along the Northeastern Atlantic Coast.

Photo of archaeologist Adam KingAdam King is Research Associate Professor at the South Carolina Institute of Archaeology and Anthropology, University of South Carolina. His Cordell project focuses on Warren Moorehead’s 1925-1927 excavations at the Etowah site village near Cartersville, Georgia. King says, “my goal is to use the artifacts and documents produced to help evaluate the … ideas about the distribution of village areas at the site and the possibility that the Late Wilbanks village was burned.” He plans to examine pottery collections from the site and collect carbon samples for radiocarbon dating. Adam’s  dissertation on the Etowah site was published as Etowah: The Political History of a Chiefdom Capital (2003) and his research was instrumental in NAGPRA determinations of affiliation made by the Peabody in the 1990s.


Dave Thulman is an Assistant Professorial Lecturer at George Washington UnivPhoto of archaeologist David Thulmanersity where he teaches courses on human rights and ethics, cultural property, the archaeology of North America, and the peopling of the Americas.  He received the Linda S. Cordell Memorial Research Award to support his ongoing documentation of Paleoindian and Early Archaic period artifacts. Dave has already collected over 5000 early stone tool images, mainly from the Southeast, and new data from the Peabody’s collections will be used in several shape analyses, particularly looking at shape differences and assessing the degree of regional variation. He notes that current shape analyses of Paleoindian tools has been done on small datasets and that his “intent is to analyze hundreds of Paleoindian and Early Archaic artifacts to produce robust statistical inferences about temporal and spatial group relationships.” Dave received his PhD in 2006 from Florida State University in Tallahassee and serves as president of the non-profit Archaeological Research Cooperative, Inc. (ARCOOP).


Student Reflection – Alex Hagler ’16

Alex and Marla excavated on campus

Contributed by Alex Hagler ’16

I began working at the Peabody in sixth grade, under the brilliant supervision of Lindsay Randall. I was introduced to the behind-the-scenes workings of a museum, cataloging artifacts, organizing photos, preparing materials for classes, all the jobs of a high school work duty student. It amazed me, and still does, that, despite my young age, I was treated just about the same as any other work duty student. I was given the trust of the people I worked with at the museum, and that trust has remained to this day. Because of that, I have had wonderful, momentous occasions at the Peabody. I represented the Peabody at the 2014 Alumni Reunion Weekend, and I presented the findings of my own independent research project to the Massachusetts Archaeological Society, to name only two. I have enjoyed the constant support of the people with whom I have worked all these years, and so the Peabody has become like a second home to me.

Now, as a graduating senior, I look back on my years at the Peabody. I find that I am mostly content, with only some minor regrets, namely that I have yet to see the floppy disk I was promised way back in sixth grade. But beyond that, I find that I am overwhelmed, reflecting on how I have changed over my years working here. At the beginning, I was nervous, hesitantly exploring the Peabody for the very first time, just starting to explore my new found interest in history. At the end, I am confident, not only in that I have made smart and responsible choices during my time here, but also in that I will continue to do so for the rest of my life. And I have the Peabody to thank for that.

Interested to read more student reflections?  Visit here and here for more perspectives.

Student Reflection – Alana Gudinas ’16

Alana and other work duty students learn about Pueblo pottery from Dominique Toya

Contributed by Alana Gudinas ’16

I started work duty at the Peabody in the beginning of my 10th grade year, mainly because it seemed like the most interesting job to do on campus. How many other high school students have the opportunity to help out at a renowned archaeological museum just a short walk’s away? That year I did a lot of of boring, but necessary, work cataloging objects and essentially entering data into computers. What made doing this so amazing, however, was the fact that I was handling objects that were often thousands of years old, all with their own history and archaeological context. I worked in the same room as Marla and Lindsay, both who shared with me a lot of information about what we were working with and why. This experience I had my sophomore year made me passionate about history and archaeology and want to dive in even deeper.

I did, in fact, become more involved in the Peabody these last two years, through listening to speakers that came to the Peabody for Massachusetts Archaeological Society meetings (and even giving a presentation myself at one of them), meeting the incredibly special artists (such as Dominique and Maxine Toya), teachers, and scholars who visit the museum, and taking a history class the fall term of this year that met in the museum classroom. Having such extensive access and exposure to the Peabody the past three years has instilled in me a love and appreciation for archaeology and all the people involved in the field. I feel that I have learned so much not only about the archaeological and historical background of various objects, but also about the nature of the two fields in general and how they are used in a museum setting. I am endlessly thankful for this experience.

Interested to read more student reflections?  Visit here and here for more perspectives.

Student Reflection – Jacob Boudreau ’16

Image of student presenter

Contributed by Jacob Boudreau ’16

I didn’t know what to expect when I started work-duty at the Peabody. I don’t remember choosing to be in it. I didn’t know much at all about archaeology. By my third week of work-duty, I was convinced that archaeology (at the Peabody at least) was nothing but the glorified study of rocks. I was disappointed that I would be stuck inside categorizing rocks for 45 minutes a week, instead of doing one of the quick and easy 5-minute-per-week work-duties.

Those first few weeks, however, are not summary of my time at the Peabody. My time at the Peabody has taught me a lot about archaeology—what it is, what the various aspects of it are, what goes on behind the scenes—and it has imbued me with a deeper appreciation for the discipline. I have learned how artifacts are excavated; how they are stored, cataloged, and inventoried; how one handles delicate artifacts, creates displays for them, records when they are taken out for a class or put back into storage. All of these things I learned during work duty through experience – it was all hands-on. The other work-duty students and I weren’t simply there ticking off check-boxes on a clipboard while the museum staff did the “real work.” We all got the chance to engage directly with the artifacts in the various ways I listed above.

The best part of work-duty at the Peabody is all of the people I get to work with. Each term I work with a new team of students, which is a lot of fun. I really enjoy working with Marla as she always makes the tasks interesting and engaging and talks to us more like adults or friends than high school students.

The highlight of my time at the Peabody was the term that my work-duty group 3D scanned and printed selected artifacts, and then presented our results and research on the topic at a MAS meeting. I’m a math and science guy, and I was thrilled when Marla announced the plans for the term to us. We cooperated with Ms. Wessner from the makerspace and her work-duty students to learn how to scan and print the artifacts we had chosen. We each then presented on a specific part of the project: one student on how we selected the artifacts to print, me on how we scanned and printed them, and two students on the implications of the 3D replication of artifacts. (We also got to eat a lot of food at the meeting.) It just goes to show how interdisciplinary work at the Peabody can be.

Interested to read more student reflections?  Visit here and here for more perspectives.

Neponset Paleoindian Preform

Contributed by Quinn Rosefsky

While most of us have seen “arrowheads,” making sense of the complex world of Paleoindian lithic points is a challenge. The process of manufacture, flint knapping: the shaping of flint, chert, obsidian or other conchoidal fracturing stone through the process of lithic reduction (using a hand-tool pressure-flaking process) demonstrates a highly-advanced knowledge of how flint fractures when struck in specific locations on its surface. That the process has been in use for over 10,000 years commands respect for the fine hand coordination, skill, and thought-processes of individuals using this tool-making method. The example we are examining, a Neponset preform, is representative of the post-Clovis Folsom era.

Paleoindian biface from Neponset site, Massachusetts

About 12,000 years ago on the sandy shoreline of a partially drained glacial lake near what is now Canton, Massachusetts, a flint knapper, a Paleoindian using flint from Mt. Jasper over two hundred miles away in New Hampshire, stopped work on our preform. We can presume that something had gone wrong, resulting in the flint fracturing before it could be transformed into a tool, a projectile point, specifically a spear point. Call it quality control.

New England had three distinct point styles, each named after sites where they were found: Bull Brook, Neponset, and Nicholas. Materials came from three major sources: Munsungan, Maine (chert); Mt. Jasper, New Hampshire (rhyolite); and Hathaway, Vermont (chert). The Neponset site was found at the time of construction of a segment of I-95 not far from Canton. The work done by Stanley Buzarewicz, first in the early 1970s, and then in conjunction with Fred Carty in the late 1970s and early 1980s, yielded a variety of artifacts. In a 100 square meter area the archaeologists found ten fluted points and fragments; two miniature points and drills; thirty channel flakes and fragments; ten bifaces including preforms and fragments; eight leaf-shaped bifaces; and three biface edge fragments.

The findings were thoroughly categorized, including channel flakes because these provided direct evidence that a fluted channel had been created. Fluting refers to distinctive channels knapped into both the obverse and reverse of the point. The ones found at Neponset are distinguished from fluted points found at Bull Brook and Nicholas by stylistic elements. Neponset flutes run more than half the length of the point; have an average length of 6 cm; and are slightly tapered towards the base with flared ears.

The preform point, excavated on May 26, 1979, was described in Fred Carty and Arthur Spiess’s article The Neponset Paleoindian Site in Massachusetts published in Archaeology of Eastern North America, Vol 20 (Fall 1992, pp. 19-37). Made from Neponset rhyolite, it is a dark gray, glassy, nearly opaque material.  In these two pieces—now glued together making it whole again—this specimen was the largest preform found at the Neponset site, weighting 30.31 grams.  It measures 106.2 mm long, 36.6 mm wide at the widest point, and has a 6.2 mm deep basal indentation. The specimen was a final stage preform, meaning it had not yet reached the point where its maker would add the flute and finish its base. For whatever reason the point never reached its final form, we are witnesses to that moment in time, over 10,000 years ago, when a living person made the conscious decision not to complete a task.

Adopt A Drawer: What is it like to catalog a drawer?

The drawer before cataloging

Contributed by Marla Taylor

In fall 2013 the Peabody launched Adopt A Drawer, which connects supporters with our collections. Each gift of $1,000 supports the complete cataloging of one artifact storage drawer. Participants receive an Adopt A Drawer t-shirt, updates on cataloging,  and their support is acknowledged with a name plaque and in our online catalog, PastPerfect.

Cataloging the adopted drawers is a time-consuming but rewarding task. Each drawer is selected with care to identify areas of the collection that need a little extra TLC. Often times, I don’t even know what I am going to find in the drawer!

The drawer that I am currently working on has taken quite some time. There are over 130 artifacts – mostly stone tools – from at least 13 different sites across France. Many of them are from cave sites of the Magdalenian era (10,000 – 17,000 years ago), but some of these blades, scrapers, and cores date as far back as 70,000 years old. Some of these tools could have been crafted by the hands of Neanderthals.

The drawer before cataloging
The drawer before cataloging

When I first began work on the drawer, the tools were piled on top of one another in several smaller boxes. This poor storage can easily lead to damage along the delicately crafted edges of these tools. It was in need of a major upgrade!

With the help of work duty students – I couldn’t do this without them! – each artifact was photographed, measured, and rehoused. I have researched each artifact in our original accession ledgers for location and collection information. These records have then been combined with notes provided by Kathleen Sterling and Sebastien Lacombe of Binghampton University and experts in the lithic technology of France’s Upper Paleolithic who visited the collection in May 2015. I am integrating all of this information into their catalog records and the adoption process is nearly complete.

I will soon share details of the contents of this drawer with its donor and you can access it too by exploring our collection online.

For additional information how to adopt a drawer watch our short video or visit our website.

Invisible Injustice: Discovering & Disseminating the Story of Slavery in the North

Contributed by Lindsay Randall

Logo of conference courtesy of Salem State History Department

Scholars, museum professionals, educators and interested members of the public gathered at Salem State University for a symposium that delved into the history and implications of slavery in New England. Essex Heritage organized this event to be interactive and engaging. In addition to scholars they also invited the participants to explore the topic through breakout sessions and facilitated activities.

Beth Beringer of Essex Heritage invited me to lead one of the activities. During the morning session I lead participants through our History 200 lesson, The Little Spots Allow’d Them.  Participants explored how landscapes can and have shaped human behavior using archaeological data from Isaac Royall’s Ten Hills Farm in Medford, Mass. (now the Royall House and Slave Quarters).

Curator of Education Lindsay Randall leads her break out group through the interactive activity
Curator of Education Lindsay Randall leads her break out group through the interactive activity

The program then shifted to exploration of the difficult discussions that arise when confronting northern slavery. The experts on this panel had a diverse background as historians, professors, and museum professionals. They focused on meaningful strategies that could be used to engage any audience – classroom, museum goers, or the public – in a substantive manner.

Keynote speaker (and ChuBbs Woodrow Randall enthusiast) Dr. Joanne Pope Melish spoke about the often complex relationship that New England had with the institution of slavery. She focused on the impact that this history has had on the region and its legacy today. Melish was also quick to point out that “rich men did not own slaves. Slaves made men rich” and how we need to shift the typical narratives used when engaging with students in any setting.

Two books promoted during the program, Understanding and teaching American Slavery by Bethany Jay and Cythia Lyerly and Disowning Slavery by Joanne Pope Melish

There also was a group of museum educators who talked about their unique ways of engaging the public in the history of slavery in New England. Maryann Zujewski from Salem Maritime National Park has been working with Dr. Bethany Jay of Salem State University to reframe their interpretive tours so that they are not simply ADDING black people to history, but that they and other minorities are becoming more integrated in a meaningful and natural manner.  Olivia Searcy discussed how she has helped to create the educational programming for the Royall House and Slave Quarters Museum in a manner that has focused on the history of the enslaved people at the site. The Caribbean Connections program from the House of the Seven Gables  is a duel language program, described by Ana Nuncio as innovative in its outreach to minority groups in a community which might not otherwise feel welcomed in a museum setting.

At the end of the day participants could self-select into a variety of breakout sessions to dive further into a topic of interest.

This symposium was very important and offered me a great deal of new information and ways of thinking. I am already furiously at work on how to integrate all that I learned into the lessons and activities that I teach. I hope that another symposium of this kind will be offered again and I anxiously await word from my friends at Essex Heritage!


An Evening with Pueblo Potters

Please join us for a special evening with award-winning Pueblo potters Dominique Toya, Maxine Toya, Nancy Youngblood, and Joseph Youngblood Lugo.

collage of Pueblo potters, from left to right: Dominique Toya, Nancy Youngblood, pottery firing 2015, and Maxine Toya

Learn about contemporary Pueblo pottery making with these gifted artists while they visit Andover to work with Thayer Zaeder’s studio pottery classes. Dominique and Nancy have collaborated to create pieces that meld their unique approaches to traditional pottery construction, bringing together swirl melon bowls, glistening micaceous slips, carved designs, and blackware firing techniques. Maxine makes delightful figurines that draw on deep Pueblo traditions. Joseph Youngblood Lugo continues the Santa Clara tradition of carved blackware pottery, adding contemporary themes and motifs. These artists are passionate about their work and will share how they have melded traditional and innovative materials and methods to create contemporary works of art.

7-9pm, Wednesday, May 25, 2016
Hors d’oeuvres, beer, and wine
$20.00 per person

Please RSVP – contact Crystal McGuire – Office of Alumni Engagement at or 978-749-4282

Biface Cache Research

Contributed by Bonnie Sousa

Abigail Gamble, a student at the University of Massachusetts, Amherst, visited the Peabody to examine stone tools for her senior thesis.  She looked at several stone blades from an archaeological site in Andover for her comparative study of blades in the Northeast.   The museum acquired the artifacts from collector Arthur Hofmann in the early 1940s.


Changing Spaces

Collections with new plexi-glass doors

Contributed by Marla Taylor

Updating spaces at the Peabody is like playing with a giant sliding puzzle. In order to rearrange one room, you have to make space in another for everything that will be displaced. We wrestled with this puzzle as we recently updated two major spaces at the museum – our basement work room and our main exhibit gallery.

The basement work room is the center of most of the collections work at the Peabody. It is where work duty students, volunteers, and collections staff spends most of their time. And, until recently, it was home to several staff work spaces too. But it was time to refresh the space and make room to spread out the collection as we transfer artifacts from the old wooden drawer to new archival boxes.


Updating the gallery space was no small task! First, all the old exhibit was dismantled and objects were returned to storage. Then the exhibit cases were removed. And finally, the false walls that confined the space were demolished. Patching and painting is now underway. Future projects will see updated lighting and restoration of the windows.


Conversations are on-going about how to utilize this newly empty gallery space. The added space has already benefited our community family days and will hopefully provide space for student curated exhibits and larger student and alumni events.

If you haven’t been over to the Peabody for a while, now is the time!