Anthropology
Open Access

R. Lee Lyman

Biography

A primary research interest concerns the mammalian faunal history of Washington state and adjacent areas (Oregon, Idaho). Generally I seek to discern the biogeographic history of individual taxa, the morphological (chronoclinal) history of individual taxa, and the pale climatic implications of biogeographic and size change of species. My research demands knowledge of taphonomic and quantitative issues as well as a diverse set of analytical techniques and biological and ecological principles and concepts. These are topics that my students learn if they have an interest in zoo archaeology. Nearly as important as the first, since the late 1980s I have explored the implications of zooarchaeological research in particular and pale zoological research in general for conservation biology and wildlife management. I have published widely on this topic, including several case studies in biological conservation journals, as well as two books (one authored, one co-edited). Students under my direction are beginning to apply analytical tools developed in paleozoology such as analysis of ancient DNA and trace-element analysis to paleo-mammalian remains with conservation implications driving their research. I suspect this will become a common-place research tactic as long-curated collections are revisited with new analytical techniques in hand. A third research interest concerns the epistemology and history of Americanist archaeology. As of 2008, this aspect of my research is winding down, though I continue to teach the history of archaeology and of biological anthropology as part of the required graduate curricula. Other research interests include the modification and application of Darwinian evolutionary theory to cultural, particularly archaeological, phenomena. I regularly teach Anth. 2020/2021 (Fundamentals of Archaeology), Anth. 4820/7820 (Zooarchaeology), and Anth. 8020 (History of Anthropology II Biological/Physical Anthropology and Archaeology). In all of my classes I use my own research, whether accomplished 20 years ago, yesterday, or on-going, to help illustrate various concepts, methods of research, or theories. My job as a teacher involves two inter-related goals: (a) ensuring that students learn the subject matter, and (b) prompting students to develop and perfect their reasoning skills. I expect more from students than an ability to regurgitate definitions or discussions of concepts; I expect them to produce well-reasoned arguments concerning how and why one concept, method, or theory (paradigm or approach) is to be preferred over an alternative.

Research Interest

Morphological, Biological and ecological, Paleozoology, Zooarchaeology, History of Anthropology, Physical Anthropology, Archaeology