Anthro 3150
APPLIED ANTHROPOLOGY SURVEY: HISTORY, USES, METHODS AND CAREERS
Spring 2013
CRN 14579
M, W, F 1:30-2:20, Animal Science 118
3 credits (fulfills methods component requirement)
Professor:
Office:
Office hours:
e-mail:
Bonnie Glass-Coffin, Ph.D.
Main 245E, ph:7-4064
M, W, F 9:30-10:20 and W 17:00-18:00
bonnie.glasscoffin@usu.edu
Required Texts:
Ervin, Alexander. Applied Anthropology: Tools and Perspectives for Contemporary Practice (2005,
2nd ed.), Allyn and Bacon
Briller, Sherylyn H. Designing an Anthropology Career: Professional Development Exercises (2009),
AltaMira Press
Stephens, W. Richard. Careers in Anthropology: What an Anthropology Degree Can Do For You.
(2002). Allyn and Bacon.
Introduction and rationale:
This three-credit, sophomore/junior level course in anthropology introduces students to the field of
applied anthropology, including discussions of its emergence, its applications and usefulness, the
methods and skills that practitioners use in their daily lives, and career options in the field. In
addition to introducing students to applied anthropology, the course meets three needs frequently
expressed by our students. First, it provides an introduction to and practice in the use of various
field-method techniques that are part of the cultural anthropologist's "toolkit." Second, , it introduces
the range of careers that students with an interest in applied anthropology might consider. Finally, it
introduces students to the skill-set needed to be able to identify career options and to effectively
market their skills to potential employers. In summary, this course answers the ubiquitous
questions: "But what can I DO with a degree in anthropology? How can I make myself marketable to
employers who don't know what anthropology is? How can I find-out more about what
anthropologists do in the REAL world?"
Course Requirements/Student Evaluation Criteria:
1)
Self-assessment portfolio Up to 60 points possible. Elements include all 15 exercises from
Briller and Goldmacher book (5 points per exercise). Students will turn-in each exercise for grading
ON CANVAS according to due dates on syllabus. On-line submissions are graded according to
completeness, and on-time submission but not content. LATE SUBMISSIONS WILL NOT BE GRADED
BUT LOWEST THREE SCORES WILL BE DROPPED TO ALLOW FOR THE OCCASIONAL “LIFE GOT IN
THE WAY” MOMENTS THAT WE ALL FACE. Graded submissions are not returned but students are
welcome to confer with instructor about these grades for these exercises during office hours.
Additionally, a HARD COPY of each exercise must be added to a 3 ring binder, separated by tabs.
2)
Ethnographic research project and presentation. Up to 100 points possible. Students are
required to select a potential career "path" open to anthropology majors (see chapters in Stephens
for examples), conduct ethnographic research with a working professional engaged in that career,
prepare a written report, and present a summary of their findings once during the last seven weeks
of the course (see syllabus for relevant dates). To accomplish this, students will need to survey
available literature (pdfs from Career Resources Handbook will be available on canvas to “jumpstart” research process), identify, contact, build rapport, and work with at least one key-informant,
conduct two ethnographic interviews (a life history as well as a “career information” conversation
with that informant, orally present research that includes summary of a relevant chapter from
Stephens text comparing and contrasting “life-story” of professional profiled in Stephens with
professional who has been the subject of the student’s research and prepare an ethnographic “career
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profile” report. NOTE: Student does NOT need to interview an informant with the same job title as
that profiled in Stephens but MUST select a chapter in Stephens to compare/contrast with caseexample that is the subject of the ethnographic report. The ethnographic report (which will also be
summarized during the oral presentation) must include the following information a) informant’s job
title, b) list of relevant skills and educational requirements pursuant to this job title, c) salary range
and employment prognosis for this career (to be obtained either via ethnographic research or
secondary research) d) a list of websites and/or hard-copy resources where job-openings for this
kind of position can be found, e) “a day-in-the-life summary of activities for this kind of professional
f) discussion of how career trajectory of informant compared with professional profiled in Stephens
book, g) recommendations for student-researchers. The written report should be 8-10 pages in
length and will be worth up to 75 points. It will be due on the LAST DAY OF CLASS. Oral
presentation of the ethnographic research will be scheduled according to syllabus and is worth up to
25 points. As an appendix to the written report, the student must submit at least two of the
following: a) organizational analysis of the company for whom primary informant works, b) a
transcribed ethnographic interview, c) detailed notes about participant observation/shadowing
experience) d) a life-history interview for primary informant).
3)
Job-notebook: Up to 30 points possible The “job” notebook should be kept as a spiral
notebook. It is three times during the last half of the term for evidence of continued
networking/career research (this is material that will be helpful as you are preparing the
ethnographic report) Dates for job notebook checks will NOT be announced ahead of time. as well as
a “job notebook” with cumulative evidence of independent research about relevant
organizations/positions/network contacts (e.g. lists of websites, contact information for various
organizations, list of job titles and skills needed for completion of job tasks, networks to be contacted
for research project, etc.).
4)
Class participation: attendance and discussion: up to 90 points possible. (Attendance WILL
be taken and 1-2 points awarded per day for good participation at instructor's discretion).
5)
Two midterm exams (up to 35 points each) to encourage your synthesis of class readings,
discussions and lecture will given on days indicated in the syllabus. Quiz format will be discussed in
class. Total possible points = 70.
Total points possible for course: 350
Late Assignment Policy
Points associated with in-class discussion or oral presentation cannot be made-up. Written work will
be accepted late, at the instructor's discretion, and the instructor reserves the right to mark-down
points for lateness. Generally, the instructor will deduct up to 5 points for each day-late on class
assignments. The final paper is due during finals week just before course grades are due. Therefore,
unless otherwise arranged with the instructor, the final paper cannot be accepted or graded if it is
not received by due date indicated.
ADA and FERPA
IN COOPERATION WITH THE DISABILITY RESOURCE CENTER, reasonable accommodation will be
provided for students with disabilities. Please meet with the instructor during the first week of calss
to make arrangements. Alternative format print materials, large print, audio, diskette or Braille may
be made available through the Disability Resource Center as necessary and required.
The Family Education Right to Privacy Act (FERPA) prohibits grades, graded-essays, or any other
form of graded assignment from being released by phone or from being placed in a public setting
(e.g. outside the classroom, etc.) except with explicit written permission from the student in question.
Course-Outline:
Week 1 (Jan 7-11):
Introduction/Course Overview: Why this Course?
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Readings:
M
W
F
Briller and Goldmacher, pp. 3-34; Stephens, pp. 1-3
Introduction and course overview
Defining applied anthropology
Preparing for career research/in-class discussion
Week 2: (Jan 14-18) How is applied anthropology different from other fields in
anthropology?
Readings:
Ervin, 1-13 and 44-58, Briller and Goldmacher, pp. 37-43, SCAN Stephens
M
Applied anthropology as a policy science
W
Arenas of application/practice: an overview
F
Identity Expedition exercise. Discussion.
Week 3: (Jan 21-25)
Ethics in Applied Research and Practice, Advocacy vrs. Value-neutral
Readings:
Ervin, pp. 30-43, Briller and Goldmacher, pp. 58-67
M,
NO CLASS
W
Anthropology on Trial
F
Ethics in Anthropology exercise DUE on Canvas. (No-class-day).
Week 4: (Jan 28-Feb 1): Introduction to methods for applied research
Readings:
Ervin, 160-185, Briller and Goldmacher, 44-57
M
Participant Observation
W
Ethnographic Interviewing and Focus Groups
F
Transcript analysis exercise, job titles exercise and discussion
Week 5: (Feb 4-Feb 8): More on methods
Readings:
Ervin, 189-206, Briller and Goldmacher 68-72
M
Quantification in applied anthropology
W
Social change exercise and discussion
F
Visit to career services
Week 6: (Feb 11-Feb 15):
Readings:
Ervin, 207-218, Briller and Goldmacher, 73-78
M
RAP Video and lecture
W
Collaboration exercise and discussion
F
No class
Week 7: (Feb 19-Feb 22)
Readings:
Ervin, 219-232, Briller and Goldmacher 79-87
T
Midterm #1
W
Participatory Action Research (possible guest speaker)
F
Life-balance exercise and discussion
Week 8: (Feb 25-Mar 1)
Readings:
Ervin, 233-256, Goldmacher, 88-96
M
Key skills and aptitudes for a career in applied anthropology
W
Mentoring exercise and discussion
F
Student Presentations:
Week 9 (Mar 4-Mar 8):
Applied anthropology: history and real-world possibilities
Readings:
Ervin, 14-29, Briller and Goldmacher, 97-102
M
Overview of the history of applied anthropology
W
Networking exercise and discussion
F
Student Presentations
Spring Break: March 11-15
3
Week 10 (Mar 18-Mar 22):
Policy Analysis and Practice
Readings:
Ervin, 59-75, Briller Goldmacher, 103-109
M
Strengths and weaknesses of anthropology as policy science
W
Ideal job exercise and discussion
F
Student presentations
Week 11 (Mar 25-Mar 29):
Anthropological Interventions: Needs Assessment
Readings
Ervin, 76-90, Briller and Goldmacher, 110-113
M
Needs Assessment in Applied Anthropology
W
Representing yourself and discussion
F
Student presentations
Week 12 (Apr 1-Apr 5):
Anthropological Interventions: Program Evaluation
Readings
Ervin, 91-110, Briller and Goldmacher, 114-122
M
Program Evaluation in Applied Anthropology
W
Resume exercise and discussion
F
Student presentations
Week 13 (Apr 8-Apr 12):
Social Impact Assessment
Readings
Ervin, Chapter, 111-124, Briller and Goldmacher, 123-140
M
Social Impact Assessments
W
Exercise: the Career Portfolio and discussion
F
Student presentations
Week 14 (Apr 15-19):
Environmental Anthropology
Readings
Ervin, 125-138, Briller and Goldmacher, 141-148, Stephens 79-85
M
Environmental anthropology
W
The Second Domain Exercise and discussion
F
Midterm #2
Week 15 (Apr 22-26):
Advocacy
Readings:
Ervin, 139-158, Briller and Goldmacher, 149-154
M
To advocate or not to advocate...that is the question
W
Retirement Speech Exercise
F
Student Presentations
4