Teaching and Learning Anthropology最新文献

{"title":"Teaching and Learning Anthropology in the Museum: Developing an Exhibit with the Ignatian Pedagogical Paradigm","authors":"Catherine A. Nichols","doi":"10.5070/T30039284","DOIUrl":"https://doi.org/10.5070/T30039284","url":null,"abstract":"Author(s): Nichols, Catherine A | Abstract: Elements of the Ignatian Pedagogical Paradigm (IPP), or teaching and learning in the Jesuit tradition, can be successfully integrated into both formal anthropology courses and informal environments such as museum exhibits to advance anthropological pedagogy. This article discusses how I integrated the IPP into the design of an anthropology course on museum exhibit development and into the exhibit itself. Students benefitted from direct activities such as opportunities to study and interpret material culture, and they were asked to reflect on the experience of applying their anthropological knowledge and interests in a public venue. Visitors to the exhibit were provided opportunities for reflection, which may lead to changes in their actions.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134311267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of Essentials of Linguistics","authors":"Troy E. Spier","doi":"10.5070/T32142513","DOIUrl":"https://doi.org/10.5070/T32142513","url":null,"abstract":"","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124897110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Historic Mortuary Archaeology: A Case Study in High Impact Learning Experiences","authors":"Kathryn A. King","doi":"10.5070/T30043361","DOIUrl":"https://doi.org/10.5070/T30043361","url":null,"abstract":"Author(s): King, Kathryn A. | Abstract: High impact learning experiences are associated with positive trends in student retention and graduation. I developed a course, Historic Mortuary Archaeology, that incorporates two high impact strategies: engaging undergraduate students in research and learning through collaboration. This article discusses the process through which the course arose, how the work for one large research project was spread among the students, and the changes that I could make to improve the course in the future. The piece concludes with a general discussion of the logistical challenges of off-campus learning experiences and some strategies to address these issues.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114206744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of Perspectives: An Open Invitation to Cultural Anthropology","authors":"S. Grant","doi":"10.5070/T30041211","DOIUrl":"https://doi.org/10.5070/T30041211","url":null,"abstract":"","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127200543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“The Exchange Game”: An Engaging Classroom Exercise for Teaching and Learning About Reciprocity and Altruism","authors":"T. McIlwraith","doi":"10.5070/T30039676","DOIUrl":"https://doi.org/10.5070/T30039676","url":null,"abstract":"Author(s): McIlwraith, Thomas | Abstract: This paper explains how to play and debrief the Exchange Game. Suitable for play in first year anthropology courses and in lectures on economic anthropology, the game reinforces core concepts including reciprocity, cooperation, and altruism.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131804879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New Solution to the Classroom Blogging Problem","authors":"C. Boston","doi":"10.5070/T31139212","DOIUrl":"https://doi.org/10.5070/T31139212","url":null,"abstract":"","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127249976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fake News, Fake Science?: Reflections of Teaching Introduction to Biological Anthropology in the Era of Trump","authors":"Benjamin J. Schaefer","doi":"10.5070/t31139346","DOIUrl":"https://doi.org/10.5070/t31139346","url":null,"abstract":"Author(s): Schaefer, Benjamin J | Abstract: Combating fake news and fradualent science can be incredibly taxing. In this paper, I reflect on teaching introduction to biological anthropology at a large university and incorporating old academic literature as a teaching document. By utilizing old biological anthropology literautre and encouraing students to post related articles allowed for class discussion to critically analyze the material. By fostering a dialogue between the student and the professor in this setting, it brought upon a more nuanced and meaningful way to tackle fake news in the era of fake news.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125568084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Anthropology and Biology: Comparing Success Rates and Learning Outcomes for University-Level Human Evolution Courses","authors":"Amy L Rector, L. M. Day, Kelsey D O'Neill, M. Vergamini, Lauren Volkers, D. Hernandez, B. Verrelli","doi":"10.5070/t31139315","DOIUrl":"https://doi.org/10.5070/t31139315","url":null,"abstract":"Author(s): Rector, Amy L; Day, Lisa M; O'Neill, Kelsey D; Vergamini, Marie; Volkers, Lauren; Hernandez, Diego; Verrelli, Brian C | Abstract: Curriculum development in biological anthropology requires instructors to generate learning outcomes for both anthropology and biology majors. However, these students have substantially different backgrounds. Anthropology curricula do not always require biology prerequisites, and many instructors are concerned that anthropology majors may not be as prepared to learn biology content. As bioanthropological research increasingly relies on genetics and phylogenomics, a strong emphasis needs to be put on integrating biological content into anthropology courses. The core-level “Human Evolution” course at Virginia Commonwealth University is taught under an anthropology rubric. The course is divided into four primary units: two units cover topics that are also explored in lower-level biology courses (e.g., DNA inheritance) and two units focus on paleoanthropological topics (e.g., hominin taxonomy). Here, we compare results of course assessments between anthropology and biology majors across four semesters to determine whether students in the two majors performed differently on units with “biology” content versus “anthropology” content. A series of statistical tests reveal that overall, anthropology and biology majors are earning comparable final grades in the course. Additionally, when assessment results for units with differing content are contrasted, anthropology and biology majors scored comparably on “anthropology” content units. However, in some semesters, biology majors scored statistically significantly better in the “biology” units than in “anthropology” units, and in one semester, anthropology majors scored statistically significantly better than biology majors in “biology” content. These results suggest that it is biology majors, rather than anthropology majors, who are deficient in an integrated bioanthropological perspective. We recommend that anthropology and biology departments consider introducing an integrated curriculum that is interdisciplinary rather than multidisciplinary by design.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127937283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Helping Students Synthesize Academic Literature: Development of an Excel Research Grid","authors":"B. Shook","doi":"10.5070/T31139339","DOIUrl":"https://doi.org/10.5070/T31139339","url":null,"abstract":"Author(s): Shook, Beth | Abstract: One of the key challenges for undergraduate students is learning to read, understand, and synthesize academic literature. To help students develop these skills, a research grid assignment using Microsoft Excel was developed. This assignment breaks down the key steps to data synthesis, including identifying and summarizing key parts of academic literature and comparing these parts across academic articles. The ability to sort and highlight data in Excel allows students to easily identify patterns in the literature related to their specific research topics. Student feedback following two semesters of use in a core physical anthropology course suggests that the process of creating and using the research grid improved student satisfaction with the research process.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"46 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115673403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Doing and Teaching Anthropology: An Interview with David McCurdy","authors":"D. McCurdy, Katie Nelson","doi":"10.5070/T31141534","DOIUrl":"https://doi.org/10.5070/T31141534","url":null,"abstract":"","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114833517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}