Teaching collaborative environmental anthropology: A case study embedding engaged scholarship in critical approaches to voluntourism

2016

Participation in research prepares students for planning and conducting future projects, as well as academic and professional success. This article presents results of a student‐involved research project exploring a cultural model of HIV/AIDS prevention and treatment among college students as an example of teaching anthropological methods through faculty‐directed research. This research provides information on how an “at‐risk” population understands HIV/AIDS, including misconceptions held. Results include what participants know about prevention, treatment, and services. In addition to presenting this shared model, variation in knowledge is discussed by exploring factors influencing competence. Also, student collaborators learn invaluable methods by actually conducting research. This teaching method is assessed through student outcomes, including how they applied this experience to future work. Students have completed additional research on a variety of topics using methods learned throughout, including conceptions of mental illnesses, expectations of farmers’ markets, and treatment seeking among the uninsured. [student engagement, HIV/AIDS, Mississippi]

“…This project, similar to others in this issue (see Brondo et al. ; Dengah et al. ; Snodgrass ; Stein et al.…”

Section: Introductionsupporting

confidence: 86%

Teaching the research process through student engagement: Cultural consensus analysis of HIV/AIDS

2016

“…Brondo et al. () implement a class project to teach applied and practicing anthropology. They use an interdisciplinary approach that also involves students with nongovernmental conservation organizations in Honduras to investigate volunteer tourism.…”

Section: Contributors: Specific Examples Of Involving Studentsmentioning

confidence: 99%

“Involve me and I learn”: Teaching and applying anthropology

Dengah

2016

The role of anthropology to inform and shape public discourse has never been more necessary. Yet, the discipline struggles, at times, to remain relevant and accessible to students. It is increasingly important to provide students with skills that are useful outside academia. The ability to make the anthropological research process accessible is a critical determinate of the future of our discipline. This introduction situates the articles of this issue in a discussion of mentorship and hands‐on training for students. Drawing on discussions within anthropology, social sciences, and education, it addresses the importance of training undergraduate and graduate students in methods that connect professional and community needs. Examples of engaging students and communities with “hands‐on” anthropological experiences are highlighted within diverse themes including health, community, gender, volunteer tourism, online virtual worlds, and technology, serving as frameworks for extending and connecting research with students, faculty, and community members.

“…In addition, anthropology students gained a much better appreciation for planning and implementing projects as well as assessing these and outcomes (see Brondo et al. ; Hale for other examples). Furthermore, involvement in this project assisted M.A.…”

Section: Student and Learning Outcomesmentioning

confidence: 99%

Creating a better tomorrow: Teaching applied cultural anthropological research by reimagining service learning and community engagement

Ploessl

Mcneece

et al. 2016

Service learning combines classroom instruction with meaningful community service. This article presents a project grounded in this concept that developed in a graduate‐level Applied Cultural Anthropology class to provide students the opportunity to learn by applying textbook information and anthropological methods to real world issues. Anthropology students researched elementary school children's concept of the future of their community. This article documents those perspectives. Graduate students visited local elementary schools and interviewed fourth graders, asking them to reflect on their city, design an ideal future community, and portray these in artwork. The project focuses on initiated change and encourages community engagement and partnerships between schools, higher education, and various community members. Outcomes include a coloring book, an illustrated report, and an instruction manual for conducting similar projects. Anthropology students benefitted in numerous ways, including a better understanding of applied anthropology and methodology as well as knowledge and experience.