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#FEMALE PLEASURE ab heute bei uns im Lichtspielhaus. Do-So 21.15 Uhr Mo-Mi 17.00 Uhr #femalepleasure #barbaramiller #deborahfeldman #leylahussein #rokudenashiko #vithikayadav https://www.instagram.com/p/Bsum1mqlQ7u/?utm_source=ig_tumblr_share&igshid=piuytdiy4saw
Yes, my student Elizabeth Currie gave me a sword as a gift for mentoring her. I feel like Wonder Woman. 😁 . . #smallspacebiglife #shuwpf #heidirubymiller #elizabethcurrie #barbaramiller #setonhillwriters #sword #authorsofinstagram #writerslife #writersofinstagram (at Seton Hill University)
Introduction to Sociocultural Anthropology at George Washington University: A “Hybrid” Version
I have taught intro sociocultural anthropology at various colleges and universities and in a variety of formats for nearly four decades. This spring 2017, I had the opportunity to teach what GW calls a “hybrid” version of the class: instead of 150 minutes in class each week, a hybrid class includes about half of that and expects students to do more independent learning outside class.
My class met for 90 minutes every Friday for 14 weeks. I had hoped to keep class size to 15-20 students which would mean they would all be able to sit at our department’s seminar table. In the end, the class enrolled 26 students. The room was very crowded.
That number of students resulted from my realization that seniors, athletes, and some other special categories of students get “priority” registration. So instead of enrolling mainly first-year students, my class of 15 had mainly upper-level students. So, through email, I allowed several other students to enroll, giving priority to first-year students.
Who would have ever thought that a 9:30am class on a Friday would be so popular.
The course design was another major challenge. I started working on the design in the summer of 2016. I read about open-style course design. I abandoned lectures. The class sessions became student-led as they presented their research. I abandoned traditional assessments and my usual mid-term and final exams and a term paper. Instead, students compiled their discussion posts and Tumblr posts in a portfolio at mid-term and at the end of the semester. Discussion posts asked students to comment on one of the questions each week with a 100-word comment. Tumblr posts asked students to choose two Key Concepts from my textbook, Cultural Anthropology 8e, with 100-150 words for each concept and an illustrative photo from their everyday lives during the semester.
When the class began and I had to share my first draft syllabus with the students, I knew that much of the course plan/expectations/requirements would evolve over the semester. While I was confident about the reading assignments, film viewing, online discussions, and the “observational research” project, I wasn’t sure how it would all play out over the semester, week by week.
During the first class, I told my students that they were pioneers, working with me to develop a new way of learning about sociocultural anthropology. I warned them that they would need to be on their toes, to be agile as “policies” evolved during the semester. No one dropped the class after that first meeting.
Looking back, I would say that my basic course design worked. With insights from my students, I can make expectations (criteria such as word length for discussion posts) and deadlines much clearer on the syllabus the next time I teach the class.
I cannot measure how much my students learned in this class versus a traditional mid-term/final/term paper class. But I am convinced that they all engaged with anthropological concepts in ways that they otherwise would not have. And me: I learned so much about my students’ lives. And about the need for me to get to work revising some of the key concepts in my textbook when I next revise.
Anthropology 1002 Syllabus
Anth 1002.11 Introduction to Sociocultural Anthropology
Spring 2017: Hybrid Version
Professor Barbara Miller, [email protected]
Office hours: Friday 11:30am-1pm (please email in advance to confirm)
Email and phone availability (cell 202-420-1002, for emergency)
Hybrid course mission:
A so-called hybrid course involves less time in a traditional classroom setting and requires more independent, self-monitored work by the student outside of class. In this case, class time will not be devoted to lectures or watching full-length documentary films. Instead, class time will be used for structured discussion of readings, film viewings, and independent research projects. Given the altered course delivery, evaluations of student achievement will not be based on the traditional testing model. In all, the class will consider students to constitute a community of scholars, working toward the common goal of learning a lot about sociocultural anthropology and how it connects to our everyday lives through reading, viewing, sharing, and independent observational research and analysis.
Given GW guidelines about expected class time per week:
► Students will spend 90 minutes a week in class (attendance is required; please see below for details).
► Students are expected to devote at least six hours a week, on average, outside of class to this course.
Expectations – students will:
Do the assigned reading, watch the assigned films, and be prepared to discuss them in class and participate in Blackboard discussions about them
Conduct and present 6 of the “Anthropology in Everyday Life” Research Exercises; review classmates’ presentations on Tumblr, and be prepared to comment on them in class.
Take a turn being a class note-taker for one-half of a class session (45 minutes); thus each student will have an opportunity. There will be a list/sign-up sheet; if something goes wrong and you cannot take notes at your assigned time, it is your responsibility to swap a time with another student (social capital at work). Class notes will be posted on a thread on Discussion Board on a weekly basis so that we build an archive.
Participate in class discussion in person and on Discussion Board (ONE thoughtful post each week, either a novel post or a post in response to another student’s post; posts should be about 100 words on average, thoughtful, well-crafted, and perhaps drawing on other class readings/learning); individual introductions at the beginning of class do not count).
Learning objectives:
► Awareness of concepts and theories in sociocultural anthropology and awareness of world ethnographic variation
► Understanding of ethical responsibilities and challenges in fieldwork; learn of the value and limitation of purely optical research
► Facility with critical thinking in assessing anthropology’s approaches and findings
► Practicing close observation, note-taking, and reflexivity
► Writing short reports and visual presentation on Tumblr
► Preparing and presenting short oral reports on research (6 in all) including required overview during the last class
► Appreciation of value of peer learning through “Community of Scholars” approach
Grading:
As of the first class, everyone starts with an “A” grade. I will be your coach, guiding you to achieving learning objectives. There are no exams.
Draft rubric:
Task
Midpoint
End of Course
Misc.
% of Grade
Attendance
20
Discussion Board
30
Tumblr
50
TOTAL
100 percent
Required Books (on sale in the GW bookstore; 2-hour reserve in Gelman Library):
Barbara D. Miller, Cultural Anthropology (2017, 8th edition). ISBN 978-0-13-44190-7 [My Anthro Lab not required].
James Spradley and David W. McCurdy, eds., Conformity and Conflict (2016, 15th edition); referred to below as C&C. ISBN 13-978-0-205-98079-5 [selected chapters].
Elizabeth Thomas, The Old Way: A Story of the First People (2006, any edition].
Seth Holmes, Fresh Fruit, Broken Bodies: Migrant Farmworkers in the United States (2013).
Jon D. Holtzman, Nuer Journeys, Nuer Lives: Sudanese Refugees in Minnesota (2000, any edition).
GW support for students:
► Instructional Technology Help Desk open every day 24 hours: Tel. 202-994-4948; [email protected]
►Disability Support Services (DSS): Marvin Center 242, telephone 994-8250; http://gwired.gwu.edu/dss
►Mental Health Services, counsellors available all day, every day at 202-994-5300; https://counselingcenter.gwu.edu/
In case of an emergency:
Our class meets in the seminar room, 2nd floor, of 2110 G Street, the main anthropology department building. It is a historic row house and has no elevator. In case of an emergency, we will follow general GW instructions about evacuating the building, as needed, or “sheltering in place.”
Week- by-Week
Week 1. January 27. Introductions and orientation
Introductions around the room (also posted on Blackboard in more detail)
Discussion of creating a Tumblr site for the class research presentations: need to decide on its name and draft a mini-description [Nicole volunteered to set it up]
Week 2. February 3. What are goals and scope of anthropology and how to the four fields contribute to a broad and deep view of humanity?
Class discussion: Review of student comments to topics on Discussion Board Week 2
Readings for Week 2 discussion:
Miller Chapters 1 & 2
C&C Chapter 31 "Body Ritual among the Nacirema”
Start reading Thomas
Viewing for Week 2: two films: Nanook of the North (YouTube) and The Fast Runner
Discussion Board
Exercise 1 due by midnight Sunday, Feb 5 on Tumblr: choose two Key Concepts (listed at the end of the chapter) from Chapters 1-2; take a photo from your daily experiences connecting to your chosen concepts, write 100-150 words about each concept and post the text and photos on Tumblr as part of your growing research archive.
Week 3. February 10. Research methods: truth, objectivity, intersubjectivity; and Economic systems: working, eating, sharing, exclusion
Class presentation by each student about their posts for Exercise 1 and comments on classmates’ post.
Readings for Week 3 discussion:
Miller Chapter 3, 4 & 5
C&C Chapter 3 "Fieldwork on Prostitution in the Era of AIDS"
C&C Chapter 4 "Nice Girls Don't Talk to Rastas"
C&C Chapter 13 "Poverty at Work: Office Employment and the Crack Alternative"
C&C Chapter 14 "Women in the Mine"
C&C Chapter 2 "Eating Christmas in the Kalahari"
Continue reading Thomas
Discussion Board
Read Tumblr posts and be prepared to comment in class next week
Exercise 2 due by midnight Sunday February 12 on Tumblr: choose two Key Concepts from Chapters 3-5 including a related photo from your daily experiences connecting to your chosen concepts, write 100-150 words about each concept, and post on Tumblr
Week 4. February 17: Reproduction, the life cycle, and well-being
Class discussion of one’s own posts for Exercise 2 and comments on classmates’ posts
Readings for Week 4 discussion: Miller Chapter 6 & 7
C&C Chapter 16 “Mother’s Love: Death without Weeping”
C&C Chapter 37 "Medical Anthropology: Improving Nutrition in Malawi"
C&C Chapter 38 "Public Interest Ethnography: Women's Prisons and Health Care in California"
Finish reading Thomas
Viewing: Maasai Women (e-reserves streaming video)
Discussion Board: Questions will focus on The Old Way
Read Tumblr posts and be prepared to comment in class next week
Exercise 3 due by midnight Sunday February 19 on Tumblr: choose two Key Concepts from Chapter 6 or Chapter 7 and take a photo from your daily experiences connecting to each of them, write 100-150 words about each concept, and post on Tumblr
Week 5. February 24: People related
Presentation and class discussion of posts for Exercise 3
Readings for Week 5 discussion: Miller Chapter 8
C&C Chapter 18 "Polyandry: When Brothers Take a Wife,"
C&C Chapter 19, “Marriage and Adulthood in West Africa”
Start reading Holmes
Viewing: Dadi’s Family (e-reserves streaming video)
Discussion Board: Questions will cover Weeks 4 and 5 textbook topics and C&C readings
Read Tumblr posts and be prepared to comment in class next week
Exercise 4 due by midnight Sunday February 26 on Tumblr: choose two Key Concepts from Chapter 8 and take a photo from your daily experiences connecting to your chosen concept, write 100-150 words about each concept, and post on Tumblr
Week 6. March 3 Groups
Presentation and class discussion of Exercise 4
Readings for Week 6 discussion: Miller Chapter 9
C&C Chapter 22 "Mixed Blood"
Finish reading Holmes
No viewing
Discussion Board
Read Tumblr posts and be prepared to comment in class next week
Exercise 5 due by midnight Sunday March 5 on Tumblr: choose two Key Concepts from Chapter 9 and take a photo for each from your daily experiences connecting to your chosen concepts, write 100-150 words about each concept and post on Tumblr
Week 7. March 10 Power and politics
Presentation and class discussion of Exercise 5
Readings for Week 7 discussion: Miller Chapter 10
C&C Chapter 24 "Cross-Cultural Law: The Case of the Gypsy Offender"
C&C Chapter 6 “Manipulating Meaning: The Military Name Game”
Viewing: Kawelka—Ongka’s Big Moka (e-reserves streaming video)
Exercise 6 due by midnight Sunday March 12 on Tumblr: choose a Key Concept from Chapter 10 and take a photo from your daily experiences connecting to your chosen concept, write 100-150 words about each concept and post on Tumblr
Discussion Board: Questions will focus on Fresh Fruit, Broken Bodies
Read Tumblr posts and be prepared to comment in class next week
Mid-point assessment: The professor will review and comment on the students’ two files (Discussion Board posts and Tumblr photos/posts, provided on Blackboard/Assignment no later than midnight March 10; post as much as you have done by the deadline).
Week 8 SPRING BREAK
Week 9. March 24 Communication
Class discussion of one’s own post for Exercise 6 and comments on classmates’ post
Readings for week 9 discussion: Miller Chapter 11
C&C Chapter 7 "Conversation Style: Talking on the Job"
Start reading Holtzman
Exercise 7 due by midnight Sunday March 19 on Tumblr: choose two Key Concepts from Chapter 11 and take a photo from your daily experiences connecting to your chosen concepts, write 100-150 words about each concept and post on Tumblr
Discussion Board: Questions will cover week & and week 9
Read Tumblr posts and be prepared to comment in class next week
Week 10 March 31 Religion and beliefs
Class discussion of one’s own post for Exercise 7 and comments on classmates’ post
Readings for week 10 discussion: Miller Chapter 12
C&C Chapter 29 "Baseball Magic"
C&C Chapter 30 "Run for the Wall: An American Pilgrimage"
Continue reading Holtzman
Exercise 8 due by midnight Sunday March 26 on Tumblr: choose two Key Concepts from Chapter 12 and take a photo from your daily experiences connecting to your chosen concepts, write 100-150 words about each concept and post on Tumblr
Week 11. April 7 Expressive culture
Class discussion of one’s own post for Exercise 8 and comments on classmates’ post
Readings for week 11 discussion: Miller Chapter 13
C&C Chapter 32 "How Sushi Went Global
C&C Chapter 33 "Village Walks: Tourism and Globalization among the Tharu of Nepal"
Finish reading Holtzman
No viewing
Exercise 9 due by midnight Sunday April 2 on Tumblr: choose two Key Concepts from Chapter 13 and take a photo from your daily experiences connecting to your chosen concepts, write 100-150 words about each concept and post on Tumblr
Discussion Board
Read Tumblr posts and be prepared to comment in class next week
Week 12. April 14 People on the move
Class discussion of one’s own post for Exercise 9 and comments on classmates’ post
Readings for week 12 discussion: Miller Chapter 14
Viewing “First Contact” (e-reserves on Blackboard)
Exercise 10 due by midnight Sunday April 9 on Tumblr: choose two Key Concepts from Chapter 14 and take a photo from your daily experiences connecting to your chosen concepts, write 100-150 words about each concept and post on Tumblr
Discussion Board
Read Tumblr posts and be prepared to comment in class next week
Week 13 April 21 People (re)defining development
Class discussion of one’s own post for Exercise 10 and comments on classmates’ post
Readings for week 13 discussion: Miller Chapter 15
C&C Chapter 11 "Forest Development the Indian Way"
C&C Chapter 36 "Advice for Developers: Peace Corps Problems in Botswana"
C&C Chapter 39 "Using Anthropology"
Viewing: Kayapo: Out of the Rainforest (e-reserves on Blackboard)
Discussion Board: final posts due by
Read Tumblr posts and be prepared to comment in class next week
Exercise 11 due by midnight Sunday April 23 on Tumblr: choose two Key Concepts from Chapter 15 and take a photo from your daily experiences connecting to your chosen concepts, write 100-150 words about each concept and post on Tumblr
Week 14 TUESDAY May 2 Class round-up
Following the guiding principle of this class as being formed by a “community of scholars,” we will devote this final class meeting to discussing the format of the class in terms of its learning objectives. We will consider expectations, work load, research assignment details, and student accountability in terms of Discussion Board, Tumblr, and class participation.
Second-half assessment: The professor will review and comment on the students’ two files (Discussion Board posts and Tumblr photos/posts, provided on Blackboard/Assignment no later than April 30; post your work since the mid-point assessment, March 10, following instructions on Blackboard).
