Notre Dame Anthropology: Faculty Activities 2003 Faculty activities. of anthropology, Northwestern University, January 2002. Spokewith R. Omar at the Loyola University teachIn on War on Oct 29, 2001. http://www.nd.edu/~anthro/Newsletters/Newsletter_2003/fac_act.html
Extractions: Meredith S. Chesson Presented "Civic Governance and Social Complexity in Early Bronze Age Southern Levant" at the 2003 annual meeting of the Society for American Archaeology, Milwaukee, April 2003. Co-presented "A Virtual Tale of Life and Death: Archaeologies of the Senses and Ethnographies of the Past," with Ian Kuijt and J. Graham, in Boulder, Colorado at the 2001 annual meeting of the American Schools for Oriental Research on Nov. 17, 2001. Co-presented "Early Bronze Age Urbanism on the Kerak Plateau, Jordan," in Baltimore, Md., at the annual meeting of the East Coast Archaeological Marching and Chowder Society, Oct. 27, 2001.
Notre Dame Anthropology: Letter From The Chair 2004 In fact, the growth and array of activities that now class enrollments, it wouldseem that anthropology at Notre we have expanded what we teach as well http://www.nd.edu/~anthro/Newsletters/Newsletter_2004/chair.html
Extractions: I will not describe here all of the exciting specific research activities of the faculty, as I will do that next time in a special issue of the newsletter, but I invite you instead to check out our various faculty websites (http://www.nd.edu/~anthro/faculty.html) , as well as the strategic plan which outlines our expertise and various research projects (http://www.nd.edu/~anthro/Anth_June02.pdf) It is sad for us that Professor DaMatta will be with us only through the end of this year, though he will be visiting campus and be associated with us in several different ways in the years ahead. Those of you who know Professor DaMatta probably understand that he will continue to be involved in his research and writing, just as passionately and as effectively as ever, if not more so; and while he will still be linked to the department through a series on on-going programs in anthropology and one with the Department of Romance Languages, his humor, warmth and intellectual vitality that we enjoy so much on a daily basis will be greatly missed. We will miss his daily presence greatly and that of his wonderful wife, Celeste, a good friend to all of us.
Anthropology Instructor 512 teach introductory classes in at least one of cultural anthropology, archeology,anthropology of religion and college governance activities through committee http://www.paccd.cc.ca.us/instadmn/compsvcs/jobs/512.htm
Assessment Plans For PhD In Anthropology 1. Students teach at least one semesterlong class before graduation 3. Students fillleadership roles in anthropology Club, extracurricular activities, etc http://uwadmnweb.uwyo.edu/Anth/assessment_plans.htm
Extractions: Assessment Plan for PhD in Anthropology Students who graduate with a PhD in Anthropology from UW have professional and specialized training such that they can move into careers in academic or non-academic tracks. Proposed Objectives Related to 1 Obj. 1. Doctoral students aided by the dissertation committee set up individualized programs of content courses, ensuring appropriate career track and archaeological specialization. Obj. 2. Students complete college teaching experience, a course in Anthropologys teaching and learning culture, and professionalism course to prepare for possible academic career. Obj. 3. Students complete internship experience, public education focus in course on teaching and learning, and professionalism course to prepare for possible non-academic career track. Proposed Methods of Assessment (1) Doctoral students write evaluations of teaching and professionalism courses (Anth 5880, 5890) for academic and non-academic relevance at beginning and end of courses, setting out their expectations, learning goals, and achievements. Used for course design/feedback. 2. Doctoral students create and maintain teaching portfolio with self evaluation, teaching evaluations and peer review of all teaching experiences
Harvard DSM Academic Programs The Medical anthropology Program s teaching activities link together the Departmentof Faculty in Medical anthropology teach many of the selectives in social http://www.hms.harvard.edu/dsm/WorkFiles/html/academics/anthro/anthropology.html
Extractions: Medical Anthropology Since its origins in 1982 the Program in Medical Anthropology has supported a significant part of the Department of Social Medicine's research, projects, training programs and activities in public service. The Medical Anthropology Program's teaching activities link together the Department of Social Medicine and the Department of Anthropology and include courses for Harvard undergraduates, graduate students, medical students and postdoctoral fellows. Faculty in Medical Anthropology teach many of the selectives in social medicine for Harvard medical students, including courses on the social roots of disease; culture, poverty and infectious disease; international health and human rights; women's health; and social and ethical dimensions of new biotechnologies. The Friday Morning Seminar has been a central feature of the Program in Medical Anthropology. The seminar has met weekly since 1984, bringing together faculty, fellows, graduate students and interested clinicians to explore issues of culture and mental health. The Program's research and advocacy activities are organized in several programs including the Program in Infectious Disease and Social Change, Programs in Culture and Mental Health and the Center for the Cultural Studies of Biomedicine. Several of these programs are closely affiliated with the World Health Organization. At present faculty are conducting research in Haiti, Peru, Russia, Indonesia and China as well as in several communities in Boston, New York, Chicago and elsewhere in the U.S.
Position Details On HigherEdJobs.com might expect to teach, are Physical Cultural anthropology, Linguistic anthropology,World Prehistory pursuing professional growth activities, and performing http://www.higheredjobs.com/faculty/details.cfm?JobCode=175088451
Risë L. Smith BA (Sociology/anthropology), Kalamazoo College, 1974. activities (primary job responsibilities).teach how to find, evaluate, and use information to students in http://www.homepages.dsu.edu/smithr/
Extractions: Create web-based instructional materials such as Basic Research in the Virtual Library Help individuals find needed information Design, create, and supervise development of the library's webpages: Mundt Library Online Supervise circulation, interlibrary loan and media services Basic Research in the Virtual Library . Web-based instruction for information literacy. Philosophical Shift: Teach the Faculty to Teach Information Literacy Paper presented at the annual conference of the Association of College and Research Libraries (ACRL), Nashville, TN, April 13, 1997.
Extractions: Teach Online: tutorials in anthropology View Requests Post New Request Post Reply This request was posted on 7/5/2002 9:41:32 PM by nonamericangringo . If you would like to fulfill this request you can create a class right now for free. You can also reply to this request here Original Course Request posted by nonamericangringo on 7/5/2002 9:41:32 PM Subject: tutorials in anthropology Description: physical and cultural anthropology divided in say 3 or 4 levels Department: Anthropology Course Type: Online Class Course Fee: FREE Posted By: nonamericangringo Request Date: 7/5/2002 9:41:32 PM About Us Affiliate Program Having a Problem?
A521 Teaching Anthropology Links IUB Weather and Climate course, including online lab activities; Hill; Garbage inGotham the anthropology of trash; www.indiana.edu/~origins/teach/webteach.html http://www.indiana.edu/~origins/teach/webteach.html
Extractions: WebTeach.html Interesting ideas and examples of how to use the WWW and other types of instructional technology as teaching tools, in and out of the classroom: IU's Teaching and Learning Technology Lab site includes some great tips on using technology effectively, in and out of the classroom. Particularly useful is their "ideas" page: Other written materials: Implementing the Seven Principles: Technology as Lever , Arthur W. Chickering and Stephen Ehrmann New Technology, Old Trap S.C. Ehrmann 1995 (Educom Review). This is NOT just an article about teaching with technology, but discusses the consequence of teaching as pentimento painting a layer of superficial learning over pre-existing student beliefs. New conversations about learning . Insights from neuroscience and anthropology, cognitive science and workplace studies. 1997, Theodore J. Marchese New Tools for Teaching by J.J. O'Donnell, University of Pennsylvania
Analytical Essay 2: Case Studies were provided by the campus, the anthropology library, MACTiA required to take Physics300 to teach them the four hours of active learning activities per week http://education.berkeley.edu/accreditation/ee_cases_2.html
Extractions: Appendices ... Physics 8A Anthropology 2 Overview: Anthropology 2: Introduction to Archaeology combines inquiry-based and participatory learning with a shift in course content and the judicious use of technology to improve student learning of introductory concepts in archaeology. The course, required for Anthropology majors, explores the ways in which archaeologists work, how they make inferences about past human life, current issues in archaeological interpretation, and the place of ethics and cultural heritage in contemporary archaeology. The course enrolls about 200 students each semester and has an average of 18 discussion sections. The teaching of this course rotates among eight faculty; instructors have the flexibility to select their texts and to design their format, including the use of the weekly sections.
UWO Anthropology Club--Alumni Members who are applying their anthropology backgrounds in the primates and otheranimals doing animal enrichment activities. I found the TASP (teach and Study http://www.uwosh.edu/anthropology_club/alumni.htm
Extractions: Home Activities Calendar Officers ... Links Wondering what to do with your anthropology major once you graduate? Here is some info on former Anthro Club Members who are applying their anthropology backgrounds in the real world. Janel Sax My name is Janel Sax and I graduated in 2000. My major was Anthro and I minored in Business Administration. As an undergrad I took advantage of two internships through the University of Wisconsin-Oshkosh and one through the University of Virginia. At Oshkosh I interned at the Paine Art Center and Gardens for a semester. The credit came through the Museum Techniques course. At the Paine I worked with the curator of collections doing restoration and exhibition planning for the museum. The other internship was at the Menominee Park Zoo on an Independent Study course. At the Zoo I was able to work with primates and other animals doing animal enrichment activities. My archaeology field school credit came through UVA. I worked on a Phase III site at Monticello (Thomas Jeffersons Plantation). Upon graduation from UWO I was hired by the International Firm Wilbur Smith and Associates to do Phase I survey in West Virginia. The temporary jobwhich most field jobs arelasted about 2 months. I knew that I wanted to go to graduate school and I wanted to go to Israel (I had visited the country 6 months earlier). I found the TASP (Teach and Study Program) online. The program allows native English speakers with an interest in Linguistics to teach English as a foreign language and work on a MA. It is collaboration between Tel Aviv and University of Liverpool, England.
Anthropology Field Trips as several Cumberland University anthropology students will site activities, postvisitactivities, and follow teaching objectives are to teach students that http://www.cumberland.edu/academics/science/liberalarts/practicum.html
Extractions: (615)444-2562 Ext. 1267 Dr. Fred E. Heifner, Associate Professor of Anthropology, Philosophy, and Religion, as well as several Cumberland University anthropology students will be working with the National Park Service this spring and summer on a major project to produce teacher-guided curriculum materials for elementary school children, using the resources of Bandelier National Monument near Los Alamos, New Mexico. This research project affords Dr. Heifner an opportunity of bringing together his extensive background in childhood curriculum development as well as his background in indigenous American anthropological studies.
Various Activities In The Archaeology Program of Course for General Education anthropology 140, Introduction to are involved withvarious activities of the To teach the students about archaeological field http://www.csulb.edu/~larson/Various Act
Extractions: Various Activities in the Archaeology Program 1996-present Weekly Graduate Students Program. Faculty and advanced graduate students give presentations concerning recent research efforts and thesis progress. The program has been established to encourage students to exchange information and to share research interests with fellow students and faculty. We also discuss recent advances in archaeological method and theory. 1995-1997 Designed and prepared handbooks for undergraduate and graduate students in archaeology (see course materials). I use these materials to advise students and impress upon them the need for a hierarchically structured curriculum. The handbooks also help transfer students to make up any deficiencies. Ultimately, my goal is to give students direction and help them prepare for graduate school. Indeed several of my students have used my directed readings and directed research classes to revise papers and have submitted them as a part of their graduate school application. This effort demonstrates the abilities of students in the archaeology program at CSULB, and they have been very successful in gaining entrance to Ph.D. programs. 1993- 1997 Designed three new classes that will become core courses for the graduate program (see course materials for 490/620). Up until now I have taught these courses under the Anthropology 490A code. However, I believe it is time to formalize the program, and after the second archaeologist is hired in the department, I believe we can offer our students a unique set of classes at the graduate and undergraduate levels.
Untitled Document schools, and many cultural and recreational activities. in anthropology with an emphasisin physical anthropology. Ability to teach a variety of undergraduate http://www.csuchico.edu/anth/anthjob2.html
Extractions: Department of Anthropology California State University, Chico The University California State University, Chico is a fully accredited, state-supported member of a 23-campus CSU system. The university is a residential campus serving a diverse student body of approximately 15,000. Founded in 1887, CSU, Chico offers undergraduate and graduate programs in the Colleges of Behavioral and Social Sciences; Communication and Education; Computer Science, Engineering, and Technology; Humanities and Fine Arts; Natural Sciences; Business; and, Agriculture. As a comprehensive university serving Northern California and other regions nationally and internationally, our first priority is the education of our students. We support the exploration of knowledge, the integration of ideas, the connecting of thought to action, and the inspiring of students. (Excerpted from the Mission Statement, 1999-2001, University Catalog.) The Community With a population of nearly 96,000, Chico is located in the Sacramento Valley near the foothills of the Sierra Nevada. It is 180 miles northeast of San Francisco and 90 miles north of Sacramento and offers a reasonable cost of living compared to metropolitan areas.
CooperationWithOthers A number of anthropology faculty teach courses that are crosslisted with the program,and they benefit from the regular colloquia and other activities of the http://www.umsl.edu/divisions/artscience/anthro/CooperationWithOthers.html
Extractions: Origins of the Center: Purpose of the Center: Building on the foundations of anthropological knowledge, the Center has designed a K-12 curriculum. Currently, no comprehensive anthropology curriculum exists in the U.S. The program targets African-American children and their teachers in the St. Louis Area. It seeks to empower them by teaching them that the continent of their origin plays a unique role in the history of humankind. The position of anthropology is that "race" is not a defensible scientific concept. It is a cultural concept that attempts to classify people on the basis of biological variation. In reality, there is as much variation within "races" as there is between them. The greatest differences between humans are cultural, not biological. We are all members of one species.
Public Anthropology The activities of two womens centers at Chiang in arguing that the work of anthropologists,and intellectuals the communities in which we teach, live our http://www.publicanthropology.org/Journals/Grad-J/(2)Hawaii/Costa.htm
Extractions: lcosta@hollins.edu Abstract: In this article LeeRay Costa proposes that the varied activities of scholars working with the public in the Thai context might provide a useful model for public anthropology in the United States. Her essay focuses in particular on the praxis of women's studies professors at Chiang Mai University. A few weeks ago, I sat chatting over lunch with my colleague, Professor Bupa Wattanapun, at Chiang Mai University, Thailand. An instructor of research methods in the Faculty of Education, Ajaan Bupa is also the Acting Director of the Center for the Advancement of Lanna Women, a non-governmental organization (NGO) dedicated to improving the knowledge and skills of women at the village level in northern Thailand. Between mouthfuls I told her about the article I was planning to write about public anthropology. I said to Dr. Bupa, "I want to tell my colleagues back home about the community work you and other professors at the Center are engaged in and how you have taken an active role in working with the general public. I think faculty members at home should make more of an effort to work with local communities like you do."
About Archeology > Careers or contracts, teach summer school, teach summer field sites prior to their destructionby construction activities. In the US anthropology departments include http://www.txarch.org/arch/careers.html
Extractions: About the Society Society Activities About Archeology Teachers ... Kids + Archeology About Archeology Regional Societies Archeology Links Archeology News Online Archeology Course Careers Articles on Archeology Frequently Asked Questions About A Career In Archeology In The U.S. Revised October 31, 2000 David L. Carlson dcarlson@tamu.edu 3. What college or university should I go to? Professional archaeologists work for universities, colleges, museums, the federal government, state governments, in private companies, and as consultants. They teach, conduct field investigations, analyze artifacts and sites, and publish the results of their research. The minimal educational requirement to work as a field archaeologist is a B.A. or B.S. degree with a major in anthropology or archaeology and previous field experience (usually obtained by spending a summer in an archaeological field school or participating as a volunteer, see question 5). While this is sufficient to work on an archaeological field crew, it is not sufficient to move into supervisory roles. Supervisory positions require a graduate degree, either an M.A./M.S. or a Ph.D.
Gender, Environment, Agriculture And Participation Activities Report the GEAP program has conducted various activities and services coordinate GEAP effortsand to teach core courses Amy Sullivan, CNRE; Jim Barham, anthropology. http://international.ifas.ufl.edu/pgeactivities2002.html
Extractions: December 2002 The Gender, Environment, Agriculture and Participation program (GEAP) serves as a forum for the exploration of gender and development issues among the students, teaching, research and extension faculty, and administrators of the University of Florida community. As part of this mission, the GEAP program has conducted various activities and services during 2002, including: 1) a seminar series, 2) a gender analysis training workshop for graduate students, 3) the creation of various electronic services including a web-based gender analysis learning module and an extensive electronic bibliography of literature relevant to gender and development, 4) a summer study abroad course in Ecuador, 5) preparation and presentation of a poster and hand-outs at the Florida Association of Extension Professionals (FAEP) annual meeting, and 6) preparation for an application for funding for a permanent course in Gender, Environment, Agriculture and Participation. GEAP is currently housed in the IFAS International Programs office and works in collaboration with the Center for Womens Studies and Gender Research. GEAP currently receives funding from the College of Agricultural and Life Sciences and IFAS Extension that is used to maintain a GEAP assistantship positioncurrently held by PhD student Jeff Luzar. Among other responsibilities, the GEAP assistant administers the GEAP programunder the directorship of Dr. Peter Hildebrand (FRE), Dr. Sandra Russo (UFIC) and Dr. Kwolek-Folland (Center for Womens Studies and Gender Research). The GEAP assistant also serves as an on-campus representative for the study abroad course, facilitates a gender analysis workshop and coordinates a seminar series.
ANTHROPOLOGY & SOCIOLOGY AT THE UW COLLEGES Ms. Speth is Lecturer of anthropology at the UWFox Valley campus Faculty activities. forceswith Spanish Prof., Dr. Rose Galindo, to teach an interdisciplianry http://rock.uwc.edu/dept/uwc/anthropology/
Extractions: The Curriculum Collaborative Programs ... Meeting Calendar WELCOME to the Department of Anthropology and Sociology of the UW Colleges. The UW Colleges is comprised of thirteen college campuses located throughout the state of Wisconsin. It offers freshman and sophomore years of baccalaureate programs and professional studies which are transferable to the state's four year institutions of higher learning. The UW Colleges is a unique partnership between the State of Wisconsin and County government to extend Wisconsin's progressive educational tradition to local communities through university outreach. Many of the UW College campuses presently in the two year undergraduate university UW Colleges were originally outreach campuses for the state's flagship university, the UW-Madison. Some were outreach campuses for other four year colleges in the State University System. To locate our campuses within the State of Wisconsin, visit the UW Colleges Map . Many of the two year campuses are in relative close proximity to several four year campuses. Top of Page UW Colleges Home The UW Colleges Department of Anthropology and Sociology continues a fine tradition of teaching excellence central to the Mission of the two-year university system. The Department emphasizes teaching excellence and scholarly, professional activity, and creative endeavor among its colleagues. Its faculty serves the citizens of the state, and its students, by promoting the integration of the university outreach/extension function, and by facilitating and complementing the delivery of programs at other institutions within the university system.
FAQs About Archaeology Careers level undergraduate courses (for anthropology or archaeology teach summer school,teach summer field prior to their destruction by construction activities. http://anthropology.tamu.edu/dlcfaq.htm
Extractions: Careers Frequently Asked Questions About Archaeology Careers in the U.S. Table of Contents What jobs are available for archaeologists? What education and training are required to become a professional archaeologist? What college or university should I go to? What are some general introductory books on archaeology? Popular Books on Archaeology ... Click here for a print friendly version of these FAQs 1. What jobs are available for archaeologists? Professional archaeologists work for universities, colleges, museums, the federal government, state governments, in private companies, and as consultants. They teach, conduct field investigations, analyze artifacts and sites, and publish the results of their research. The minimal educational requirement to work as a field archaeologist is a B.A. or B.S. degree with a major in anthropology or archaeology and previous field experience (usually obtained by spending a summer in an archaeological field school or participating as a volunteer). While this is sufficient to work on an archaeological field crew, it is not sufficient to move into supervisory roles. Supervisory positions require a graduate degree, either an M.A./M.S. or a Ph.D.
