TEACHING PRACTICUM IN ANTHROPOLOGY
ANTHROPOLOGY 396


LEARNING OUTCOMES

* Students will demonstrate knowledge of common problems  faced by all teachers, including those lecturing in Anthropology, by preparing a teaching portfolio based on selected readings

* Students will demonstrate knowledge of different teaching methods and develop models of teaching based on different styles by observations of large group classroom techniques and holding office hours with individual students one-on-one.  Students will also hold review sessions.  Students will be required to orally critique these teaching experiences with the professor teaching the course.
 
* Student will develop and demonstrate materials for teaching core concepts in anthropology that cross-cut the traditional sub-disciplines of our field by developing review sheets that demonstrate these concepts and using these in their review sessions.

* Students will demonstrate skills that emphasize teaching as an important part of the professional activity of an anthropologist, and also bring an anthropological perspective to the challenges of higher education by meeting with faculty members in a seminar format for six sessions during the semester.

REQUIRED READINGS


Kottak, C. P., J.J. White, R. H. Furlow and P. C. Rice (eds.) 1997  The Teaching of Anthropology: Problems, Issues, and Decisions.  Mayfield, Mountain View, CA

And Selected Readings on eRes

COURSE REQUIREMENTS

    Evaluation of performance by the professor             25%
    (faculty-student interaction, student intern and
class interactions, performance as an evaluator
of the class and class work, other responsibilities)

    Participation in class, office hours with students
and class preparation with faculty                25%

Participation in Seminar                    25%

Teaching portfolio*                        25%   

*PORTFOLIO

Your portfolio entries are constructed to create a set of materials that are useful as a reflection on teaching and student mentoring.  The portfolios are designed to address key issues in teaching anthropology that will enhance your performance in the class.  These include readings on ethics, content focused on the specific courses where you serve as an intern, and on readings that will enhance your performance as a teaching intern.


COURSE OUTLINE

(1) The Ethics of Teaching Anthropology
Recognizing and Dealing with Cases of Academic Dishonesty

(2) Teaching Anthropology: Problems, Issues and Decisions
Discussion Techniques focused on Core Issues in Anthropology
Diversity in the Classroom
Student learning styles & Anthropology

(3) Strategies in Teaching Anthropology
Lecturing and Other Learning Modalities
Micro-teaching: Presenting a Concept
Holding Office Hours and One-on-One Learning Experiences

 (4)  Curriculum and Course Development
Developing Evalulation Instruments
The Problem of Assigning Grades

(5)  Technology for the Anthropology Classroom
PowerPoint Presentations
Use of Film
Data Bases and Other Computer Programs

(6)  Developing Your Teaching Portfolio
Presenting Yourself in Your Vita

 
BIBLIOGRAPHY

Appleby, D.C. May/June 1994. Teaching tips:  How to improve your teaching with the course syllabus.  APS Observer, 18.

Banks, J. 1994 Multiethnic Education  Theory and Practice (3rd ed.)  Allyn and Bacon, Boston, MA.

Bender, S. J. and G. S. Smith (eds.) 2000 Teaching Archaeology in the Twenty-first Century.  Society for American Archaeology, Washington, D. C.

Bernstein, D.A. July/August 1994.  Teaching tips:  Tell and Show:  The merits of classroom demonstrations.  APS Observer, 24.

Bonvell, C.C. and T.E. Sutherland 1996 The Active Learning Continuum:  Choosing Activities to Engage Students in the Classroom.  In Using Active Learning in College Classes:  a Range of Options for Faculty.  T.E. Sutherland and C.C. Bonwell, eds.  Jossey-Bass, pp 3-16, San Francisco, CA

Brookfield, S.D. and S. Preskill 1999 Discussion as a Way of Teaching:  Tools and Techniques for Democratic Classrooms.  Jossey-Bass, San Francisco, CA.

Galliano, G. July/August 1997.  Teaching tips:  Enhancing student learning through exemplary examples.  APS Observer, 10.

Keith-Spiegel, A.F. et. al. 1993  The Ethics of Teaching: A Casebook  Ball State University, Muncie, Indiana

King, A.  1994 Inquiry as a Tool in Critical thinking.  In Changing college Classrooms:  New Teaching and Learning Strategies for an Increasingly Complex World.  D. F. Halpern, ed.  Jossey Bass, San Francisco, CA.

McKeachie, W.J. 1996  Teaching tips:  A guidebook for the beginning college teacher.  Heath, Lexington, MA.

Rice, P.C. and  D. W. McCurdy (eds.)  2002  Strategies in Teaching Anthropology (2nd ed.)  Prentice Hall, Upper Saddle River, NJ

Sechrest, L. , Kihlstrom, J.F., & Bootzin, R.R. January 1993.  For the teacher:  How to develop multiple choice tests.  APS Observer, 10.

Steward, E. C. and M. Benett  1991  American Cultural Patterns:  A Cross-Cultural Perspective (2nd ed.)  Intercultural Press, Inc.,  Yarmouth, ME

Turner, T.  1993 Anthropology and Multiculturalism:  What is Anthropology That Multiculturalists Should be Mindful of it?  Cultural Anthropology 8(4):411-429.