• The essay responses accurately presents the material requested in the questions.

• They completely covers the breadth of issues posed in the questions.

• The essays refer to and integrate appropriate case examples from class presentations, textbooks and field experience to illustrate concepts.

• The essays reflect on the implications of the issues posed in the questions as they relate to the student’s applied learning experiences.

• The essays are written in a legible and well-organize style with concepts and illustrative examples clearly articulated.

   

  2.  Research Project and Oral Presentation.   As a member of a "research team," you will help design and complete an original applied research project.  The project must be done in collaboration with a site agency, organization, and/or individual, utilizing qualitative research techniques, including interviewing, and address associated ethical issues.  Two-student (Dual vs. Single student) teams are also an option.   5 points for topic, 10 points for IRB, 15 points for prospectus, 25 points for project, 5 points for presentation, for total of 60 points possible.

Remember to address the ethical review and approval process prior to initiating your research.  

• Use an Informed Consent Form (expanded version; PDF printable) for each of your interviewees.  

• Submit to the instructor and receive approval of the U of I IRB Committee (to obtain the Human Subjects Review Summary Form and all researchers participating in “non-exempt” human subjects research are required to take the CITI Training     How to register for a CITI account   When submitting to the IRB this entire process can take three weeks to complete.)   

• And if you are working with one of the area Tribes, such as the Coeur d'Alene or Nez Perce, contact their Cultural Resources Office and initiate their research procedures and permits.  Plan ahead, as the entire Tribal review process can take up to several weeks to 

Research Topic (submitted as an e-mail to the instructor, see schedule for due date).  Paragraph statement including topic, proposed collaborating partner, research design and key methods, and time-line.  NOTE: all projects must contain at least one in-depth interview as part of the research design.  Among the potential research topics consider a life-history of a resident at the Good Samaritan Village and Bishop Place, an influential instructor on campus, or an important or beloved relative in your own family, or consider a history of a local building as suggested by the Latah Historical Society or the Latah Committee working on National Register of Historical Places designations, or other source.

IRB Application:  After receiving instructor approval on your research topic move forward, and submit the IRB Committee Application, see schedule for due date.  Your IRB Application ("Form 2 Non-exempt category") should be submitted in Word format, along with Informed Consent Form adjusted to your project (not signed by interviewees), Initial Research/Interview Questions, and National Cancer Institute Certificate (all four parts as ONE combined in a doc. or docx. format attachment) to rfrey@uidaho.edu (NOT to IRB).   Please send along only those pages of the IRB form that are directly relevant to your project, e.g., do not include "Form 1 Exempt Category"," nor "Components of a Consent Form," "Template of a Consent Form," etc.  An Example of a HAC (IRB) Application.   (NOTE: late submissions are not accepted without prior approval.)

Determine if your project falls within Course-related Research Practica or not. Generally, graduate student projects related to his or her master's thesis, and undergraduate or graduate student projects that might result in publication and/or conference presentation go beyond "course-related" and are considered "non-course-related" and thus must be reviewed by the IRB Committee.  Specify your project's status as either "course-related" or "non-course-related" in your e-mail to the instructor.

If you are a graduate student who has already submitted and received IRB Committee approval for your research related to your thesis and that research will be continued in this course, let the instructor know.   If you have yet to begin your thesis research and desire to do so during this course as part of the course project, you should submit the IRB form in coordination with the instructor and your thesis committee chair.

Remember, you can not begin your research (interviewing, participant-observations) until you have received approval from either the IRB Committee (for non-course-related projects) or the instructor (for course-related projects).

Research Prospectus, see schedule for due date.  Please use a formal prospectus format for presenting your proposal.  The prospectus will be evaluated as if presented before a granting agency.  Prospectus arriving after the due date will be evaluated accordingly.  (NOTE: late submissions are not accepted without prior approval)

Beginning during last three weeks of the semester and going into the finals week, oral presentations of the projects will be made.  As both written and oral presentational modes are essential to the profession of anthropology, the oral presentations will be delivered and graded for style and content. See presentation criteria.  Dual researcher presentations will be 20 min., and single researcher presentations will be 15 min. in length.  In addition and were appropriate to an in-class presentation, an oral presentation of the project's conclusions and any recommendations will also be made to the collaborating site agency, at which time they will also critique your research. 

All final research projects are to be completed and presented in a written format, see schedule for due date.  The written project outcome should be a minimum of fifteen (for undergraduate students) and twenty (for graduate students) double-spaced, typed pages in length.  The expected length of Dual team projects (two student researchers) is to be qualitatively longer than single-researcher developed projects. These page minimums are inclusive of introduction, research design section (addressing methods/data collection techniques/coding-interpretation/selection of presentation format/reflexive), ethnographic description and interpretation sections, graphics and images, and conclusion section, but exclusive of appendices, reference/bibliography pages, IRB/informed consent form, or other peripheral sections.  The final paper must conform to either proper ASA (American Sociological Association) or AAA (American Anthropological Association) style of parenthetical documentation.

Grading criteria:

• The projects are conducted in collaboration, with the roles and expectations of all partners are clearly articulated, and communications and coordination are effectively maintained.

• The projects are applied in nature.

• The projects consider and address all appropriate ethical issues.

• The solid research design is developed for each project and successfully utilizes the appropriate data gathering tools.

• The projects are written in an style and format suited to its research design and epistemological foundation (aligning the "what" and the "how"), as well as being legible and well-organized with concepts and illustrative examples clearly articulated.

• They conforms to proper ASA or AAA format and style of parenthetical documentation.

• The projects successfully addresses each of the course objectives.

• The projects were appropriately and successfully presented.  See presentation criteria.

 

3.  Class Lectures (graduate students).  You will be assigned (or will select yourself) specific readings from Davis, Frey, and/or Rubin/Rubin for review and presentation during class. The primary intent in the presentations is to stimulate class discussion on the various methodological debates currently encountered in ethnography.  The in-class presentation should last approximately 35 minutes or half the class session.    In addition to your formal in-class presentation, graduate students are expected to contribute to class discussion on a regular basis, integrating reading assignments and your own research into the discussion mix.  Each graduate student is to select any three (3) chapters from the assigned readings to present as part of this assignment.  Excellence Expected

4. Class discussion, Exercises and Reflective Writes.  In order to more fully explore and, in turn, understand the rich meanings offered in the assigned readings, you will be expected to have the assigned readings completed before class sessions.  Come to class prepared.  There will be two opportunities for you to share your interpretations and questions on the assigned readings, one verbal and one written.  10 points possible.

In-Class Discussion: At various times throughout the semester you will be called upon to add your voice to the class discussion, responding to questions posed by the instructor or other students, as well as contributing your own questions to the class dialogue, all relating to the assigned readings.  Be engaged in and attentive to the discussion transpiring in class.   Contribute.

Exercises: There will be a series of in-class and out-of-class exercise activities you will be expected to complete, related to key themes and topics being considered. 

Reflective Writes: In addition, you will be periodically asked  to respond in writing to a specific question posed by the instructor on a given assigned reading.  These responses will ask you to reflect on the significance and meaning of a specific passage or idea conveyed in the readings or lectures.  The reflective writes will be a timed exercise, lasting no more than ten minutes.  To reflect is not to summarize, but to seriously contemplate and consider the cultural meanings, assumptions and implications of a specific from our textbook readings, guest speakers, or videos.  Your goals are Two-fold: 1. articulate the specifics of the topic under question, and 2. articulate an understanding of the larger implications and significances of that topic

Grading criteria:  

• For the Class Discussion:  Respond with clarity and relevance, as well as an informed position to any class questions asked of you.   Pose your own poignant questions and effectively contribute to the entire class in discussion of the reading assignments. Be engaged in the class discussion.

• For the Exercises: Complete with full engagement.

• For the Reflective Writes:  Reflect on the implications of the points posed in the text of the reading assignment.