Ethnography for anth


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Ethnography for anth

  1. 1. The Green LearningCommunity and its Impact By: Alli Tadlock
  2. 2. About the GLCThe GLC is a small group of about 30 USC students.They live together on the same floor of West Quad C.This group was made for students who want to promote green living and create a more sustainable environment.
  3. 3. Why I chose this as my topic I am a member of the GLC this school year, and I have really enjoyed it. As I spent more and more time in this group, I began to question whether we were actually making an impact as a group. When talking with other students in the group, I felt they were wondering the same thing too. I decided this project would be the perfect opportunity to find out the answer to this.
  4. 4. ObservationsI completed two separate observations of the GLC.There are two classes for the GLC that meet each week.The GLC was only supposed to have one class, but not everyone could fit that time into their schedules.So, I observed both class times.
  5. 5. Observations cont. Both of my observations gave me the same results. Both classes showed how the students are really a tight knit group that gets along very well. The environment for both observations was very relaxed and fun. The main thing I noticed during both observations was how little time was spent discussing environmental topics.
  6. 6. Observations cont. Only about ten minutes of each class were devoted to these ideas. The rest of the class time was spent mostly on random conversations and just hanging out. This is a problem because the students are supposed to be learning and discussing new environmental concepts during class.
  7. 7. Three Cultural Themes I found three themes that are present in the GLC. They are: Appearance vs. Actuality Cooperation Education
  8. 8. Appearance vs. Actuality There is a big difference between what the GLC looks like from the outside and what actually happens. The brochure states that the main goals for the GLC are to teach the students how to live more sustainable lives and help the environment. These goals were one reason why I decided to join the group. Since being in the group, I have found that these goals are not being met.
  9. 9. Appearance vs. Actuality Cont.Only spending about five or ten minutes of class each week talking about environmental issues is not going to save the environment.If the group really wants to make these goals happen, there has to be some changes.
  10. 10. Cooperation All of the students in the GLC get along really well, and we have all become good friends. We went on a community building retreat at the beginning of the school year, and we had to do a lot of tasks that made us work together. I think this trip really made us bond with each other, and it showed we all work well together.
  11. 11. Cooperation cont.Since the members of the GLC work so well together, it shouldn’t be a problem to obtain the group’s goals.But there are some things standing in the way of the group doing this.Once we make the right changes to the group, we will work hard and cooperate to help the environment.
  12. 12. Education All of the students in the GLC joined because they wanted to learn ways to help the environment and live more sustainably. Learning new things helps us grow as people. Being part of this group is supposed to broaden our knowledge. The problem is, that isn’t really happening.
  13. 13. Education cont. One of the students I interviewed, Rachel, told me why she thinks this is happening. She said that “the students in the GLC have become unmotivated and lazy as the year has gone by.” She told me this is happening because the GLC lacks guidance. The only person that helps with the GLC is a graduate student.
  14. 14. Education cont. The graduate student was helpful at the beginning of the school year, but as time went by she stopped helping us for the most part. She leaves it up to us to plan activities and events, and this is part of the problem. We don’t know what to plan because she never told us how to do that. We tried to make events, but most of them fell through.
  15. 15. Education cont.After that happened, the students pretty much quit trying.Without the graduate student, we aren’t learning anything new.We need someone who cares about the group who will teach us because that is the only way we will learn.Learning new things is how we can make a difference.
  16. 16. Structure Another problem with the group is that it doesn’t have enough structure. This problem can be seen in our projects. Each student in the GLC has to complete a project each semester that the student puts 15 hours into. The only real guideline is that it has to be environmentally related. This seems like a great way for the students to work with environmental ideas, but that’s not what happens.
  17. 17. Structure cont. These projects are graded very easily, so the students aren’t putting any effort into them. There has to be a change in the way the projects are set up in order for the students to take it seriously. Another student from the GLC I interviewed, James, told me what he thought should be done. He said “students should have to complete an hour each week for their projects and keep a log of their hours.”
  18. 18. Structure cont. He thinks this would work a lot better, and the students would really earn the 15 hours this way. James also said that “the green learning community could be a strong force if everyone put in the correct amount of time because our combined hours could really make a difference.”
  19. 19. Conclusion I found out that the GLC is not making an impact as a group. This is caused by lack of guidance and weak structure of the group. These problems can be fixed with some planning and work by the students involved and some faculty members. Once this happens, the GLC can really make a great impact.