ANTH3300-ETHNOGRAPHIC METHODS Syllabus

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ANTH3300-ETHNOGRAPHIC METHODS
ANTH4975-PRACTICUM
UNIVERSITY OF WYOMING – FALL YEAR
“The culture of a people is an ensemble of texts, themselves ensembles, which the anthropologist strains
to read over the shoulders of those to whom they properly belong.”
Clifford Geertz Deep Play: Note on a Balinese Cockfight.
Instructor: Elizabeth M. Lynch Graduate Assistant:
Office: ANTH 214 Office:
Email: elynch2@uwyo.edu Email:
Office Hours: Tues/Thurs 3:00-4:30 Office Hours:
or by appointment
Course format: In person classes meet in ANTH 140, Tuesday and Thursday from 1:20 to 2:35. We
will be using WyoCourses as a central location for assignments, papers, and grading. Please see UW-
COVID Policy.
Course Prerequisites: Students must have taken ANTH1200, Introduction to Cultural Anthropology
and successfully completed COM 2 or the equivalent.
Course Description: Ethnographic methods are a set of skills useful in many fields, but it is the central
pillar of cultural anthropology. The main skills set involves observation, interviewing (which means
listening), and qualitative analysis. In this course we will explore and develop these skills through
intensive in-class training, developing a participant observation field research project (which will be
carried out over the semester), analyzing the results of fieldwork in a collaborative class environment,
and participating in classroom discussions on current debates in anthropology, ethics of doing human
subjects research and other current topics of interests. The classroom environment will have some
lectures, however, as you can see from the course outline and from WyoCourses, these class sessions
will be a chance for students to bring their fieldwork, analysis, and writing into a collaborative work
space where peer-review and discussions will help improve student skills quickly over the semester.
While this course has been developed for Anthropology majors, it is open to students in related fields
where such skills are needed to succeed. This course meets the COM3 (WB) USP requirements.
Course Requirements: Since this course fulfills the University Studies COM3/WB requirements
students will be doing a good deal of thinking about and discussing writing. Students must keep a field
notebook. Students will turn in a draft of their final paper, peer review other student work and turn in a
final draft that meets the standards of the anthropological discipline. In addition, students will be
assigned smaller writing objectives as we progress. These assignments should always be related to the

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student’s final research paper. Finally students will develop a public presentation of their research
endeavor that will be delivered to their peers and instructors.
Class attendance is required. (Please refer to UW Fall 2022 COVID policy.) There are no exams, but
there are a number of in-class discussions, weekly reflections (part of your field notebook), and peer
reviews. Writing assignments must be typed (12-point type, 1-inch margins, double-spaced, with page
numbers, unless noted differently). Students will submit all assignments on WyoCourses. All
assignments must use correct American spelling and be grammatically appropriate. Please refer to the
Chicago Manual of Style for the basic rules of clear and appropriate writing applicable to most
anthropological fields. Your grade will be partially determined by your ability to follow these few
simple instructions.
Student Learning Outcomes (COM3/WB Objectives): By this end of this semester students in this
course will be able to:
1. Use anthropological discourse to communicate appropriate subject matter to academic and
professional audiences through written, oral, and digital communication.
2. Find, analyze, evaluate, and document information appropriately as applicable to
ethnographic research in the field of cultural anthropology. This objective is demonstrated by
completing a substantial communication project that requires appropriate research skills. For
our purposes it means completing ethnographic research which culminates in an ethnography.
3. Recognize and evaluate more advanced aspects of communication that respond to the
purposes and needs of audiences in a discipline, interdisciplinary field, or professional setting.
4. Make effective use of multiple drafts, revision, computer technology, peer and instructor
comments, and collaboration to show understanding of communication standards in a discipline
or interdisciplinary field.
5. Observe the accepted conventions of spelling, grammar, organizational structure, punctuation,
delivery, and documentation expected in disciplinary, interdisciplinary, or professional
contexts.
6. Deliver presentations in a confident and professional manner, consistent with the standards of
the discipline or interdisciplinary field.
7. Interact effectively with audience members, engage opposing viewpoints constructively, and
demonstrate active listening skills.
Required Texts
Gang Leader for a Day: A Rogue Sociologist Takes to the Streets. 2008. Sudhir Venkatesh. The Penguin Press,
New York.
Righteous Dopefiend. 2009. Philippe Bourgois, and Jeff Schonberg. University of California Press.
A Manual for Writers of Research Papers, Theses, and Dissertations Chicago Style for Students and Researchers,
9th
edition. 2018. Kate L. Turabian. University of Chicago Press.
Writing Anthropology: Essays on Craft and Commitment. 2020. Edited by Carole McGranahan. Duke University
Press.
Other required materials will be made available on WyoCourses.

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Recommended texts: The following texts are available through Coe Library Reserves. Although they are
not required reading, you will find they are helpful in learning more about writing field notes and
conducting ethnography. You DO NOT need to purchase the texts listed below.
Practicing Ethnography: A Student Guide to Method and Methodology. Lynda Mannik and Karen
McGarry.
Digital Ethnography: Anthropology, Narrative and New Media. 2013. Natalie Underberg and Elayne
Zorn University of Texas Press, Austin.
Ethnographer’s Toolkit: (volume 1 – 7). 2013 Jan Schensul and Margaret LeCompte. Altamira Press.
Writing Ethnographic Fieldnotes. 2011 Robert M. Emerson, Rachel T. Fretz, and Linda L Shaw. The
University of Chicago Press.
e-Fieldnotes: The Making of Anthropology in the Digital World. 2016. Roger Sanjek and Susan W.
Tratner, editors. University of Pennsylvania Press, Philadelphia.
Final Grades will be assigned as A = 90 - 100; B= 80-89; C = 70-79; D = 60 - 69; F = 59 and below.
ASSESSMENT RUBRIC
Participation
In-class exercises, discussions, field notebook with reflection) 20%
Ethnographic Research Project:
Fieldwork assignment #1 10%
Fieldwork assignment #2 10%
Draft ethnographic project (minimum 10 pages) 15%
Conference Paper (4-5 page oral-presentation version of project) 15%
Final ethnographic project (min. 25 pages, not including figures/etc.
Rubric Attached) 30%
100%
Absence Policy: Students must come to every class at the appropriate times. I quickly take attendance
but beyond just showing up, students must participate in the action! I expect everyone to have completed
the reading materials in advance of class and to be prepared to contribute to discussion and dialogue.
Additionally, everyone should be prepared to talk about their research with their peers.
Your contribution is extremely important. Absences may be excused for approved reasons, with
supporting documentation. Please refer to University of Wyoming Regulation 2-108 and Fall 2021
COVID 19 policy for more information.
Participation (20%): This course requires your full participation in all activities. In order to be
prepared for classes everyone must keep up on the reading materials, their research, and their writing, in
addition to sharing your research progress with the class. All reading materials support intellectual
development in the field of anthropology through building an understanding of how cultural
anthropologists do their work and how they write about their research.

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Every class meeting, I will expect you to be prepared with at least five questions or talking points about
the reading material that specifically relate back to your research efforts. I expect diverse opinions and
that we will engage in lively, civil discussions. To fulfill this expectation, you should actively seek
dissenting views from those expressed by me, the authors with which we are engaged, and with other
classmates. The trick is not finding opposing views, but in trying to engage with them civilly at all
times.
Fieldwork requires detailed note keeping, so you will develop a notebook of some sort. It might be in a
blog format, an electronic notebook, or a pen-and-paper notebook. At the end of each week, you will
write a brief reflection of your week, your research successes as well as failures. These reflections
should be about your personal journey through this learning process. I will be the only one reading them,
so you may vent your frustrations without fear. Unlike Malinowski’s diary, your reflections will never
be exposed to the light of day, unless you decide to make them public. Finally, there are in-class
assignments that we will start in class, but you will likely have to finish on your own time. The in-class
assignments are directly related to your field research, for instance developing interviews, solving site
mapping problems, and or filing for IRB approval and training in human subjects research.
One last part of your participation will be turning in weekly writing logs. These logs were developed
from my own experiences with writing workshops, in particular Tara Gray’s workshop. You will need to
find a daily 15-minute time period, which you can block out for writing. During this time block, YOU
are off limits to everyone and everything. This time is not reading or research time, nor is it for editing,
until after you and I meet about your first draft. It is for writing, so write. Also be honest about your
commitment. You will be graded for your consistent effort. I know how hard it is to maintain a daily
record of writing.
Fieldwork assignments (20%): There are two fieldwork assignments that are designed to help you
develop skills in observation and interviewing. We will start these during class, and each will take about
3 weeks to complete outside of class. During class times, you will bring your work from the field to
discuss with other students in a peer-review/collaborative format. These assignments will be part of the
field notebooks. The final product will be a 3- to 5-page written report that SUPPORTS your
ethnography work. In other words, the writing you do on these papers should be part of your final
paper.
NB: Due to COVID-19 fieldwork must take into account our subjects' health and safety. Some students
may opt to perform a virtual or online field project. We will spend a good deal of the first two weeks of
class setting up your fieldwork. All research will be considered on a case-by-case basis and must be
approved by the course IRB.
Drafts (15%): The draft process of any writing is an incredibly important part of any professional
environment. You should turn in two drafts and meet with me about the comments I give you on the first
mandatory draft. The second draft is mainly to help you continue to improve. Part of your grade will be
peer-review of your colleague’s work.
Conference Paper presentation (15%): You will develop a presentation of your work and a 4-to 5-
page paper of the presentation. Part of this grade will include how well you engage with audience
questions so everyone must also ask critical questions about your presentation.
Final Ethnography (30%): This is the final 20-page paper (excluding figures and references) of your
work. This paper will follow Chicago Style and the author’s instructions from American Anthropology

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for the submission details. You must have a data management plan, no more than one page, at the end
of your paper.
UW Covid-19: During this pandemic, you must abide by all UW policies and public health rules put
forward by the City of Laramie (or by Natrona County if at UW-Casper), the University of Wyoming
and the State of Wyoming to promote the health and well-being of fellow students and your own
personal self-care. The current policy is provided for review at: https://www.uwyo.edu/alerts/campus-
return/index.html
As with other disruptive behaviors, we have the right to dismiss you from the classroom (Zoom and
physical), or other class activities if you fail to abide by these COVID-19 policies. These behaviors will
be referred to the Dean of Students Office using the UWYO Cares Reporting Form for Student Code of
Conduct processes (https://cm.maxient.com/reportingform.php?UnivofWyoming&layout_id=5).
Classroom Behavior Policy: The classroom (virtual and real) is a professional environment so you
should always take your responsibilities as you would employment. You must always act in a civil and
respectful manner. This means arrive on time, pay attention, ask questions if something is confusing,
complete all assignments as they are scheduled – or talk with me if you are not able to fulfill your
obligation.
If you have to attend virtually or on Zoom you must come on time, so please be realistic about your
internet connection and access to technology. If needed, I will open the Zoom meeting 30 minutes early
so you can come and hang out if you want. I am here to help you troubleshoot resources, but you are
responsible for assessing your situation. Additionally, you need to be aware of your environment. Make
sure you won’t be disturbed by others, use head-phones, don’t just walk away from the camera, and
don’t turn off the video. In essence, treat your zoom time exactly as you would coming to class. IF you
have roommates, make sure they know you are not to be disturbed during this time.
We are practicing a classical form of civility, meaning that we listen to one another. In addition to
respecting different opinions, we endeavor to learn from them. Civility will be practiced across all
forums, including WyoCourses, classroom, and your fieldwork. Spirited debate and disagreement are to
be expected in any classroom and all views will be heard fully, but at all times we will behave civilly
and with respect towards one another. Personal attacks, offensive language, name-calling, and
dismissive gestures are not warranted in a learning atmosphere. I have the right to dismiss students from
the classroom, study sessions, electronic forums, and other areas where disruptive behavior occurs.
Please bring a laptop, tablet, or smartphone, with space to run Zoom, to class. We may be engaging with
zoom, webpages, and other forms of digital formats during class. HOWEVER, you should be paying
attention to what we are doing. No video or audio recording during class is allowed to protect the
privacy of your fellow students. Always bring your work with you!
Classroom Statement on Diversity: My desire is that all students in this class encounter a safe, fair,
and inclusive environment that promotes appreciation of our shared human values while respecting the
wealth of experiences, beliefs, and academic goals everyone brings to the classroom. The materials you
are asked to engage with during this course incorporate diverse perspectives.
My goal is to support your educational objectives regardless of abilities, age, country of origin, culture,
economic class, ethnicity, gender identity, immigration status, race, religion, sexual orientation, veteran

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status, or world view. Your values and uniqueness are respected here, so please talk with me as soon as
you can about any ways that I can improve the learning environment. I have provided a list of resources
below to help you succeed this semester.
Abilities Support: The University of Wyoming is committed to providing equitable access to learning
opportunities for all students. If you have a disability, including but not limited to physical, learning,
sensory or psychological disabilities, and would like to request accommodations in this course due to
your disability, please register with and provide documentation of your disability as soon as possible to
Disability Support Services (DSS), Room 128 Knight Hall. You may also contact DSS at (307) 766-
3073 or udss@uwyo.edu. It is in the student’s best interest to request accommodations within the first
week of classes, understanding that accommodations are not retroactive. Visit the DSS website for
more information at: www.uwyo.edu/udss.
Academic Dishonesty Policies: Academic dishonesty will not be tolerated in this class. We are a
community of scholars, educators and community stakeholders that strive for the highest academic
standards and integrity. The Student Code of Conduct (http://www.uwyo.edu/dos/_files/docs/2021---
2022-student-code-of-conduct---final.pdf) clearly outlines the expectations, rights and responsibilities of
all members of this community. The conduct is specified in UW regulation 11-1
http://www.uwyo.edu/regs-policies/_files/docs/regulations-2020/uw_reg_11-1_approved_1-23-20.pdf.
All students should spend some time with these documents, since as members of this community you are
voluntarily agreeing to uphold the standards and abide by the repercussions of violating them. The
process that we uphold in the cases of alleged academic dishonesty are outlined clearly in UW
regulation 2-114 https://www.uwyo.edu/regs-policies/_files/docs/section-2-regulations-july-
2018/uw_reg_2-114_format_effective_7-1-18.pdf.
The following are my expectations for student conduct in this class:
● You will read the assigned materials and properly cite the authors when using their work or
ideas.
● Your assignments will be the result of your work or you will give proper credit to your muse.
● You will only use google or other online collaborative tools in the presence of your instructor
and teaching assistant. In other words if you share a google doc with a colleague you will also share it
with me and the course TA. To not do so, might result in a charge of academic dishonesty.
● You will not copy and paste from any source material.
● Your writing will be uniquely your own!
● If you find it necessary to utilize graphs or photos that have been published or developed by
someone other than yourself, you will obtain permission to use these or will do your best to reproduce
them AND will give credit to the original work. Your work will clearly cite the original work in text and
in the references cited section.
● Your field notebooks will reflect YOUR work.
● You will maintain a high sense of integrity for your own work and that of others.
● We will collaborate a good deal in this class. You must maintain our professions standards in
doing so and in publishing work that is the result of partial or more collaborative processes.
● If you are unsure of how to cite or collaborate, you will come and talk with me about it, after
consulting this document, the Chicago Manual, and university policies listed above.

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Professional ethics policy: All work in this class must also adhere to the professional code of conduct
as outlined by the American Anthropological Association, https://www.americananthro.org/ethics-and-
methods. According to that page:
“The AAA is committed to helping all anthropologists have access to quality information regarding
methodological and ethical best practices. The Associations Principles of Professional
Responsibility include:
1. Do No Harm.
2. Be Open and Honest Regarding your Work.
3. Obtain Informed Consent and Necessary Permissions.
4. Weigh Competing Ethical Obligations Due to Collaborators and Affected Parties.
5. Make Your Results Accessible.
6. Protect and Preserve Your Records.
7. Maintain Respectful and Ethical Professional Relationships. “
Failure to maintain the UW Student Code of Conduct and the AAA Principles of Professional
Responsibility might result in academic dishonesty charges or a failing grade on assignments.
Duty to Report: While I want you to feel comfortable coming to me with issues you may be struggling
with or concerns you may be having, please be aware that I have some reporting requirements that are
part of my job requirements at UW.
For example, if you inform me of an issue of sexual harassment, sexual assault, or discrimination I will
keep the information as private as I can, but I am required to bring it to the attention of the institution’s
Title IX Coordinator. If you would like to talk to those offices directly, you can contact Equal
Opportunity Report and Response (Bureau of Mines Room 319, 766-5200, report-it@uwyo.edu,
www.uwyo.edu/reportit). Additionally, you can also report incidents or complaints to the UW Police
Department. You can also get support at the STOP Violence program (stopviolence@uwyo.edu,
www.uwyo.edu/stop, 766-3296) (or SAFE Project (www.safeproject.org, campus@safeproject.org, 766-
3434, 24-Hour hotline: 745-3556).
Another common example would be if you tell me about your struggles with an issue that may be
traumatic or may cause unusual stress. I will likely inform the Dean of Students Office or Counseling
Center. If you would like to reach out directly to them for assistance, you can contact them using the
info below or going to www.uwyo.edu/dos/uwyocares.
Finally, know that if, for some reason, our interaction involves a disruptive behavior or potential
violation of policy, I will inform my Department Chair and the Dean of Students, even when you and I
may have reached an informal resolution to the incident. The purpose of this is to keep them apprised of
any behaviors and what was done to resolve them.
Syllabus Changes: I will alert you to any possible course format changes in response to UW decisions
about community safety during the semester.

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In-Person, HyFlex, Zoom, and WyoCourses expectations: As with all UW coursework, this course
will be educational and useful to you. I will respond to questions, concerns, and feedback in a timely
manner, usually within 24 to 48 hours.
YOUR responsibilities:
● Give and receive feedback from me and your classmates respectfully and constructively in all
interactions. This includes in Zoom chats, on WyoCourses boards, and within physical classroom
spaces.
● Actively engage in civil discourse in a respectful manner. Use professional language in all
course related forums.
● Communicate professionally. Whenever you send class-related email or messages, please
include a clear, specific subject line and use the body of the email or message to explain the purpose for
the email and any attached materials. Conduct yourself professionally.
● Meet assignment deadlines. We expect that you're interacting with course material multiple times
during the week.
● Ask for help when you need it. For academic assistance for this course please contact me for
available resources. For Dean of Students assistance please see: https://www.uwyo.edu/dos/student-
resources/covid-19-student-resources.html
● Please let us know if you notice another student who needs help in our (anonymous) WyoCares
referral option (https://www.uwyo.edu/dos/students-concern/index.html).
Information Technology (IT): If you have any IT related challenges, please contact the UWIT Service
Center: https://uwyo.teamdynamix.com/TDClient/1940/Portal/Requests/ServiceDet?ID=8890
Other Student Resources:
Contact Me: I have an open-door policy, so you can stop by and visit me whenever I’m in my office.
My office is in the Anthropology Building at 12th and Lewis. If you can’t make my office hours, please
schedule an appointment with me via email or check with our GA.
UW Writing Center: The writing center is there to help you improve your writing skills. Phone: 307-
766-5250
Special Accommodations: If you have any considerations that might affect your ability to perform at
your best, in the class, please let me know as soon as possible. You will need to register
with, and possibly provide documentation of your disability to Disability Support Services (DSS), room
109 Knight Hall. You may also contact DSS at (307) 766-3073 or udss@uwyo.edu. Visit their website
for more information: www.uwyo.edu/udss.
UW Library: Talk to a librarian! If you need help with research, it’s always a safe bet that a librarian
can find the answer.

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Additional Readings (available WyoCourses):
Bonilla Yarimar and Jonathan Rosa. 2015. #Ferguson: Digital protest, hashtag ethnography, and the
racial politics of social media in the United States. American Ethnologist 42(1):4-17.
Collins and Collins. 1989. Virtual Anthropology.
Coleman, E. Gabriella. 2010. Ethnographic Approaches to Digital Media. Annual Review of
Anthropology 39: 487-. 505
Freelon, Deen, Charlton McIlwain, Meredith Clark, 2018. Quantifying the power and consequences of
social media protest. New Media and Society 20(3):990-1011
Goodwin, Marjorie Harness. 1990. He-Said-She-Said: Talk as Social Organization among Black
Children. Indiana University Press, Bloomington.
Graffam, Gray. 2012. Avatar: A Posthuman Perspective on Virtual Worlds. In Human No More: Digital
Subjectivities, Unhuman Subjects, and the End of Anthropology, edited by Neil Whitehead and Michael
Wesch. University Press of Colorado, Boulder.
Hoesterey, James. 2012 The adventures of Mark and Olly: The pleasure and horrors of Anthropology on
TV. In Human No More: Digital Subjectivities, Unhuman Subjects, and the End of Anthropology, edited
by Neil Whitehead and Michael Wesch. University Press of Colorado, Boulder.
Lumsden, Karen 2009. Don’t ask a woman to do another woman’s job: Gendered interactions and the
emotional ethnographer. Sociology 43(3)497-513.
Minello, A. 2020. The pandemic and the female academic. Nature 17:2020.
Plows, Alexandra. 2008 Social Movements and Ethnographic Methodologies: An Analysis Using Case
Study Examples. Sociology Compass 2/5: 1523-1538
Rowe, Michael. 2007. Tripping over molehills: ethics and the ethnography of police work. International
Journal of Social Research Methodology 10(1): 37-48.
Ryan, Jenny. 2012 The Digital Graveyard: Online Social Networking Sites as Vehicles of
Remembrance. In Human No More: Digital Subjectivities, Unhuman Subjects, and the End of
Anthropology, edited by Neil Whitehead and Michael Wesch. University Press of Colorado, Boulder.

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Substantive Changes to Syllabus: The general schedule of topics and assignments is on WyoCourses.
Consider this syllabus as a guide but recognize that some changes will probably occur throughout the
semester, you should make sure your WyoCourses settings send you alerts about changes. I will of
course announce changes in class as well. Reading MUST be COMPLETED by the date listed on the
schedule below unless noted otherwise. Below is a generalized schedule, the comprehensive list of
assignments can be found on the syllabus page on WyoCourses.
FALL 2021 TOPICS AND ASSIGNMENTS
Week Learning Objectives Course Topics & Assignments
1
By the end of this week students will be able to or
will:
 Recognize various types of anthropological
discourse
 Mine their personal interests for interesting
research projects
 Discuss how others have approached their
anthropological field research
 Recall key persons, ideas and theories from
previous anthropology classes
 Develop a semester writing strategy
SLO: 1, 3, 7
Evaluation Method: behavioral observation and
direct assessment of student work
Course Orientation & History of
Ethnographic Research
Read:
Venkatesh: pp. xi-26
Bourgois & Schonberg pp. 1-46
Manual of Style Chapters 1-3
Assignments:
Personal Biography
Developing your field notebook.
In-class discussion:
Developing your research agenda.
2
will:
 Explain the ethics of doing anthropological
research as human communities
 Differentiate between academic
communication (Bourgois & Schonberg) and
popular writing (Venkatesh)
 Define and develop a research proposal
 Identify an area of research for the semester
that meets the definition of anthropological
work.
SLO: 1, 2, 3, 7
Ethics of Doing Ethnography
Read:
Venkatesh: 27 -67
Bourgois & Schonberg: 47-78
Manual of Style Chapters 4-5
IRB Policy online
Assignments:
Complete Citi Training (Due next week)
Start Research Proposal Statement
In-class discussion:
Discuss your research topics and where you
will start
3
will:
 Formulate research proposal
 Develop field map and research plan
 Identify community to engage with for
anthropological fieldwork.
 Will have IRB approval for fieldwork
SLO: 1, 2, 3, 4, 7
Introduction to DOING Ethnography
Read:
Venkatesh: pp. 67-112
Online Video: Malinowski Film
Assignments:
Citi Training & Draft IRB form
Fieldwork Exercise 1

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4
will:
 Describe an ethnographic setting
 Demonstrate concise anthropological writing
 Appraise the arguments and writing of their
peers
SLO: 1, 2, 3, 4, 5, 7
Field Notes & Interview
Read:
Bourgois & Schonberg:117-146
Writing for Anthropology: pp. 1- 28
Online Video: In Search of the Hamat’sa: A
Tale of Headhunting.
Assignments:
Fieldwork exercise 1 Due
Peer Review
5
will:
 Identify appropriate sources on their topics
 Appraise the value of their source materials
 Conduct and develop interview questions
SLO: 1, 2, 3, 4, 5, 7
BENCHMARK: Start Fieldwork
Doing Fieldwork
Read:
Students bring 3 articles on research topic
Assignments:
Fieldwork exercise 2: Interviews
6
will:
 Author paper on their interview assignment
SLO: 1, 2, 3, 4, 5, 7
Doing Fieldwork Digital Anthropology
Read:
Bourgois & Schonberg: pp. 147-182
Students bring 3 articles on research methods
or theory
Discussion:
Fieldwork collaboration
Assignment:
Fieldwork exercise 2: Due
7
will:
 Examine data using qualitative software
SLO: 1, 2, 3, 4, 5, 7
The researcher and focus of research
Read:
Students bring 3 articles on research methods
or theory
Assignment:
Fieldwork
Learn MaxQDA
8
will:
SLO: 1, 2, 3, 4, 5, 7
Real world problems in fieldwork
Read:
Students bring 3 articles for their research
Assignment:
Fieldwork
In class peer-review
9
will:
Real world problems in fieldwork
Read:

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SLO: 1, 2, 3, 4, 5, 7
END Fieldwork
(Turn in Field Notebooks)
10
will:
 Author paper on their interview assignment
SLO: 1, 2, 3, 4, 5, 7
Writing about fieldwork
Read:
Bourgois & Schonberg:209-240
Assignment:
Share writing with peers (peer-review)
11
will:
 Understand how to present research to the
public
 Develop a symposium format
 Demonstrate research expertise
 Appraise peer-research
SLO: 1, 2, 3, 4, 5, 6, 7
Writing about fieldwork
Read:
Assignments:
Set up Presentations Schedule;
Share writing with peers (peer-review)
Turn in First Draft
12
will:
 Understand how to present research to the
public
 Develop a symposium format
 Demonstrate research expertise
 Appraise peer-research
SLO: 1, 2, 3, 4, 5, 6, 7
Developing presentation papers
Read:
Bourgois & Schonberg: 241 -270
Assignments:
Develop Presentations
Writing a Presentation Paper
13
will:
 Learn how to work with multiple drafts of a
research paper
 Demonstrate professional writing processes
SLO: 1, 2, 3, 4, 5, 6, 7
Meetings with Instructor (Drafts Returned).
NO CLASS
14
will:
 Demonstrate the final research project to a
Presentations

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group of peers
 Comment on peer projects and presentations
 Evaluate the research and presentations
SLO: 1, 3, 5, 6
15
will:
 Demonstrate the final research project to a
group of peers
 Comment on peer projects and presentations
 Evaluate the research and presentations
SLO: 1, 3, 5, 6
Presentations
16
will:
 Understand the nature of anthropological
fieldwork
 Produced original research in writing and
presented to the public
 Understand how the discipline conducts
human subjects research and presents this
knowledge to the public
Evaluation Method:
Finals Week - There is no final exam. We
will reserve our Final exam period
Tuesday the 14th from 1:15 to 3:15 for any
final presentations or issues. If there are none,
then we will not meet.
The full version of your ethnography
with fieldnotes is due no later than 5:00
PM on the last day of finals. ONLINE
Submissions only.

14
COM 3 STUDENT LEARNING OBJECTIVES BY KEY ASSIGNMENT CATEGORIES
Assignment Name Student Learning
Objective
General Assessment
Personal Biography SLO 1, 3
Many anthropologists turn their personal interests into
their ethnographic research. Who are you as an
anthropologist, writer, researcher, ethnographer or
someone who's interested in user experience (UX)?
Doing Human Subjects Research
SLO 1, 3
This assignment has three goals that are related to
your competency in conducting human subjects
research. Your grade is assessed on your completion
of Citi Training and submitting a successful IRB.
Field Exercise #1 SLO 1, 2, 3, 4, 6, 7
The goal of this exercise is to develop your
appreciation and understanding of field work. You
will gain first-hand experience in acquiring
ethnographic data. Papers are graded on inclusion of
your participants in a professional manner and use of
standard English.
Fieldwork Exercise # 2 SLO 1, 2, 3, 4, 5, 6, 7)
The objective of this exercise is to assist you in the
process of developing your interviewing skills and
presenting the results to an audience of
anthropologists. The papers are graded on methods
used, the presentation of those methods in a logical
coherent manner in standard English.
First Draft of Final Project
SLO 1, 2, 3, 4, 5
The first draft of your project paper will be 10 - 15
pages long and will include results that you have in
hand. Assessment will consider the level of writing
(grammar, organization, and style), the presence of a
thesis, the placement of the research into the relevant
anthropological discussion or school of thought. Part
of the assessment will be holistic.
Project Conference Paper SLO 1, 3, 6, 7
In order to develop experience with conference
presentations we will spend the last two weeks of
class showcasing your research to an audience of your
peers. We are following the American
Anthropological Association annual meeting
guidelines. Students will develop a 20 minute oral
presentation on the results of their research project.
The format should match the tone of their research
publication. The students will develop a powerpoint
or sway presentation and a conference paper.
Final Paper Assignment SLO 1, 2, 3, 4, 5
Final papers and presentations are a necessary part of
communicating the results of your research to an
audience of scholars, peers, but also the general public
as well as your consultants. By successfully
completing the process you have learned to recognize
and evaluate the more advanced aspects of
communication that comprise anthropological field
research. The assignment is assessed on how well
you’ve integrated feedback from drafts.

15
ANTHROPOLOGY RESEARCH PROJECT OVERVIEW
ANTH 3300 Ethnographic Methods
ANTH 3300 is a COM3 level course that supports student learning opportunities that deeply
engage with anthropological communication at the advanced level. The course provides the
opportunity to develop and implement a full length field research project that mimics real-world
cultural anthropological field work. While we specialize in cultural anthropology, students from
other disciplines are welcome as the nature of anthropological communication is holistic in
nature. The project includes a sound understanding of anthropological theory and research
methods, including human subjects’ research.
Ethnographic methods are a set of skills useful to many fields, but they form the central
foundation for “doing anthropology.” The process includes communication between research
advisors, peer researchers, professional scholars and the general public. However, we are also
interested in the communication with the field context, with our interlocutors and about them
especially with those not involved within our host communities. The process requires deep
reflection about the very nature of how we develop knowledge or systems of knowledge.
In this class you will practice ethnographic methods over the course of the semester in order to
complete a full length ethnography project (aka the anthropological research project). All projects
involve many steps and components. You are the architect of your project so you will have control
over the final products: written communication, review processes and public presentation of your
results. The first step is committing to the class and the amount of time it will take you
successfully complete your work. You are expected in class at least five hours each week (class
time and two lab hours). According to Making College Count: September, “When planning out
study time remember the general rule that for every credit hour you are in you class you should
do homework, organize notes, or study 2-3 hours outside of class.”
(https://www.uwyo.edu/fye/_files/docs/mcc2021-sept1.pdf electronic document accessed April
18, 2022) You should expect to make a minimum time allowance of 15 hours per week but may
require as much as 20 hours (inclusive of class time and outside of class work).
Why are we doing this class this way?
The main skill set for anthropological work involves observation, interviewing (which means
listening), and qualitative analysis. Much of the training necessary to gain experience with this
skill set will occur in the class room, but you will be practicing the skills outside the classroom and
in the course lab. Your project will center on a problem or question you want to solve or
understand. It must relate to something that an anthropological audience would appreciate.
Students will develop a participant observation fieldwork design within the first few weeks of the
semester. You’ll complete the field work in the next five weeks. After which you will analyze the
results, peer-review each other’s work and meet with the instructor to discuss progress and your
written draft.
You’ll learn about topics of anthropological interest and debate through outside reading, some of
which I’ll assign others you’ll find on your own time in support of your projects (literature
review). By participating in classroom discussions on current debates in anthropology, ethics of
doing human subjects’ research and other current topics of interests you’ll become more familiar

16
with the discourse of our field or how to “talk” anthropology. Our classroom and lab time provide
students the opportunity to bring their fieldwork, analysis, and writing into a collaborative
workspace where peer-review and discussions will help improve student skills quickly over the
semester. Every project will be unique to the student, but the process of thinking about
anthropological themes and methods are shared.
What are the learning outcomes?
The project you are embarking on meets all of the student learning outcomes for a COM 3 course.
The syllabus outlines these as individual assignments and weekly objectives but it’s worth
revisiting here. With each of these learning outcomes, you will develop your critical thinking skills
through writing about and thinking about problems through your writing and communication
practice. The student in ANTH 3300 will:
1. Use anthropological discourse to communicate appropriate subject matter to academic
and professional audiences through written, oral, and digital communication.
2. Find, analyze, evaluate, and document information appropriately as applicable to
ethnographic research in the field of cultural anthropology. This is demonstrated by
completing a substantial communication project that requires appropriate research skills
(in other words: ethnographic research which culminates in an ethnography.)
3. Recognize and evaluate more advanced aspects of communication that respond to the
purposes and needs of audiences in a discipline, interdisciplinary field, or professional
setting (peer-review, literature review, etc.).
4. Make effective use of multiple drafts, revision, computer technology, peer and instructor
comments, and collaboration to show understanding of communication standards in a
discipline or interdisciplinary field.
5. Observe the accepted conventions of spelling, grammar, organizational structure,
punctuation, delivery, and documentation expected in disciplinary, interdisciplinary, or
professional contexts.
6. Deliver presentations in a confident and professional manner, consistent with the
standards of the discipline or interdisciplinary field.
7. Interact effectively with audience members, engage opposing viewpoints constructively,
and demonstrate active listening skills.
Here’s how the project should progress:
Weeks 1-6:
 Think about a problem or cultural question you are interested in learning more about.
Perhaps you only have a community of interest. You’ll begin thinking about this by
completing your personal biography.
 You’ll develop a research plan by starting with the formula, I want to learn more about
(an anthropological problem) by working with (insert your community/interlocutor’s
name) because (write about the reason your topic is important to you or to a broader
anthropological audience.)
 Train in human subjects research and the Institutional Review Board process.
 Train and practice developing your interview strategy.

17
 Develop your theoretical, methodological and subject specific literature search. You’ll
develop your understanding of their significance and how to dialogue with other
authors during class and lab, but much of this will be done on your own time.
Weeks 5-9:
 You’ll be spending a fair amount of time in your chosen field location. On average students
spend at least 10 hours a week making observations, interviewing community members,
listening to interlocutors.
 You field notebook will become packed during these weeks.
 You’ll be learning how to analyze the data you are collecting.
 You’ll be writing daily on both your paper (a google document shared with me) and your
literature review (a google sheets share with me).
Weeks 9-16:
 Once field work concludes you’ll be working on how to communicate your research and
field work to your anthropological audience, but also designing how you will share your
work with your interlocutor(s).
 You’ll turn in a draft to me (and 1 peer). We’ll schedule a time to meet so we can review my
comments together. You’ll schedule a meeting with your peer review their comments about
your paper.
 You’ll develop a public presentation and short paper of that presentation. You’ll schedule a
time to develop the presentation to our class over the last two weeks of class.
 You’ll turn in your final paper to me no later than the last day of finals’ week. If you wish to
turn in a formal second draft you must do so the Monday of the week before finals’ week so we can
meet the Monday of finals’ week.

18
ANTH 3300 STUDENT LEARNING OUTCOMES RUBRIC
The grade in this part of the rubric measures the level of engagement with reviewer feedback throughout the
semester. In order to do this, the final ethnography is compared to earlier drafts, changes based on student
conferences & drafts, as well as adaptation & development of ideas and style due to public presentation. The
criterion also measures, how student ethnographers developed, personally, by engaging with the work of others
(primarily through discussion, and peer-review of public presentations.
50 pts
Excellence
At the highest level, the student
has mastered the process of
incorporating the feedback of
others into their writing. They
have developed the ability to
write beyond simple formats,
while at the same time
grappling with how to best
present their communities.
They have resolved disputes
with communicative formats
that failed to capture the
importance of their research or
proved reductive while
developing a novel approach to
communicate their findings,
and the significance of their
research, to a broader
academic community.
40 pts
Competent
At the competent level, the
student's work incorporates much,
if not all, of the reviewer feedback.
They have developed the ability to
write beyond simple formats but
their communities may be
underrepresented or
oversimplified in the final work.
The student have may have left
some disputes with
communicative formats
unresolved thus may not have
fully captured or conveyed the
importance of their research.
Although the communication of
their findings is acceptable, the
significance of their research may
be lost or somewhat confusing to
many in the broader academic
community.
35 pts
Need work
The student did not incorporate much of
the feedback of others into their writing.
They need to develop the ability to write
beyond simple formats. Their
communities are underrepresented or
oversimplified. The communication of
their findings needs to be worked on. The
significance of the research is unclear to
the broader academic community.
The student's paper follows the format outlined in the Chicago Manuel of Style. This criterion includes grammar,
formatting of text, figures, and tables, as well as references. Also included in this criterion is the mastery of
revisions based on instructor feedback about style during the draft process.
25 pts
Excellence
Full mastery of style.
20 pts
Competent
Somewhat
mastered
style.
18 pts
Needs work
Errors in style exist in
paper, and/or specific
feedback was not
resolved.
The ethnographic research meets professional standards. The researcher obtained the appropriate level of
approval from communities, interlocutors, and individuals with whom they conducted research as discussed by
the IRB process. The research process engaged with during this semester is human subjects’ research regardless
of whether it was online or in person. Therefore, the researcher must have upheld the highest standards of ethics
while in the field but also in communicating the results of their research to the community. It is either met (25
points) or unmet (0 points).
25 pts Met
The student research has IRB approval. Interview strategies met the
standards of IRB approval. Research participant permission was sought
and obtained. All research participants were advised that they did not
have to participate in the research or could withdraw at any time.
Identities of participants were fully protected. Data collected were not to
be released or were to be destroyed after project completion. The process
was communicated in the presentation of results (public presentation
and or in the paper).
0 pts Unmet
Did not meet one or any of the IRB
communication processes.

ANTH3300-ETHNOGRAPHIC METHODS Syllabus

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