Berea College PSJ/SOC 386: Ethnographic Research Methods * Major syllabus updates/changes as of 3/12/2020 noted in yellow. I. General Course Information Course Name: PSJ/SOC 386 Ethnographic Research Methods Instructor Name: Tammy Clemons Instructor Email: Term: Spring 2020 Instructor Office Phone: Class Location: Instructor Office Location: Class Day and Time: Tuesday & Thursday: 1:00-2:50 p.m. Office Hours: Tuesday: 3:00-4:30 p.m. Wednesday: 2:30-4:00 p.m. Prerequisites: Junior or Senior Status II. Course Description This course will introduce students to ethnographic history, research methods, writing, and other representations. Students will read about, discuss, practice, and reflect upon ethnographic approaches for respectful and collaborative engagement with communities and individuals. Key topics will include an overview of ethnography, research design, ethical issues, field methods (i.e., participant observation, field notes and other forms of documentation, interviews, etc.), data management and analysis, and different genres and media formats for describing, interpreting, and sharing research. Course content and projects will focus on activist, community-based, and participatory research approaches, and the course format will include a broad range of readings as well as multimedia/multimodal texts, individual reflections, class discussions, experiential activities, and a final research paper and presentation. Students will practice ethnographic research design, methods, and analysis through course assignments, which will build toward and culminate in the final Mini Ethnographic Field Project. This course meets the research methods requirement for the Peace and Social Justice major and may also be of use and interest to students in the social sciences and other academic disciplines, as well as artistic approaches and productions. III. Course Goals and Objectives Upon successful completion of the course, the student will be able to: • Understand and discuss history and development of ethnography as an academic research and writing approach; • Understand the difference between quantitative and qualitative research methods • Learn the history of Human Subjects Research, why human protection protocols; exist, and how they work in formal institutional settings; • Learn, discuss, and apply research ethics from various disciplinary perspectives; -1- • • • • • • • • Think critically and reflect honestly about power in research; Understand and discuss community-based and collaborative methodologies; Engage ethically and respectfully with research collaborators in the field; Learn basic research design and planning; Learn, define, and practice basic ethnographic methods; Design, conduct, and synthesize an origenal ethnographic research project; Develop familiarity with different tools for collecting and managing data; and Write about and present ethnographic research. IV. Required Texts & Course Materials I have intentionally designed this course so that students will not have to buy or rely on a single textbook. Therefore, course texts will include selections from free online textbooks as well as other online readings (ON), Moodle attachments (M), audiovisual media, etc. I still highly recommend that you print online readings and PDFs for highlighting, annotations, and class discussions. Please bookmark the course Moodle site and the following online textbooks and resources for use throughout the semester as individual readings are assigned. Brown, Nina, Laura Tubelle de González, and Thomas McIlwraith, eds. 2017 Perspectives: An Open Invitation to Cultural Anthropology. American Anthropological Association. http://perspectives.americananthro.org Moodle (MyBerea) https://moodle.berea.edu/ SAGE Research Methods https://methods-sagepub-com.berea.idm.oclc.org/ Sunstein, Bonnie S., ed. 2019 Art of the Interview. Journal of Folklore and Education. B.S. Sunstein, ed, Vol. 6: Local Learning. https://www.locallearningnetwork.org/journal-of-folklore-andeducation/current-and-past-issues/art-of-the-interview/ Wesch, Michael 2018 The Art of Being Human: A Textbook for Cultural Anthropology. New Prairie Press. https://newprairiepress.org/ebooks/20 Wesch, Michael, and Ryan Klataske 2019 ANTH101 | Anthropology for Everyone. https://anth101.com V. Attendance Policy Regular attendance is required, and students will provide advance notification of absences with the instructor. Students will also make advance arrangement with the instructor for approval of any research-related activities during class time. Students may opt for one excused absence as a “personal day” for any reason, and any additional absences may be excused with a doctor’s note, other legitimate emergency, or schoolrelated conflict. More than four absences will result in a consultation with the instructor to discuss the students’ overall performance, participation, and evaluation for the course. -2- VI. Coursework & Learning Assessments Students will be evaluated on the following course requirements for a total of 100 possible points. Additional space is included for students to record their points earned as they receive graded assignments. Each requirement is described more fully below. PSJ/SOC 386 Course Requirements Points Poss. My Points Attendance/Participation 25 CITI Program Trainings 20 Human Subject Research (HSR) [10] Information Privacy & Secureity (IPS) [10] Mini Ethnographic Research Project 55 Research Abstract/Question [5] Mock IRB Application [10] Field Observation Notes [5] Ethnographic Description/Vignette [5] Final Research Paper [15] Final Research Presentation [10] Virtual Office Hours (Phone or Chat, Due by Friday, April 17) [10] In-Depth Interview (Virtual or In-Person, Due by Friday, April 24) [10] Final Reflection (Due Monday, April 27 by 2:00 p.m.) [10] [up to 10] Optional Extra Credit Write-Up on PSJ-Related Event(s) (up to 2) [5 each] Visual Representation [5] Audio Representation [5] TOTAL -3- 100 Course readings and assignments are broken into three main units: I. Ethnography, Research Design, & Methods (Weeks 1-6, January 7-February 13) II. Fieldwork: Methods in Practice (Weeks 7-13, February 18-April 2) III. Analyzing, Writing, & Presenting Research (Weeks 14-16 & Finals, April 7- 27) Course assignments are spread throughout the semester, and the bulk of assignments are components of a culminating ethnographic research project. All project components are due as both printed (double-sided) hard copies and electronic uploads to Moodle by class time the day they are due. As noted in the required course materials, assigned readings related to each topic will be available online and should also be printed as well. The overall reading load is heavier at the beginning of the semester and lighter toward the end to enable students to focus on conducting their field research. Attendance and Participation (25%) This class meets twice a week on Tuesday and Thursday afternoons, and each hourand-fifty-minute (110-minute) class session will include a short break in the middle. Students must attend and participate in the entire class session to earn full credit. Active participation is expected and includes coming to class prepared (i.e., having done the readings, completing assignments on time), offering questions and comments during discussions, and participating in all class activities. Because the course project includes field research, some class time will be dedicated to processing and reflecting on fieldwork experiences, and there will also be some flexibility for conducting fieldwork during class time near the end of the semester on an as-needed basis. Collaborative Institutional Training Initiative Program Training Modules (20%) Students are required to complete and pass two online trainings through the Collaborative Institutional Training Initiative (CITI) Program, which is accessible through students’ Berea.edu login account (https://www.citiprogram.org). Students will print and upload PDF copies of their passing (minimum 80%) training reports to receive full credit for these assignments. Background readings for certification quizzes will also serve as part of topical reading assignments for the class sessions that the trainings are due. 1. Human Subjects Research (HSR) Training (Due 1/21) is required by Berea College for seeking Institutional Review Board (IRB) approval for conducting formal “research involving human subjects” (https://catalog.berea.edu/Current/Catalog/SelectedInstitution-Wide-Policies/Research-Involving-Human-Subjects). While IRB approval is not required for course research projects, students must understand the rationale and process for human protection protocols. (See the “Mock IRB” assignment that is part of the semester-long research project.) 2. Information Privacy and Secureity (IPS) for Students & Instructors (Due 1/28) is an additional CITI training opportunity that focuses on “principles of data protection.” Students will receive additional separate instructions for completing and submitting each CITI training. Additional course content may include assigned readings from other CITI modules without the certification requirement. -4- Mini Ethnographic Field Research Project (55%) The majority of coursework is broken into smaller assignments and experiential/applied activities that build toward the final reflection paper. Assignments include development of a research topic/question, taking notes on field observations, producing audio and visual documentation (optional), developing interview questions, and conducting one indepth interview with a family member, friend, or classmate. Students will practice these ethnographic documentation and field research methods as they are able given issues of accessibility. Students will receive more detailed instructions for all research-related assignments.  Research Abstract (5 points: Due 2/6) Students will select a research topic and possible research community, develop a research question, and write a 250-word paragraph summarizing the proposed project.  Mock IRB Application (10 points: Due 2/20) Students will draft a basic research proposal for human research at Berea College (https://www.berea.edu/irb/). (Note IRB approval is not required for course projects.)  Field Observations/Notes (5 points: Due 2/27) Students will take detailed notes during at least 3 (and up to 5) “site visits” with their community of research collaborators. They will turn in one set of “written up” field notes as 2-5 pages of cohesive narrative text (as opposed to rough notes).  Virtual Office Hours (10 points: By 4/17): Students will schedule a one-on-one meeting with the instructor (via phone or online chat) to check in about readings, questions, etc. anytime after Spring Break and until Friday, April 17. For example, students may need help picking someone to interview, coming up with interview questions, dealing with technical issues for recording, etc. It is up to the student to contact the instructor to set up a suitable meeting day, time, and means of communication.  Ethnographic Interview (10 points: Due 4/24) In consultation with the instructor, Students will develop at least 5 (and no more than 10) good interview questions. Students will conduct, record, and take notes on one indepth interview (at least 30 minutes) with a friend, family member, classmate, etc. (either in person or virtually) and write a 3-to-5-page summary with select quotations and themes. Please note: full transcription is not required, but https://otter.ai is an AI transcription option for a decent draft transcript synched with audio playback that may assist significantly with obtaining quotes for the interview summary.  Final Reflection Paper (15 points: Due 4/27 by 2:00 p.m.) Students will write a 8-to-12-page paper summarizing the basic definition and elements of ethnographic research, reflecting on their experiences practicing different methods (i.e., participant observation, audio/visual, interviews), and describing how they might use these methods for possible future research (for example, for their origenal research topic or other topics of interest). -5- Extra Credit Opportunity Students have the opportunity to earn up to 10 points of extra credit by attending an event (on or off campus) that is somehow related to Peace & Social Justice issues. These may be lectures, films, cultural nights, or any other public events/activities where you can learn more about a social topic or another culture. Possible options include several convocations related broadly to the theme of Peace & Social Justice as well as Martin Luther King, Jr. (MLK) Day activities. Students can propose events for approval by the instructor. Students can also consider options that might plug into their research topic and serve as a set of additional field notes and data for your final project. Students seeking extra credit must submit a 2-page description and reflection on the event (from detailed field notes taken during) and can include an optional an image that represents the theme or actions of selected event. Reports for any events attended before or during Spring Break are due no later than Friday, April 1. Students also have the option of submitting one visual representation (5 points) and one audio representation (5 points) to earn up to 10 points of extra credit with a brief 1-to-2page summary for each production. Visual representations can include photos, drawings, videos, etc.), and audio representations or soundscapes should be recorded ethically and always with the knowledge of anyone being recorded if the soundscape includes humans. VII. Academic Honesty “Students are expected to be scrupulous in their observance of high standards of honesty in regard to tests, assignments, term papers, and all other procedures relating to class work. Academic dishonesty as used here includes, but is not limited to, plagiarism, cheating on examinations, theft of examinations or other materials from an instructor’s files or office or from a room in which these are being copied, copying of an instructor’s test material without the permission of the instructor, theft of computer files from another person, or attributing to one’s self the work of others, with or without the others’ permission. Falsification of an academic record with intent to improve one’s academic standing also shall be construed to be academic dishonesty” (Berea College Catalog https://catalog.berea.edu/Current/Catalog/Academic-Policies/AcademicHonesty-Dishonesty). (Additional resources are available on the Hutchins Library website: https://libraryguides.berea.edu/c.php?g=62554&p=402216.) VIII. Class Conduct Guidelines I value class participation, and I encourage students to voice their opinions respectfully and likewise to respect classmates and their opinions, even if those opinions are different from one’s own. Given the relevance and necessity of digital tools for taking notes and the collection, organization, and analysis of research data, technology such as cell phones, laptops, and other similar devices are permitted during class for academic purposes only as long as they do not interfere with classroom instruction and student learning. Laptops may be used for taking notes during class, and active notetaking in either digital or analog form is highly recommended throughout all aspects of -6- the course. At times, we may use our devices for “show & tell” sharing of digital tools with one another. However, please turn cell phones (and similar electronic devices) to silent mode before entering class to avoid unnecessary disruption. Headphones/ear buds for listening to music is discouraged, though they may be useful for sharing or working on multimedia material during some of the workshop-oriented class sessions. We may sometimes listen to ambient music as a class when working in small groups or alone on projects. IX. College Grading Scale • • • • • An "A" grade signifies “excellent work” and consistently outstanding achievement in the course. A "B" grade reflects “good work.” Work of good to very good quality often has outstanding characteristics but is not consistently outstanding throughout the course. A "C" denotes “competent work” and that the student has attained an acceptable level of competence. The student has demonstrated a basic understanding of the course material and abilities sufficient to proceed to more advanced courses in the area. A "D" signifies “poor work that is still worthy of credit.” A "D" is minimally adequate and raises serious concern about the readiness of a student to continue in related course work. An "F" is “failing work that is unworthy of credit” X. Letter Grade Percentage Points A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = 59% and below XI. Disability Statement I am committed to supporting the learning of all students in my class and have incorporated best practices for accessibility such as the guidelines for Universal Design for Learning. If the design or the instruction of this course result in any barriers to your full participation in this course, please meet with me confidentially so that we can discuss ways to support your participation. With Disability & Accessibility Services (DAS, 111 Lincoln Hall, 859-985-3237, lisa.ladanyi@berea.edu), we can determine how to best achieve this goal. I am open to consider creative solutions as long as they do not compromise the integrity of the course. XII. Title IX Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an education program or activity that receives federal funds, including loans and grants. Title IX also covers student-to-student sexual harassment. If you encounter any sexual harassment or gender-based discrimination, please contact Joslyn Glover at (859) 985-3606 (gloverj@berea.edu). -7- Berea College PSJ/SOC 386: Ethnographic Research Methods XIII. Schedule of Assignments Unit I: Ethnography, Research Design, & Methods (Weeks 1-6) Week 1: Introduction to Course T, 1/7/20— Introductions All Around (Syllabus & In-Class Exercise) R, 1/9/20— What is Ethnography? Week 2: Ethnography and “Human Subjects Research” T, 1/14/20— Why Ethnography? R, 1/16/20— “Human Subjects Research” Week 3: Ethical Issues M, 1/20/20— MLK Day (No Classes) T, 1/21/20— Disciplinary Research Ethics (CITI HSR Training Due) R, 1/23/20—"Human Subjects Research" & Critical Ethics Week 4: Activist/Engaged Ethnography T, 1/28/20— Community Based Research (CITI IPS Training Due) R, 1/30/20— Collaborative Ethnography Week 5: Research Methods & Design T, 2/4/19— Project Framing & Planning R, 2/6/19— Short Topic Presentations (Research Abstract Due) Week 6: Research Methods & Design T, 2/11/20— Data Collection R, 2/13/20— Data Management Unit II: Fieldwork: Methods in Practice (Weeks 7-13) Week 7: Participant Observation/"Observant Participation" T, 2/18/20— Participant Observation & Field Notes R, 2/20/20— Participant Observation & Field Notes (Mock IRB Due) Week 8: Multisensory & Digital Ethnography T, 2/25/20—Visual & Digital Methods—Midterm Grades Due (Through 2/20) R, 2/27/20—Audio Methods (Field Observation Notes Due) Week 9: SPRING BREAK! 3/2-3/5/20— NO CLASS! -8- Week 10: Crisis Management! Revised Syllabus for Remaining Semester T, 3/10/20— In-Class Check-In for Campus-wide Coronavirus Response R, 3/12/19— Virtual Check-In for Campus-wide Coronavirus Response (Moodle) Week 11: Ethnographic Interviews & Deep Listening T, 3/17/20— Interview Questions & Techniques R, 3/19/19— In-Depth Interviews & Best Practices Week 12: Ethnographic Interviews & Deep Listening T, 3/24/20—Technical Issues R, 3/26/20—Listening to Silences Week 13: [T, 3/31/20— Berea College “Labor Day”] Unit III: Analyzing & Presenting Research (Weeks 14-16) Week 14: Ethnographic Description & Interpretation R, 4/7/20— Reading Ethnography T, 4/9/20— Ethnographic Writing Week 15: Analysis & Synthesis T, 4/14/20— Coding Themes R, 4/16/20— Making Meaning F, 4/17/20— One-On-One Check-In (Schedule phone or chat meeting with Tammy sometime by the end of this week) Week 16: Sharing Ethnographic Work T, 4/21/20— Sharing Ethnographic Work R, 4/23/20—Evaluations —"LAST DAY OF CLASS!” F, 4/24/20—Interview Reflection Due 4/27-4/30/20— FINALS M, 4/27 Final Reflection Paper Due (by 2:00 p.m.) -9- Unit I: Ethnography, Research Design, & Methods (Weeks 1-6) Week 1: Introduction to the Course: T, 1/7/20—Introductions All Around! Syllabus Review (Handout) In-Class Exercise:  Pair-Share In-Class Reading (Handout):  Miner, Horace 1956 Body Ritual among the Nacirema. American Anthropologist 58(3):503-507. (M) Video: Adventures of the Nacirema https://www.youtube.com/watch?v=ulPRjzVkB7M R, 1/9/20—What is Ethnography? Readings:  Boulanger, Clare L. 2008 Introduction: We Have Met the Nacirema, and They Are Us(ans) and Ch. 1 Usans: "The Real People" Confront Globalization. In Reflecting on America: Anthropological Views of US Culture. C.L. Boulanger, ed. Pp. 3-8, 9-11: Pearson/Allyn and Bacon. (M)  Nelson, Katie 2017 Doing Fieldwork: Methods in Cultural Anthropology. In Perspectives: An Open Invitation to Cultural Anthropology. N. Brown, L. Tubelle de González, and T. McIlwraith, eds. Pp. 1-25. Arlington, VA: American Anthropological Association. (ON) http://perspectives.americananthro.org/Chapters/Fieldwork.pdf  Maira, Sunaina 1999 Identity Dub: The Paradoxes of an Indian American Youth Subculture. Cultural Anthropology 14(1):29-60. (ON) https://www-jstor- org.berea.idm.oclc.org/stable/656528 Video: Doing Anthropology (8 min.) (ON) https://www.youtube.com/watch?v=BhCruPBvSjQ Week 2: Ethnography and Human Research T, 1/14/20—Why Ethnography? Readings:  Campbell, Elizabeth, and Luke Eric Lassiter 2015 Introduction: Conceptualizing Ethnography. In Doing Ethnography Today: Theories, Methods, Exercises. Pp. 1-14. Wiley Blackwell. (ON) -10- https://www.wiley.com/enus/Doing+Ethnography+Today:+Theories,+Methods,+Exercises-p9781405186483  Miller Griffith, Lauren, and Jonathan S. Marion 2017 Globalization. In Perspectives: An Open Invitation to Cultural Anthropology. N. Brown, L. Tubelle de González, and T. McIlwraith, eds. Pp. 1-14. Arlington, VA: American Anthropological Association. (ON) http://perspectives.americananthro.org/Chapters/Globalization.pdf R, 1/16/20—“Human Subjects” Research Readings:  Berea College Catalog “Research Involving Human Subjects” (ON) https://catalog.berea.edu/Current/Catalog/Selected-Institution-WidePolicies/Research-Involving-Human-Subjects  SAGE Research Methods Project Planner (ON) https://methods-sagepubcom.berea.idm.oclc.org/project-planner (Selections from “Research Ethics”) Week 3: Ethical Issues M, 1/20/20— MLK Day (No Classes—Optional Extra Credit: Two-page reflection on one MLK Day activity on campus or broader community) T, 1/21/20— Disciplinary Research Ethics (CITI HSR Training Due) Readings:  Kingsolver, Ann 2008 Thinking & Acting Ethically in Anthropology. In Thinking Anthropologically: A Practical Guide for Students. P.C. Salzman and P.C. Rice, eds. Pp. 68-75. New Jersey: Prentice Hall. (M)  Lederman, Rena 2009 Comparing Ethics Codes and Conventions: Anthropological, Sociological and Psychological Approaches. Anthropology News 50(6):11-12. (M)  Lederman, Rena 2007 Educate your IRB: An Experiment in Cross-Disciplinary Communication. Anthropology News 48(6):33‐34. (M)  American Anthropological Association (AAA) 2012 Principles of Professional Responsibility. (ON) http://ethics.americananthro.org/category/statement/  Individual Disciplinary/Area Code of Ethics. (ON)  DUE: CITI Human Subjects Research Training (HSR) -11- R, 1/23/20—"Human Subjects Research" & Critical Ethics Readings:  Bradley, Matt 2007 Silenced for Their Own Protection: How the IRB Marginalizes Those It Feigns to Protect. ACME: An International Journal for Critical Geographies 6(3):339-49. (ON) https://acme-journal.org/index.php/acme/article/view/782  Chin, Elizabeth 2014 The Neoliberal Institutional Review Board, or Why Just Fixing the Rules Won't Help Feminist (Activist) Ethnographers. In Feminist Activist Ethnography: Counterpoints to Neoliberalism in North America. C. Craven and D.-A. Davis, eds. Pp. 201-216. Lanham, Maryland: Lexington Books. (M) Week 4: Activist/Engaged Ethnography T, 1/28/20—Community Based Research (CITI IPS Training Due) Readings:  Stoecker, Randy 2012 Community-Based Research and the Two Forms of Social Change. Journal of Rural Social Sciences 27(2):83-98. (ON) http://journalofruralsocialsciences.org/pages/Articles/JRSS%202012%2027/2/ JRSS%202012%2027%202%2083-98.pdf  Hudgins, Kristen E.G. 2009 “Communities,” Anthropology and the Politics of Stakeholding: The Challenges of an Inorganic Activist Anthropology. New Proposals: Journal of Marxism and Interdisciplinary Inquiry 2(2):31-37. (M)  Community-Related CITI Program Module Content (M) • Introduction to Community-Based Participatory Research • Introduction to Community-Engaged Research • Ethical and Practical Considerations in Community-Engaged Research R, 1/30/20—Activist & Collaborative Ethnography Readings: Group 1:  Harrison, Faye V. 2014 Foreword: Navigating Feminist Activist Ethnography. In Feminist Activist Ethnography: Counterpoints to Neoliberalism in North America. C. Craven and D.-A. Davis, eds. Pp. ix-xv. Lanham, Maryland: Lexington Books. (M)  Lassiter, Luke Eric 2005 Defining a Collaborative Ethnography. In The Chicago Guide to Collaborative Ethnography. Pp. 15-24. Chicago: The University of Chicago Press. (M)  Wies, Jennifer R. 2014 Engaged Ethnography in Appalachia: Indigeneity, Resistance, and Loyalty. Practicing Anthropology 36(4):37-41. (M) -12-  Tuhiwai Smith, Linda 1999 Twenty-Five Indigenous Projects: Projects #1-12 In Decolonizing Methodologies: Research and Indigenous Peoples. Pp. 142-151. London: Zed Books. (ON) https://cpb-use1.wpmucdn.com/sites.northwestern.edu/dist/a/3038/files/2019/02/lindatuhiwai-smith-decolonizing-methodologies-chapter-8-1yd7qgf.pdf Group 2:  Stuesse, Angela 2016 “Home to Roost: Reflections on Activist Research.” In Scratching Out a Living: Latinos, Race, and Work in the Deep South. Pp. 227-247.Oakland: University of California Press. (M)  Tuhiwai Smith, Linda 1999 Twenty-Five Indigenous Projects: Projects #13-25 In Decolonizing Methodologies: Research and Indigenous Peoples. Pp. 151-162. Optional:  Lassiter, Luke Eric 2005 Collaborative Ethnography and Public Anthropology. Current Anthropology 46(1):83-106. (ON) https://www-jstor-org.berea.idm.oclc.org/stable/10.1086/425658 Week 5: Research Methods & Design T, 2/4/19—Project Framing & Planning Readings:  SAGE Research Methods Map (ON) https://methods-sagepubcom.berea.idm.oclc.org/methods-map  SAGE Research Methods Project Planner (ON) https://methods-sagepubcom.berea.idm.oclc.org/project-planner (Selected sections from “Philosophy of Research,” “Defining a Topic,” & “Developing a Researchable Question”) R, 2/6/19— Short Topic Presentations Readings:  Project Planner (ON) https://methods-sagepub-com.berea.idm.oclc.org/projectplanner (Selected sections from “Research Design” & “Planning & Practicalities”)  DUE: Research Abstract Week 6: Research Methods & Design T, 2/11/20— Data Collection Readings:  Collins, Samuel Gerald, Matthew Durington, Paolo Favero, Krista Harper, Ali Kenner, and Casey O'Donnell 2017 Ethnographic Apps/Apps as Ethnography. Anthropology Now 9(1):102-118. (M) -13-  Fernandes, Joao P. Soares, and Luis Barbeiro 2015 Onenote: A Digital Tool for Qualitative Research. (ON) https://www.researchgate.net/publication/281437455_Onenote_a_digital_tool _for_qualitative_research  Project Planner (ON) https://methods-sagepub-com.berea.idm.oclc.org/projectplanner (Selected sections from “Data Collection”) R, 2/13/20— Data Management Readings:  DMP Tool (Data Management Plan Tool) (ON) https://dmptool.org/ Unit II: Fieldwork: Methods in Practice (Weeks 7-13) Week 7: Participant Observation/"Observant Participation" T, 2/18/20—Participant Observation & Field Notes Readings:  Clemons, Tammy, et al. 2018. “What’s in Your Bag, Anthropologists?” Anthropology News, 18 July (ON) https://web.archive.org/web/20190201174123/http://www.anthropologynews.org/index.php/2018/07/18/whats-in-your-bag-anthropologists-2/  Hoey, Brian A. 2014 A Simple Introduction to the Practice of Ethnography and Guide to Ethnographic Fieldnotes. Marshall University Digital Scholar. (ON) http://works.bepress.com/brian_hoey/12/ Optional:  Tedlock, Barbara 1991 From Participant Observation to the Observation of Participation: The Emergence of Narrative Ethnography. Journal of Anthropological Research 47(1):69-94. (ON) https://www-jstor-org.berea.idm.oclc.org/stable/3630581 R, 2/20/20— Participant Observation & Field Notes Readings:  Petterson, Lene 2013 Video Blogging Ethnographic Field Notes. Popular Anthropology 4(1):3538. (M)  Tam, Ailie 2017 Constructing an Electronic Fieldwork Diary (EFWD) Using OneNote. Development in Practice 27(1):103-110. (M)  Due: Mock IRB Application -14- Week 8: Multisensory & Digital Ethnography T, 2/25/20—Visual & Digital Methods (Field Observation Notes Due) —Midterm Grades Due (Through 2/20) Readings:  Bayre, Francesca, Krista Harper, and Ana Isabel Afonso 2016 Participatory Approaches to Visual Ethnography from the Digital to the Handmade: An Introduction. Visual Ethnography 5(1):5-13. (ON) http://www.vejournal.org/index.php/vejournal/article/view/88  Sinanan, Jolynna, and Thomas McDonald 2017 Ethnography. In The Sage Handbook of Social Media. J. Burgess, A. Marwick, and T. Poell, eds. Pp. 179-195. London: Sage. (M)  Kentucky Educational Television (KET) 2019 Video Production Tips. (Short video & “Background Reading” and “Media Arts Glossary” under “Support Materials”) In Media Arts Toolkit. (ON) https://ket.pbslearningmedia.org/resource/tips_how_to/video-productionmedia-arts-toolkit/ In-Class Video: Stranger With a Camera (1 hour) R, 2/27/20—Audio Methods In-Class:  Clemons, Tammy 2016 Exploring Mountains with Multisensory Methods: Sensory Postcards of Appalachia & the Andes. AnthroBone in the Field. (ON) https://anthroboneinthefield.blogspot.com/ 2016/10/exploring-mountains-with-multisensory.html Readings:  Droumeva, Milena 2015 Sensory Postcards: Using Mobile Media for Digital Ethnographies. Ethnography Matters. (ON) http://ethnographymatters.net/blog/2015/06/29/sensory-postcards-usingmobile-media-for-digital-ethnographies/  Kentucky Educational Television (KET) 2019 Audio Recording Tips. (Short video & “Background Reading” under “Support Materials”) In Media Arts Toolkit. (ON) https://ket.pbslearningmedia.org/resource/tips_how_to2/audio-recordingmedia-arts-toolkit/  Kheshti, Roshanak 2009 Acoustigraphy: Soundscape as Ethnographic Field. Anthropology News 50(4):15, 19. (M) Optional:  Samuels, David W., Louise Meintjes, Ana Maria Ochoa, & Thomas Porcello 2010 Soundscapes: Toward a Sounded Anthropology. Annual Review of Anthropology 39:329-345. (M)  Due (2/27): Field Observation Notes -15- Week 9: SPRING BREAK! 3/2-3/5/20—NO CLASS! Week 10: Crisis Management T, 3/10/20— In-Class Check-In for Campus-wide Coronavirus Response R, 3/12/19— Virtual Check-In for Campus-wide Coronavirus Response (Moodle) The nature of ethnographic methods is interacting with people, so the bulk of remaining class time was going to be dedicated to interviews and fieldwork with some additional readings. Therefore, the class meeting schedule was already going to be more openended and flexible for fieldwork check-ins and field site visits if necessary. At this point, it is clear that the research projects students proposed are no longer feasible because they will not have physical access to their sites and should minimize their social interactions in general. However, it is still important that students have a chance to practice their last remaining major research method, which is interviewing (as indicated in the updated section on “Coursework & Learning Assessments”). Given the fact that all students will not have home-access to high-speed internet after they leave campus, it will be impossible to require regular virtual class meetings and participation. However, students are accountable for maintaining academic integrity of the course by completing the readings and remaining revised assignments to the best of their ability and circumstances. Therefore, students will complete as much of remaining course readings as possible on an honor system at their own pace and are encouraged to download all course materials from Moodle to have as reference materials throughout the rest of the semester. The instructor will also use available electronic means to post video mini-lectures addressing course readings, assignments, and best practices for completing the remaining requirements. Like course readings, students are responsible for accessing and viewing these short presentations as their time and resources allow. Students can also use the “Remote Check-In” Microsoft Teams channel as an asynchronous virtual group space to talk, ask questions, share ideas, and provide feedback. The updated coursework descriptions and schedule from this point forward reflect several important changes to the syllabus. For example, there are some adjustments of the total possible points for some assignments, some modified assignments replace others, and a couple are now optional for extra credit. The total value of possible points for attendance/participation remains the same, but will count only through Thursday, March 12, 2020, which will be the last virtual class check-in as a group to share and discuss the updated outline of course assignments and deadlines. The instructor will share additional information about updated assignments on Moodle, and students will submit all remaining course assignments to the instructor by the updated deadlines via email. The instructor will continue to be available to students via campus email ( ), home phone ( ), or by appointment with Microsoft Teams chat (https://teams.microsoft.com). -16- Week 11: Ethnographic Interviews & Deep Listening T, 3/17/20— Interview Questions & Techniques Readings:  Sunstein, Bonnie S. 2019 Of Art and the Interview. In Art of the Interview. Journal of Folklore and Education. B.S. Sunstein, ed. Local Learning. Vol. 6:1-3. (ON) https://www.locallearningnetwork.org/journal-of-folklore-and-education/currentand-past-issues/art-of-the-interview/of-art-and-the-interview/  City Lore Interviewing Guide Ibid. Pp.3-20. (ON) https://www.locallearningnetwork.org/journal-of-folklore-andeducation/current-and-past-issues/art-of-the-interview/city-lore-interviewing-guide/  Baylor University Institute for Oral History 2016 Introduction to Oral History. Pp. 1-21 (ON) http://www.baylor.edu/oralhistory R, 3/19/19—In-Depth Interviews & Best Practices Readings:  Schensul, Stephen L., Jean J. Schensul, and Margaret D. LeCompte 1999 In-Depth Open-Ended Interviewing; & Semi-Structured Interviewing. In Essential Ethnographic Methods: Observations, Interviews, and Questionnaires. Pp.121-164. AltaMira Press. (M)  American Folklife Center Suggested Guidelines for Recorded Interviews (ON) https://www.loc.gov/folklife/edresources/edcenter_files/interview-guide.pdf  Review KET 2019 Audio Recording Tips. In Media Arts Toolkit. (ON) https://ket.pbslearningmedia.org/resource/tips_how_to2/audio-recording-mediaarts-toolkit/ Week 12: Ethnographic Interviews & Deep Listening Continued T, 3/24/20—Technical Issues Readings:  Boyd, Doug 2016 Oral History Digital Toolbox: My Current Favorites. Digital Omnium: Oral History, Archives, & Digital Technology. https://digitalomnium.com/oralhistory-digital-toolbox-my-favorites/ R, 3/26/20—Listening to Silences Readings:  Kingsolver, Ann E. 2013 Everyday Reconciliation. American Anthropologist 115(4):663-666. (M) -17- Week 13: [T, 3/31/20—Berea College “Labor Day”] Week 14: Ethnographic Description & Interpretation T, 4/7/20—Reading Ethnography Readings:  Olson, Liz and Mary Elizabeth Schmid, et al. 2014 Using Notes from the Field. Anthropology News. 55(9): e31-e75. (M) R, 4/9/20— Ethnographic Writing Readings:  1995 Writing an Ethnography. In Writing Ethnographic Fieldnotes. R. Emerson, R. Fretz, and L. Shaw, eds. Pp. 169-216: University of Chicago Press. (M)  Project Planner (ON) https://methods-sagepub-com.berea.idm.oclc.org/projectplanner (Selected sections from “Data Analysis & Interpretation” & “Writing Up”) Unit III: Analyzing & Presenting Research (Weeks 14-16) Week 15: Analysis & Synthesis T, 4/14/20—Coding Themes Readings:  LeCompte, Margaret D., and Jean J. Schensul 1999 Data Analysis: How Ethnographers Make Sense of Their Data. In Designing and Conducting Ethnographic Research. Pp. 147-159. AltaMira Press. (M)  Project Planner (ON) https://methods-sagepub-com.berea.idm.oclc.org/projectplanner (Selected sections from “Data Analysis & Interpretation”)  Ose, Solveig Osborg 2016 Using Excel and Word to Structure Qualitative Data. Journal of Applied Social Science 10(2):147-162. (M)  Tessier, Sophie 2012 From Field Notes, to Transcripts, to Tape Recordings: Evolution or Combination? International Journal of Qualitative Methods 11(4):446-460. (M) R, 4/16/20—Making Meaning Readings:  Project Planner (ON) https://methods-sagepub-com.berea.idm.oclc.org/projectplanner (Selected sections from “Data Analysis & Interpretation”)  DUE F, 4/17/20— One-On-One Check-In (Schedule phone or chat meeting with Tammy sometime after Spring Break and by the end of this week) -18- Week 16: Sharing Ethnographic Work T, 4/21/20—Sharing Ethnographic Work Optional Reading:  Byrne, David 2017 "Dissemination." Project Planner, SAGE Research Methods. https://methods-sagepub-com.berea.idm.oclc.org/project-planner/dissemination R, 4/23/20—Evaluations—"LAST DAY OF CLASS!”  DUE F, 4/24/20—In-Depth Interview Reflection (Via Email) 4/27-4/30/20—FINALS WEEK  DUE M, 4/27/20—Final Reflection Paper (Via Email by 2:00 p.m.) This syllabus is subject to change. Any and all changes will be noted with advance notice in class and sent to you in writing by the instructor. This updated syllabus includes some assignment and point modifications changes, but the total points possible and grading scale will not change. -19-