About
Teaching and Learning Anthropology publishes analytical, reflective, and review articles on the topic of teaching and learning anthropology. The journal also publishes original undergraduate and graduate anthropological research and writing. We hope to engage a broad audience of students and faculty through open-access publishing. We are currently seeking submissions from anthropologists in all subfields.
Volume 8, Issue 1, 2026
Volume 8, Issue 1, 2026
Articles
- Strategies to Enhance Student Reading and Participation using Course Preparation Assignments: Research and Recommendations
The purpose of this study is to understand the impact of Course Preparation Assignments (CPAs), informal writing assignments that ask students to respond to the reading, on the student learning experience in an Introduction to Cultural Anthropology course. In this study, I measure 1) students’ engagement with critical reading strategies; 2) students’ demonstration of critical thinking around core concepts in cultural anthropology; and 3) students’ participation in the course. The study uses both qualitative and quantitative data collected from 2019–2021 in pre-COVID in-person courses and during-COVID online and in-person courses. I evaluate these learning outcomes based on a survey as well as comments from students’ course evaluations. Using the pedagogical frameworks of critical reading and ungrading, I make an argument for using CPAs or similar assignments to encourage students to engage with assigned materials, read critically, and quite possibly, learn.
- INvolving Students In DEsigning Research (INSIDER): Delivering hands-on research seminars to empower undergraduate students to pursue research earlier in their university career
Anthropology often lacks sufficient research opportunities for undergraduates. In this manuscript, we describe the development, delivery, and pilot assessment of INvolving Students In DEsigning Research (INSIDER), a seminar-style course designed to provide undergraduates with research experience. The first INSIDER seminar was team-taught by three anthropology graduate instructors, mentored by a faculty member, and taught research skills through the lens of their research in sociocultural, psychological/medical, and biological anthropology. The course focused on hands-on skill development, small-group work with mentorship, and demystifying the research process. INSIDER improved students’ research self-efficacy and provided concrete skills to support them in pursuing research earlier in their undergraduate careers than is typically the case. Graduate instructors gained valuable experience in research translation, acting as a course instructor, and communicating difficult concepts. Graduate instructors are key to INSIDER’s success, as they are positioned closer to the undergraduate experience than faculty are, meaning they serve as important aspirational figures for undergraduate students.
- 2 supplemental PDFs
- Teaching and Learning Participatory Methods in Anthropology: Recognizing and Overcoming Significant Obstacles
Participatory methods in cultural anthropology continue to gain popularity. These methods respect community values and promote empowerment and co-creation, enhancing the ethicality and relevance of research findings. Despite their advantages, formal training in participatory methods is limited in anthropology programs, often leaving anthropologists to learn through trial and error with community partners. This article provides an overview of commonly used participatory methods and examines the state of training in these methods using survey and focus group data from PhD students and faculty from the United States. We analyze student and instructor experiences and challenges teaching and learning these methods. The paper concludes with recommendations for improving curricula and training to better equip anthropologists for collaborative research.