Anthropology 3960 & Geography 4000
Wednesdays, 6:00-8:30pm
2103 Blair Hall
Instructor: Professor Don Holly Instructor: Professor Michael Cornebise
Email: dhholly@eiu.edu Email: mwcornebise@eiu.edu
Office: 3153 Blair Hall Office: 3065 Physical Science bldg
Office Phone: 581-6593 Office Phone: 581-5400
Office Hours: Office Hours:
8:00-9:00 AM; W (Starbucks) 10:00-11:00 AM; MWF (3065 Physical Sciences)
12:00-1:00 PM; M, F (3153 Blair Hall) 2:00-3:00 PM; MW (3065 Physical Sciences)
2:00-3:00 PM; M, W (3153 Blair Hall)
Mikesell 1969
There are few—if any—courses that specifically address the historical relationship between anthropology and geography. As such, we will not have the “benefit” of tradition nor a textbook to guide us along. But we think this is an asset rather than a handicap; what it means, however, is that our readings, lectures, and discussions will address rather specific geographical and anthropological questions and concepts. For this reason, we presume that students taking this course will either have had some prior introduction to anthropology and/or geography, or be willing to learn quickly. Of course, we also expect that you will regularly attend class, keep up with the readings, and participate in class discussions. Engagement in the class is essential for a seminar to work well, especially for one that only meets once a week.
● to have you think critically about and evaluate different theoretical perspectives on space, place, and landscape.
● to give you the opportunity to conduct original research on some aspect of landscape while employing one of the theoretical frameworks discussed in class.
● to help you formulate your own ideas and opinions regarding the role that space & place play in the human experience.
Basso, Keith
1996 Wisdom Sits in Places: Landscape and Language among the Western Apache.
Duncan, James and Nancy Duncan
2003 Landscapes of Privilege: The Politics of the Aesthetic in an American Suburb.
Assignment % of grade Due date
Exams (2) 40 (20% each) 10/15, 12/17 (7:30PM)
Research paper (10 pages) 30 12/10
Research abstract 5 10/8
Research presentation 5 varies
Scavenger hunt essay (2 pages) 10 9/10
Book quizzes (2) 10 (5% each) 10/1, 12/3
Assignment Guidelines
► Exams
Two exams will be given during the course. The exams will cover material presented in class (films, lecture, and discussions) and in the assigned readings. Each exam will have one essay question, and multiple choice and/or short answer questions. The essay question will account for most of the points on each exam. The format of the exam is as follows: a week prior to the exam, we will give you a list of essay questions, one of which will actually appear on the exam. Accordingly, when studying for the exam, you should prepare to answer each of the prospective questions. All exams are cumulative (primarily on the essays), but each is weighed equally (20% of grade).
► Scavenger Essay (2 pages)
At the end of the first day of class we will give you instructions for a scavenger hunt and an essay question. Answer the essay question in the form of a short paper.
► Research Project
Premise
For this course you will be required to conduct an original research project and convey the results of your research in the form of a paper and in-class presentation. Your research will address some dimension of landscape use and/or perception and employ one of theoretical positions/perspectives we discussed in class in the process. There is a lot of latitude and room for creativity here. You could, for example, research the history of the house, apartment, or dorm in which you live; interview people of different generations to query how they use(d) the landscape; map or document land-use activities at specific places (public-parks, shopping malls, etc); and explore the way that places are represented or imagined by our society (postcard representations of a place, images of college campuses in promotional catalogs, etc). But don’t be limited to these suggestions. Feel free to talk to us about your ideas.
Abstract
Your first assignment for this project is to write up your research plan in the form of an abstract. We are only looking for a paragraph or two of text that explains what you intend to do. This will help us determine if you are on the right track. You may turn in your abstract before the due date, but don’t start researching until we have approved your project.
In addition, before you begin your fieldwork, you will need to read and sign the “Protecting Human Subjects in Research” document that is attached to the syllabus. This is important; YOU CANNOT NOT PASS THE COURSE OR BEGIN YOUR FIELDWORK without giving us a signed copy of this form. The purpose of this is to ensure that you are aware of the need to protect the people you are studying from harm (physical, psychological, financial) and to ensure their confidentiality. Not all projects will involve human subjects, but you are still required to sign the protecting human subjects form. In addition, if you plan on interviewing someone you will need to get their consent first. A consent form is attached to this syllabus too. A signed copy of the protecting human subjects form is due the day you turn in your abstract.
Presentation
We will devote several days to the presentation of research projects. Given the size of the class, this works out to 10 minutes per presentation. In this short amount of time you should briefly, albeit concisely, summarize the results of your research. Simply tell the class what you did, what you found out, and it’s relevance to class lectures/content. The presentation should be polished and take no more (nor less) than 10 minutes. Students who volunteer to present on the first day will earn an extra 1% toward their final grade.
Paper (10 pages)
An excellent research paper will convey the results of your research and situate them within the broader context of our class discussions. In short, make your project relevant to the class. For example, is there a theoretical position or methodology or issue that we talked about in class that speaks to your research or conclusions?
► Book Quizzes
There will be a short quiz immediately preceding discussion of each book. Quizzes cannot be made up.
Class Schedule
27 August introduction; space and place
3 September no class: scavenger hunt and essay assignment
10 September early anthropogeographies
scavenger hunt essay due and discussion
Darwin
17 September Kulturkreis
diffusion exercise
environmental determinism I
24 September blood and soil
race/racism discussion
possibilism
1 October Boasian anthropology & diffusionism II
“wisdom sites in places” discussion & quiz
Sauer and Berkeley school
8 October culture areas
guest speakers; abstracts & human subjects form due
environmental determinism II? essay questions handed out
15 October exam I
22 October new geography
architecture discussion
new archaeology
29 October no class: work on research projects
5 November world systems theory and radical geography
presentations
Marxism
12 November humanism
mental maps exercise
humanism continued and phenomenology
19 November postmodernism
presentations
postmodern anthropologies/archaeologies
26 November no class: thanksgiving break
3 December contested places
“landscapes of privilege” discussion & quiz
presentations
10 December post-positivism
presentations and research papers due
conclusion and essay questions handed out
17 December final exam (7:30 PM)
Policies
Exams & Assignments
Exams must be taken on the date specified in the syllabus. Failure to take the exam on the assigned date without forewarning or documented excuse will result in a 10% penalty on the make up. Don’t miss the final.
All writing assignments must be typed and double-spaced, employ a standard 10-12 size font, and run the required amount of pages (see specific assignment) in the form of text (pictures/figures extra) not including the bibliography. All cited information must be referenced in a bibliography following the body of the document.
All papers are due on the date specified. Papers will be assessed a 5% penalty for each day late for up to three days following the deadline, after which a failing grade will be assigned for the paper. All papers should be handed directly to Professor Holly or placed in his mailbox (3170 Blair) on the due date. Emailed papers and papers submitted on a disk will not be accepted; please turn in a hard copy, and be sure to save a copy for yourself!
All papers must represent an original piece of work by the student. We do not tolerate plagiarism; if you are unsure how to properly cite or reference a piece of work please come and see one of us
We do not give additional extra credit.
Classroom Environment
A significant portion of the exams is based on material presented and discussed in class. As such, we cannot imagine how a student could do well in the course without regularly attending class. More importantly, your presence and active participation simply makes for a better course. We also encourage you to come see us during office hours. This time has been set aside for you. You are also welcome to drop by our offices outside of office hours. Feel free to come with questions and concerns or simply to chat. We can also be reached by office phone (typically on class days) or through email. Don’t be a stranger!
Disabilities Statement
Students with documented disabilities are encouraged to contact the Office of Disability Services (581-6583) if they wish to discuss any necessary academic accommodations.
Medical Emergency Statement
For medical emergencies, go to the nearest phone and call 911. All faculty offices have telephones and during normal business hours (8-12 & 1-4:30), the Sociology Office (Blair 3170) is open. Be sure to state the floor and room number of the emergency to the 911 operator. If possible, someone should go to the central entrance of Blair Hall to direct EMS personnel to the medical emergency scene. If the medical emergency is on the second or third floor, someone should hold the elevator on the first floor for EMS use.
Tornado Statement
In case of a tornado warning, proceed to the center of the hallway on the first floor, near the posted severe weather signs. Under no circumstances should you attempt to leave the building.
Building Fire Statement
In case of fire, activate the fire alarm and exit the building. When a fire alarm sounds, everyone must exit the building and cannot re-enter the building until allowed by the building coordinator or fire department official. Fire alarms are located at the north and south ends of the corridors just inside the fire doors. The closes exits for all classrooms in Blair are on the north and south ends of the building. Under no circumstance should the elevator be used. Group assembly areas for all classes in Blair are either on the patio area between Blair and Old Main or on the southeast corner of the North Quad. As you exit the building, continue moving well away from the exits so that you do not impede the egress of other students of the work of fire officials. Move a safe distance away from the building.
Informed Consent Form
Title of Investigation:
______________________________________________________________________________
Name of Student Investigator:
______________________________________________________________________________
The above listed student is conducting research for a class project in Geography and anthropology at Eastern Illinois University. The purpose of the project is to give students the opportunity to conduct original research on some aspect of landscape use or perception. We have given the students a lot of freedom to choose their project, but an appropriate project might explore people’s memories of particular places, or how they use(d) the land, or think about places (likes and dislikes). We encourage you to ask the student about their project if you have any questions.
If you choose to participate, you will be asked to complete a survey and/or answer questions in an interview.
Your participation is completely voluntary. At any point you may refuse to answer questions or withdraw from the study. There are no perceived risks or benefits to you for your participation and your responses will be confidential. If you have any concerns, please discuss these with the student researcher or with one of the instructors (see below).
This document is to certify that I, ________________________________________, hereby freely agree to (or give permission to have my child or subject) participate as a volunteer in a study as an authorized part of the educational program of the Eastern Illinois University.
Signature ________________________________________________________________________
Please feel free to contact us with questions or concerns related to this project.
Dr. Donald Holly Dr. Michael Cornebise
Assistant Professor of Anthropology Associate Professor of Geography
Department of Sociology and Anthropology Department of Geology & Geography
Eastern Illinois University Eastern Illinois University
Office Phone: (217) 581 6593 Office Phone: (217) 581 5400
PROTECTING HUMAN SUBJECTS IN RESEARCH
Modified and adopted from (http://www.eiu.edu/~grants/COMP_IRB.php) and IRB’s course certification guidelines
ETHICAL ISSUES
Research involving human subjects poses complex ethical issues. As a researcher, it is your responsibility to educate the participants about risks and benefits, obtain their consent before involving them in your research, and keep them informed. This is called the "informed consent process." To discern the key components of informed consent, you need to understand three ethical issues of research involving human subjects: Autonomy, Beneficence and Justice.
Autonomy means that each person should be given the respect, time, and opportunity necessary to make his or her own decisions. Prospective participants must be given the information they will need to decide to enter a study or not to participate. There should not be pressure to participate. Special protection must be given to potentially vulnerable populations such as children, the elderly, and the mentally ill. If the person is deemed to be incompetent, the investigator must seek the consent of a proxy. A parent or guardian must act as the proxy for the child. Children also need to give their "assent." Assent is the affirmative agreement to participate in the study if the child is able to comprehend aspects of the research. As a researcher, you must explain the nature of the research and any risks and benefits to the participant. Beneficence obligates the researcher to secure the well-being of all study participants. It is your responsibility to protect participants from harm. The ethical considerations of risks versus benefits raise the question of Justice. Who should bear the risk of a study and who should receive its benefits? Convenience should not be the sole factor in the selection of participants. Keep the following tips in mind when selecting prospective participants: Participants should not be selected due to gender, class, socioeconomic status, or race unless justified by study objectives and precautions should be taken to guard against even the perception of coercion.
OBTAINING INFORMED CONSENT
Make your participants aware of the following information: (1) Research Purpose (2) Research Procedures (including time commitment and why the individual is eligible to participate) (3) Risks (including common risks such as inconvenience, pain and embarrassment). (4) Benefits (such as feeling good, monetary compensation, etc). (5) Alternatives (such as the option to not participate.) (6) Confidentiality (Describe the steps that will be taken to protect the participant's privacy. Also describe under what circumstances records will be made available and to whom. Include any techniques you may use for identifying data, such as creation of a numeric code. Subjects should be assured that their identity will not be disclosed.) (7) Disclosure of Potential Conflict of Interest (8) Contact Information (9) Withdrawal: Always stress the fact that participation is voluntary. Emphasize that the individual may discontinue participation at any time without penalty or loss of benefits.
Obtaining informed consent is not merely disclosing information. The process should include time for both discussion and reflection. Participants may need time to think about their decision or to discuss their involvement with family, friends, or religious advisors. In your discussion, use open-ended and nondirective questions. Open-ended questions often begin with words such as "what," "where," "how often," "when," and "please describe." The goal is to foster an open exchange of information, rather than to quiz the participants. A few of the questions you may want to ask are: “Describe in your own words the purpose of the study.” “What more would you like to know?” “Would you please explain to me what you think we're going to ask you to do?” “What are your concerns?”
APPROPRIATE RESEARCH
You should avoid research that involves any of the following (and when in doubt, ask me)
NAME: _____________________________________________________________________________________________________
DATE: _____________________________________________________________________________________________________
SIGNATURE: _______________________________________________________________________________________________