The 84th Annual Meeting of the American Association of Physical Anthropologists (2015)

Session 50. Triumphs and Tribulations in Teaching. Invited Poster Symposium. Chair: Laurie Kauffman

March 28, 2015 , Archview Ballroom Add to calendar

A recent survey of the AAPA membership indicates a substantial number of contingent and teaching-focused faculty. Approximately 14% of AAPA members reported their “current primary position” as either “Temporary Position” or “Permanent Position, Teaching Faculty”. According to the American Association of University Professors, more than 50% of faculty hold part-time positions, and more than 76% hold non-tenure track positions. The Higher Education Research Institute has found that 59.1% of faculty spend more than 9 hours per week preparing for teaching undergraduate courses, while a study of Boise State University faculty found professors spent 40% of their working time on teaching-related activities. These data demonstrate the importance of teaching and non-tenure track faculty in today’s higher education landscape.

The idea for this symposium grew out of the inaugural meeting of the Anthropologists outside of Anthropology departments, Contingent, and Teaching-focused faculty (AACT) Task Force, under the umbrella of the Committee on Diversity, which occurred at the 2014 meetings in Calgary. In this symposium, we provide a space for physical anthropologists to share a particular, broadly-defined teaching challenge or success. Additionally, we want to increase opportunities at the annual meetings for physical anthropologists to engage with others regarding their teaching, to share best-practices and solutions to teaching-related problems, and to gain teaching tools to help better serve students in whatever discipline we may teach. Symposium topics include the use of technology in the classroom, active and hands-on learning techniques, teaching through field courses, and overall measures of student success.

Discussion: Marilyn London
1 Add to calendar Correlates of success in science classes. Jessica L. Westin.
2 Add to calendar Examination of Primate Conservation Knowledge amongst College Students. Jessica M. Morris, Andrew Skrinyer, Loren Lease.
3 Add to calendar Engaging students through active participation in a community-based conservation initiative . Christina T. Cloutier, Andrew R. Halloran.
4 Add to calendar Experiential learning via research projects in freshmen biological anthropology courses. Tiffany D. Pan, Patricia A. Kramer.
5 Add to calendar Field Courses for Non-Majors. Laurie Kauffman.
6 Add to calendar Body and Brain: Anatomy of team-based learning in a preclinical science course. Andrea B. Taylor, J. Matthew Velkey, Janet Gwyer, Leonard E. White.
7 Add to calendar Evolve: Gameplay in Introductory Biological Anthropology Courses. Mindy C. Pitre, Nicole M. Burt, Holly J. Hunold.
8 Add to calendar Making physical anthropology "physical" in the online classroom: Digital collections and virtual experiences. Jennifer D. Cramer.
9 Add to calendar Teaching with ePortfolios. Melissa S. Schaefer, Kati J. Lewis.
10 Add to calendar ARE YOU READY TO RUMBLE?! Sports Championship Mimicry to Educate about Adaptations, Community Ecology, and Conservation. C N. Anderson, K L. Lewton, J A. Drew, K Hinde.
11 Add to calendar Twerking, Limericks, and 3D Printing: Shaking up Human Osteology Assignments. Kristina Killgrove, Andrea N. Acosta.
12 Add to calendar Virtually there: Using live-feeding cameras to teach primate behavior. Catherine A. Cooke, Michelle Rodrigues.
13 Add to calendar Resurrecting lives: a contextualized data analysis and collaboration exercise in a bioarchaeology seminar. Chin-hsin Liu.
14 Add to calendar GenBank and the promise of online resources for undergraduate research. Andrew Kitchen, Joan Steinmetz.
15 Add to calendar Integrating Anthropology and Biology: Comparing success rates and learning outcomes across majors when taking Human Evolution. Diego A. Hernandez, Kelsey D. O'Neill, Brian C. Verrelli, Amy L. Rector.