With the current pandemic, some anthropology seniors are questioning how they will complete the required 3 credit hours in ANTH 3398 (Internship) or ANTH 3397 (Practicum). If you’ve been struggling to find an internship this summer, our amazing faculty would like to offer the following research projects as online practicums (ANTH 3397) that can be completed this summer.
Please reach out to the individual faculty member listed if you are interested in their project. Registration for ANTH 3397 will only be made available after you coordinate with that professor.
The Effectiveness of Indigenous Peacebuilding in Indigenous Context through an analysis of the Human Relations Area Files (HRAF) with Dr. Brandon Lundy. Email Dr. Lundy for more information and check out his faculty web page.
Anthropology Community Outreach and Education with Dr. Teresa Raczek. Email Dr. Raczek for more information and check out her faculty web page.
• Document public anthropology education projects
• Create fun and educational activities to teach anthropology to the public
This May our senior Internship and Research Practicum students presented their amazing work to a panel of faculty and peers. From private companies to non-profits, our interns developed a range of skills in contemporary work places and put their anthropological knowledge to good use. Congratulations to those who scored a paying job as a result of their internship!
Our research students explored biological and cultural variation while testing basic and applied scientific questions. Congratulations to our seniors who have been accepted to graduate school programs in the fall! Check out our department Facebook page for all the updates: https://www.facebook.com/KSUGeoAnth
For my practicum, I was given the opportunity to work with Dr. Gooding on public outreach and the expansion of Forensic Anthropology within community schools. My overall goal was to create a Forensic Anthropology Traveling Trunk designed to teach grades K-5. While the thought of this creation may have sounded it easy, it was rather challenging creating each activity based on the State of Georgia’s standards. My goals were easily accomplished by working with teachers from different schools when it came to designing my Traveling Trunk. With the help of public educators, I wanted to create activities that would promote forensic anthropology but also in a fun way that students would be interested in participating.
Throughout the semester, I was also taking Lab in Forensic
Anthropology which helped guided me when it came to preparing my
activities. My finished product was a
mobile traveling case that public educators can use to teach students about
Forensic Anthropology. The trunk consisted of four different activities, Sex
estimation, Human vs. Animal Identification, Trauma Analysis, and Long Bones
Identification. Lastly, if given the opportunity I would like to expand more on
my research and see how other public educators and students across America
enjoy the use of Traveling Trunks.
This semester I had to opportunity to create a comparative collection of animal bones for Investigators and students to study. This involved collecting animals remains and processing them to be able to see the anatomical and morphological differences between human bone and non-human. Another aspect of the project was collecting animal bones from local butcher shops to show what domesticated animal bones look like compared to other native wildlife species.
During the Spring of 2019 over 700 animal bones were analyzed, collected and cataloged. I created an Excel spreadsheet of the species of animals I collected along with number of bones and type. Animal bones in the collection featured: American Black Bear, Armadillo, Beaver, Bobcat, Cougar, Cow Coyote, Domestic Cat, Domestic Dog, domestic Ferret, Domestic Pig, Eastern Cottontail Rabbit, Easter Gray Squirrel, Grey, Fox, Horse, Raccoon, Red Wolf, Striped Skunk, Virginia Opossum, White Tailed Deer, and Wild Juvenile Boar.
Another aspect of the project was
creating a display case of animal skulls to show the differences between
cranial and dental features along with how it changes along species. Finally, I took photos of comparing the
morphological differences of the animals listed above compared to human. The
photos were compiled into a manual that compared each bone to human. The manual
can be used in the field or even classroom setting to identify animal vs. human
March, 2019- KSU Anthropology gave five presentations this year at the annual Georgia Academy of Science meeting at the University of North Georgia, Gainesville. This conference is a great opportunity for students to present their research in a low-stress environment. Students can also submit manuscripts for publication to the Georgia Journal of Science. This is a fantastic way to build your CV and get started on your academic journey. Congratulations to all!
EVALUATION OF MISSISSIPPIAN PERIOD HUNTING PRACTICES IN GEORGIA**, Bryant C. Long*
PATTERNS OF SWIFT CREEK INTERACTION IN THE CHATTAHOOCHEE RIVER VALLEY, Gary Owenby*
ENERGY EXPENDITURE ACROSS THE ETOWAH CHEIFDOM: TESTING A HUMAN MODEL AGAINST ESTABLISHED ALGORITHMS**, Alice F. Gooding, Joseph Eleam*, and Patrick Wilborn*
TESTING ANCESTRAL HOMOGENEITY OF ANATOMICAL TEACHING CRANIA**, Christopher M. Goden, Alice F. Gooding
ENGAGING WITH THE PUBLIC: AN EXAMINATION OF AN ANTHROPOLOGY OUTREACH PROGRAM, Hannah D. Bauguess*
The broad goal of the summer study abroad practicum with Dr. Lundy was to attempt to understand human ecology in Guinea-Bissau, specifically how millennials (in this case defined as students enrolled in university in Guinea-Bissau, ages 18-38) perceive their environment. We spent a majority of our time moving between universities and meeting with students, faculty, and administration. Apart from collecting data, much of our summer abroad consisted of meeting with government officials, government and non-government organizations, and groups involved in environmental projects and conservation efforts around the country. We also spent time traveling to different regions in order to observe the differences between the different environmental zones and to see as many historically and culturally significant sites as we could in order to learn more about the history of the country, particularly its ecology and its peoples. The primary data collection techniques, which were employed, included keeping field notes from direct and participant observations, group community mapping exercises, Likert-scale surveys, content analysis of student artwork, and semi-structured interviews. In addition to students, administration, and faculty, participants of the study also included environmentally focused civil society organization managers, government officials, international and domestic businesspersons, and community members.
a typical day, we would be up and eat breakfast at our hotel, which usually
consisted of bread and Nescafé. We almost always left by 9:30 am if not earlier
depending on the events of the day. We would take a taxi from our hotel to
Tchicote most of the time, the country’s teachers’ training college. If not
Tchicote we were likely going to either go to University Lusófona or the
University Amilcar Cabral. On Mondays, Wednesdays, and Fridays (if we had no other
meetings scheduled), we had Kriol lessons (a Portuguese-based Creole language
spoken as the lingua franca in Guinea-Bissau) with Sana and Falarim (two
recently graduated English teachers) for about two hours. Once we got to the
schools, we would set our stuff down in a room where we could work. We then
would recruit students by walking around the campus and asking students to
“ajuda par pesquisa” or “help with research” in what was for me especially,
broken Portuguese. Kamran was by far the most helpful when it came to
addressing whole classes or groups of people because he was the most fluent.
Sami was by far the most outgoing, she was the best at rounding up students,
and from there Kamran and I could break down the general instructions.
Recruited students, faculty, and administration would generally follow us to
the room where they could sit down and if they had questions, Dr. Lundy was in
the room, or they would just fill out the surveys in the hallways or
classrooms, wherever we could find space. We would often have lunch at the
university if we could. Tchicote had a cantina/cafeteria where a woman who also
had a restaurant across from the school also ran the kitchen. After a solid day
of collecting data at the universities, if time was permitting, we would
explore and walk around the small city center or we would keep ourselves busy
with meetings, museums, and card games. We pretty much always had dinner close
to the hotel; we would walk to find a restaurant and back. Before bed we all
did some journaling and reading before getting to bed to start it all over
again in the morning.
We learned a lot about the history of Guinea-Bissau as well as its environment from our trip. On one day a biology professor that we first met at Tchicote drove us around and he showed us different “humid zones” (wetlands and flood zones) within Bissau and spoke a lot about ongoing pollution and other environmental concerns affecting the capital city of Bissau. One of the things that surprised me the most from the trip was just how passionate people are about protecting their environment and diversifying agriculture. When we were at Tchicote for the 2nd National Convention for the English Language Teachers Association, I spoke to a classroom of students and teachers who talked about their concerns for their natural environment. We also learned a lot about the importance of biodiversity and conservation when we went to IBAP, which stands for Instituto da Biodiversidade e das Áreas Protegidas (Institute for Biodiversity and Protected Areas). We learned that it takes about four to five years to establish a protected area and they take into consideration the people who live in those areas, imposing regulations that align with traditions as best as they can. They actively promote ecotourism in the protected areas, which also serve as national parks.
Overall my experience in Guinea-Bissau was amazing. We were lucky to have so many opportunities to speak with environmental and social organizations and government officials like Tulinabo S. Mushingi the U.S. ambassador to Senegal and Guinea-Bissau. It was really cool to learn so much about another country’s culture and to be welcomed into it. As much as we loved learning from students in Guinea-Bissau it really felt like they enjoyed learning form us too.
For my last semester, I chose to do a practicum with Dr. Gooding. I was lucky enough to get a practicum that was aligned with research I had done previously in an osteology field school in Greece and that I found interesting. My overall goal was to create a collection of teeth that can be used to teach various classes in the department. Also, I wanted to create a couple of extra sets for Dr. Smith to take with her to Greece. For classes like the Human Skeleton and Lab in Physical Anthropology, having hands-on access to teeth can help students gain a deeper understanding of the importance of teeth.
I worked throughout the semester,
learning as much as I could about human dentition through books and articles. I
then used that knowledge to create collections of wear patterns in each type of
teeth. I created displays of show teeth (which is the perfect example of that
tooth) and funky teeth (which contained caries, fillings, and grills). Writing
the final paper at the end of the project shows how much you learn over the semester,
conferring a sense of expertise in that area of anthropology. After sorting
through approximately 1,700 teeth, I had all the sets ready, so I built little
displays for the classroom. I hope my practicum can help someone down the road
feel more confident when they learn about teeth!