MISSION: We educate people about cultural and biological diversity of humans in all places and at all times. We do this as a department by:
· developing an holistic understanding of human issues through the theories and methods of cultural, linguistic, archaeological and biological anthropology
· fostering student learning in small-scale and individualized settings with respect for different points of view
· providing opportunities for student-faculty interaction in research, field work, and teaching assistant experience
· building interdisciplinary relationships that express the multidisciplinary scope of anthropology
· engaging in research and scholarly activities and sharing results with peers, students and the public
· offering public services that link research and teaching with the needs and interests of local, state and regional communities
The University and College missions guide the planning of the department as we provide outstanding learning opportunities by providing extracurricular opportunities, such as guest speakers, film series, collaborations with our own and other student organizations, and excellent advising. We are effective at acquiring grants and contracts with multiple state, federal, corporate, and private institutions. These support faculty-mentored student projects and demonstrate the important of anthropology to the broader community. Department members actively engage the community at regional, national and international levels in ways that benefit students in employment, internship, research opportunities. We teach students about the important of tolerance and diversity, protection of the environment and effective conservation, the significance of effective resource management, and the role of anthropology in understanding global processes.
1. Provide opportunities for students to develop a holistic understanding of human issues through the theories and methods of cultural, linguistic, archaeological and biological anthropology. 2. Foster student learning in small-scale and individualized settings with respect for different points of view. 3. Provide opportunities for student-faculty interaction in research, field work, and teaching assistant experience. 4. Build interdisciplinary relationships that express the multidisciplinary scope of anthropology. 5. Engage in research and scholarly activities and share results with peers, students and the public. 6. Offer public services that link research and teaching with the needs and interests of local, state and regional communities.
The planning process has shown that we need to revise our departmental entry/exit exam to bring it into line with the current curriculum. The exam does not reflect the most current paradigm shift in cultural anthropology, while course content has incorporated these changes. We are now planning to revise the exam. Second, there is information we would like to collect from graduating seniors that can best be gathered through an exit survey. We need to revise this instrument and regularize its use in the capstone/graduation checkout process. The capstone course is now undergoing revision to take account of these and other needs.
The department overall is effective at reaching its goals, and seeks to maintain the quality of curriculum and learning opportunities inside and beyond the classroom. We will benefit from streamlining the assessment process and closing the loop of assessment instruments and revision of curriculum in light of the results. This has been done informally, and will be more effective as a regularized annual assessment process.
Program review took place in 2006-2007. Implementation of recommendations is incremental and we have had very little time to begin this process. Nevertheless, important initiatives are under way. The primary recommendations are to:
a. integrate assessments into program – We are in the process of working out a way to assign regular assessment processes as part of departmental governance structure, s.t. interpretation of assessment results are reported to faculty and implementation of appropriate responses to assessment are discussed and implemented. One proposal is to have either an individual faculty member allocated workload to gather and analyse assessment data or a standing committee to perform this work on a shared basis.
b. combine program courses in order to achieve equitable workloads and achieve integration of programs (ANTH, REM, PB & E, Museum). We are developing 3xx/4xx versions of several courses so that they can meet requirements in several programs at once. We are evaluating required courses for the major to streamline them and have recently updated our 2-year course rotation plan to regularize offerings. We are also hiring an additional faculty member which will reduce our adjunct needs and help to regularize course offerings and teaching of required courses by department faculty.
c. fully support the equipping and move to Dean Hall: Faculty do not have time to accomplish moving collections, and because we are in desperate need to new lab space, the new locations need to be fully equipped and ready for use. “not to do so would punish faculty for their success.” We are fully participating in the Dean Hall Planning Committee and negotiations over furnishings and equipment. The building is seriously under-funded at this time, but we are hopeful that the supplemental budget request will reduce the almost $3million shortfall by $1.3 million.
d. strongly develop the museum as an outreach effort.
The new Museum space in Dean Hall will allow for the Museum Studies Program and the Anthropology Museum to become a fully functioning means of outreach to the campus, local and regional community. The recommendation is to support this effort because of the valuable ties and good will toward the university that it will create. The Department is undertaking a major planning process re: structure and organization, collections care and management, and programming and public outreach via committees dedicated to these aspects of the museum. The Museum Studies curriculum is being revised to incorporate REM students and to offer advanced course work and a wider variety of internships opportunities.
e. develop a cohesive identity as a practice-based anthropology program, bringing Museum Studies, CRM Archaeology, Forensic, Primate Studies and Resource Management together under one label/identity. This would provide a focus for recruiting qualified students as undergraduate majors and graduate students. Initial response from faculty to this suggestion was lukewarm, but it merits further discussion. The current identity of the department is strongly four-field. An applied orientation is not currently the emphasis of the core courses in the undergraduate curriculum.
· Five new hires have been accomplished that expand breadth, areas of expertise and manage personnel changes that affect both core discipline and affiliated programs. Four of these are replacements for retiring faculty. One is a new position to meet needs in REM and Museum Studies/Museum. · We have been engaged in a Strategic Planning Process to review and adjust department activities and annual planning cycle to meet new department configuration. Mission, vision and values have been developed. · The department has re-affirmed its commitment to open process and transparency in decision-making. Although this is sometimes time consuming, it contributes in major ways to the atmosphere of collegiality and mutual respect that we all value. · We contribute to the enrichment of student experience through participation and leadership in programming of scholarly and cultural events (SOURCE – annual conference, Quarterly Poster Presentations in COTS, Margaret Mead Film Festival, Lewis and Clark Bicentennial Program, Gender Symposium). · We contribute broadly to interdisciplinary programs around the University, especially the REM Graduate program, and our faculty provide leadership in these programs, including REM (Resource Management), PBE (Primate Behavior and Ecology), AIS (American Indian Studies), HCER (Health Careers Education Resources). · Preparation for the transition to Dean Hall has been enthusiastic and collaborative. · We are proud of maintaining and increasing our commitment to: -- involving students in research -- providing opportunities for internship and employment related to undergraduate and graduate students’ interests in anthropology -- individualized studies -- study abroad opportunities -- maintaining and building our repertoire of field schools and · We are now in compliance with the NAGPRA process and have established a five-year position to move forward and maintain University compliance with this important legislation. · Contracts and grants have been maintained and developed at a high level. · Offerings in forensic anthropology have been expanded. · Service learning opportunities have been expanded. · We have instituted courses at the beginning and end of major as part of efforts to develop an effective assessment cycle. · Faculty scholarly accomplishments are both more and more diverse in kind. · We have been successful in placing students in graduate programs and careers. · New courses have been added that develop curriculum in important areas.
· Curriculum revision: Department planning for streamlining the BA/BS degrees needs to be completed to provide flexibility for students and increase efficient use of faculty teaching expertise. · Assessment is undergoing revision · Adequate program space is an urgent issue · Museum planning. Financial support is needed for museum operation and programming in light of the planned expansion in Dean Hall. We will need an additional staff person to organize the move of the collections, installation in Dean Hall and future museum program work. · Balance undergraduate and graduate teaching. This challenge is related both to faculty workload and to curriculum. Despite our commitment to all faculty teaching at all levels of the curriculum (a commitment that is generally kept) it is challenging to keep from having too much adjunct replacement at the introductory level. · A related issue is the difficulty of keeping an adequate adjunct pool. · Our budget is increasingly reliant on funds we bring in ourselves through internal and external processes. Part of our goods and services and salaries for office assistants (students on work study, usually) are paid for out of our supplementary budget, which comes mainly from indirect on contracts and grants.
The American Anthropological Association (AAA) is the primary professional society of anthropologists. The Association’s mission is to: “advance anthropology as the science that studies humankind in all its aspects, through archeological, biological, ethnological, and linguistic research; and to further the professional interests of American anthropologists; including the dissemination of anthropological knowledge and its use to solve human problems.” The Anthropology Department emphasizes such themes as issues of diversity, gender and human rights, ethics in research, the impact of humans on the environment, race and the implications of the human genome project, and anthropology as a science, including the teaching of human evolution. These areas of teaching and learning support the preparation of students for life in a diverse and changing society and global environment.
· BSc 75 credits, with upper division coursework in five subfields of anthropology (ethnography, ethnology, linguistic anthropology, archaeology, biological anthropology); includes coursework in methods in three or more subfields of anthropology (could include internships or field schools); capstone courses in history and theory of anthropology and senior comprehensive survey of the entire discipline; one course in statistics. (This major does not require a foreign language.)
· BA 61 credits, with upper division coursework in at least three subfields of anthropology (student chooses from ethnography, ethnology, linguistic anthropology, archaeology, biological anthropology); includes course work in methods in the subfield of the student’s choice (could include internships or field schools); capstone course senior colloquium. (The B.A. degree also requires one year of foreign language.)
· Bridge 45 credits, intended to link to a major in a closely aligned field (such as history, psychology, biology)
· Minor 25-26 credits – at least three courses in the introductory sequence and 10 credits of related elective courses.
· Museum Studies Minor 30 credits, with upper division coursework in museum curation, exhibit design, and internship (12 credits), plus 10 credits internship and 8 credits elective courses.
· Primate Behavior and Ecology Program, 69-74 credits. The Primate Behavior and Ecology program provides students with interdisciplinary perspectives on the relationships between non-human primates and the environment in both captive and free-range settings. Specific course requirements in Anthropology, Psychology, Biology, and Primate Studies give students a solid academic background, which is enriched by opportunities for field work, research, and husbandry training.1) In an increasingly global political, economic and social environment, awareness and understanding of cultural diversity, both within and among societies is a crucial area of understanding and competence that is applicable in a broad range of professions and work environments. Our curriculum emphasizes these issues, plus themes that are necessary to work toward the greater well-being of humankind. These themes include race and the implications of the human genome project, issues of gender and human rights (including the rights of children), ethics in research, and anthropology as a science and the teaching of human evolution, and an holistic perspective; 2) Nearly half of all anthropologists work outside of academia. Anthropology students benefit from field schools, internships, and service learning opportunities that deepen their understanding of theories and methods they are learning about in class and while preparing them to transition to the workforce; 3) The four-field, holistic nature of anthropology makes it unique among social sciences. Themes: Several department courses address topics of race, gender, human rights, and ethics. For example, several classes include discussions of ethics (Anth 130, Intro. to Cultural Anth., 444 Ethnographic Methods, Anth 459 Senior Colloquium; Anth 120 Intro. to Archaeology, Anth 321 Archaeological Methods) including exercises on ethics available from the AAA website. Applications of anthropological knowledge: the department curriculum includes numerous opportunities for faculty-mentored fieldwork and/or internships in all sub-disciplines. Holism: throughout the student’s academic career at CWU, the four-field perspective is reinforced.
The Chair and Administrative Staff review the curriculum each quarter as it is planned in order to maintain balance in the program and offer courses that allow for efficient progress toward the degree for students. Faculty propose their teaching schedule based on needed contributions to the majors, sub-disciplines, general education curriculum, inter-disciplinary programs, and elective. This is done in light of previous enrollment figures and faculty perceptions of subject areas that need strengthening. For example, the need for a course in conservation from cultural and environmental perspectives is developing along several dimensions through the Anthropology, REM, Environmental Studies and Primate Behavior and Ecology programs. A new course will be developed to address the needs of these programs. A recent innovation of a similar kind is the new 3xx course in Environmental Issues, developed collaboratively and taught by Prof. Wood. Department members McCutcheon and Andrews have been involved in the development of the American Indian Studies minor. . Recent connections have been established based on the research and teaching interests of new faculty. For example, Lene Pedersen has established connections between visual anthropology and communications, with one cross-listed course (Visual Anthropology ANTH/COM 351). ANTH 440 Ecology and Culture, developed by Tracy Andrews is cross-listed with geography and resource management. Anth 356 Gender Roles in Cross-Cultural Perspective and Anth 384 Language and Gender are cross-listed with Women’s Studies and Communications. The need for Museum Studies courses to be expanded and offered at 3xx and 4xx levels can now be addressed with the addition of Prof. Wood to the Museum Studies and Anthropology programs as well as Resource Management. This year we will hire a biological anthropologist who can develop courses in the emerging field of molecular genetics as it related to primate and human adaptation. Need for this set of expertise emerged from the department wide discussion of our current capabilities, the advice of the three biological anthropologists and consultation with the Biology Department. This new hire will support a crucial area of curriculum that is currently understaffed.
Department faculty participate in formative and summative evaluations of effectiveness of instruction performed by peers, typically from within the department. Department personnel guidelines require an annual classroom visit from one or more department colleagues, which constitutes a summative review frequently used in structured performance records or for merit consideration. Formative review is sought by some faculty members to improve a particular aspect of their teaching. For example, JAP has conducted formative reviews to help colleagues improve the quality of discussion sessions or group work. Evaluation also occurs through meetings between two or more faculty members and in discussions at department retreats, where department curriculum (e.g., assessment of the degree or the role of capstone courses) is discussed.
Faculty who share teaching of General Education courses consult with each other about learning outcomes, class assignments and progress toward goals of the courses. Student projects are shared informally within the department and at end-of-quarter college-wide poster sessions. Faculty notify each other of these poster presentations.
· ANTH 107 General Anthropology (Social and Behavioral Sciences, Foundations of Human Adaptations and Behavior), for the five year period 2000-WI 06 class size averages 31 to 38 students, with 6-9 sections offered each year
· ANTH 110 Introduction to Biological Anthropology (The Natural Sciences, Patterns and Connections in the Natural World), for the five year period 2000-WI 06 class size averages 36 to 46 students, with 5-7 sections offered each year
· ANTH 120 Introduction to Archaeology (Social and Behavioral Sciences, Foundations of Human Adaptations and Behavior), for the five year period 2000-WI 06 class size averages 19-39 students, with 4-6 sections offered each year
· ANTH 130 Introduction to Cultural Anthropology (Social and Behavioral Sciences, Perspectives on World Cultures), for the five year period 2000-WI 06 class size averages 37 to 43 students, with 13-16 sections offered each year
· ANTH 314 Human Variation and Adaptation in Living Populations (The Natural Sciences, Applications of Natural Science), for the five year period 2000-WI 06 class size averages 27 to 32 students, with 2 sections offered each year
Shortly after declaring the major, students enroll in Principles and Assessments ANTH 301, where an initial assessment is made of their understanding of the key topics in anthropology. This assessment is revisited by seniors in the required four-field capstone courses (ANTH 458/459). All students must take courses from multiple anthropological sub-disciplines.
· Resource Management: CWUs Resource Management Program provides skills in management, policy analysis and formulation, resource appraisal, and budgetary assessment to students with prior education, interests and experience in cultural and natural resource related fields. Normally, at least five academic quarters of continuous full-time study are required for completion of coursework, field experience and research, and thesis writing.
· Primate Behavior and Ecology An MS degree is currently being developed for approval at the university level.
Advising in the department is accomplished through in-take advising with the Department Chair. Students are helped to select the appropriate major program, assigned an advisor with whom to meet each quarter and as needed, and told about the email list, student association, and meetings (usually Fall and Spring) for majors and minors. Advising assignments are flexible and may change as a students interests develop. Faculty collaborate to help students develop an appropriate program, including such opportunities as internships, research projects, field schools and study abroad.
Students are asked to bring in a syllabus from the course and meet with the professor who teaches that subject area to determine if the course substantially covers our equivalent course, either as an elective in the general subject area or as the equivalent of a specific course that is offered here. If the faculty member and/or department chair deem the course acceptable as a transfer equivalent to courses offered here, then the appropriate approval paperwork is signed and sent to the Registrar. If the student no longer has the syllabus, then he can bring in the books and discuss with the faculty member the major topics and learning goals of the course. Approval is subject to demonstrating proficiency satisfactory to the professor who evaluates the course for transfer.
1. Outreach to community colleges: existing relationships with faculty at Wenatchee Valley Community College, South Puget Sound Community College, Yakima Valley Community College, hosting visits between Anthropology student clubs. 2. Open-door advising for transfer students who visit from other colleges or programs with interest in transferring to CWU, or contact us by phone 3. Regularize staffing of Anth 107 to meet demand for Gen Ed 4. We have recently updated our web page to showcase our programs and curriculum. 5. Last year we established a chapter of the national anthropology student honor society, Lambda Alpha and have over 25 students who qualified and joined.
Two kinds of support services are regularly used. Faculty who become aware that a student needs support services refer the student. Often they are given the option of earning extra points or credit for availing themselves of support from the Writing Center. A student who is performing very inconsistently may be asked to meet with the professor outside of class to consider what the sources of difficulty may be. He or she may be referred to Student Support Services, or DSS for consultation.
The Department often co-sponsors activities with the Diversity Center, Civic Engagement and the Empowerment Center, such as speakers and films. Sometimes these originate with Anthropology faculty, and at other times we are invited to co-sponsor by these organizations as well as other academic departments. The Anthropology Student Association has at least one and often two faculty advisors. It is a student-led organization and seems to thrive on activities such as film screenings, brown bag talks, field trips to museums, archaeological sites, camping trips and other get-togethers. The ASA supports its activities by applying for funds through the Associated Students of CWU, and fund-raising, such as their coffee stand in the lobby of Farrell Hall. Currently the ASA faculty advisor is Prof. Wang. Last spring the ASA initiated the process of establishing a chapter of Delta Lambda, a national anthropology honor society. This year students are enthusiastic about applying for membership and participating in the national organization.
Students regularly present their projects at SOURCE. Some of them win awards for their posters. They also participat ein the Northwest Anthropological Association Conference, and at the American Anthropological Association student poster sessions.
The capstone course for the B.A. requires putting together a CV and Resume, and doing some research on-line and using other library resources to learn about careers in Anthropology. Information from the national association is also provided. In the introductory course to the major, Anth 301, specialists from each sub-field come into class to describe how they got interested and made their way through a career trajectory to where they are now. Students are very interested to learn that it is not always a straight-line of decision-making, and they are encouraged to follow their interests. In UNIV 101 students are guided to Career Services. Anthropology faculty and students also attend the various job fairs, transfer advising sessions and career workshops to present material about careers in anthropology.
We contribute to the enrichment of student experience through participation and leadership in programming of scholarly and cultural events (SOURCE – annual conference, Quarterly Poster Presentations in COTS, Margaret Mead Film Festival, Lewis and Clark Bicentennial Program, Gender Symposium). Program review demonstrated that students are pleased with the instruction and faculty mentorship that they receive in the department.
The department maintains staffing to provide instructional capabilities in general education, departmental and related inter-disciplinary programs, including Resource Management (M.S.), American Indian Studies, Primate Behavior and Ecology and the new Environmental Studies program. It also provides directorship to several of these programs and we are in the process of restoring the Anthropology Museum to its full functioning capabilities. Faculty sabbaticals and replacement for reassigned instructional load to maintain and develop scholarship are also factors. We review and assess our part-time to full-time ratio in departmental planning on an annual and as-needed basis quarter by quarter. Because of these demands we have had a fairly high level of part-time (quarter by quarter) adjunct staffing, and this year we have one full-time visiting lecturer to meet these needs. Two years ago we hired one new cultural anthropologist with expertise in Resource Management, Museum Studies and environmental issues. This year we will hire a biological anthropologist who will add new expertise in molecular genetics, the cutting edge of this discipline at this time, and whose contributions will offset the loss of direct teaching effort in biological anthropology curriculum by our forensic anthropologist and our primatologist. Lourdes DeLeon, our forensic anthropology expert, is increasingly obligated to NAGPRA repatriation and reburial preparations. Lori Sheeran, primatologist, is now director of that program and this program is adding an M.S. degree in the next year or two. Her efforts are increasingly allocated directly to the Primate Behavior and Ecology program. The new biological anthropologist will support these programs and contribute at all levels of the anthropology curriculum. The addition of two new faculty positions will substantially reduce our need for adjunct teaching. Recently most of this effort has been funded by High Demand programs in General Education, which has resulted in a disproportionate number of introductory courses being taught by adjuncts. This is expected to improve substantially by next year. We anticipate continuing to need some adjunct support for sabbatical replacement and research reassignments, as our faculty are mostly tenured and active in research and scholarship. We are in the process of hiring a museum collections manager in a position that is funded for the remainder of the 2007-2008 academic year. We have a letter from the outgoing Dean and Provost supporting the funding of this position for a subsequent three-years. Without this support the move to Dean Hall, development of the Museum and Museum Studies program will be severely compromised. The Resource Management Program was allocated a field-lab technologist position in 2005-2006. That year the funding and staffing to meet University-wide NAGPRA obligations was far from adequate, and the Anthropology Department used this one-year allocation to support NAGPRA and related Resource Management teaching efforts. Subsequently this funding was not reallocated from Graduate Studies. We have requested this position be re-established to support our increasing technology and laboratory needs in Resource Management and related upper-division coursework in anthropology. These include archaeology teaching laboratories and field research equipment, forensic, museum, visual anthropology, CRM (contract archaeology), primate observational research technology for data collection. This position was supposed to be the CWU match to a position allocated by the REM High Demand grant to Geography, the partner discipline to Anthropology in REM. The ability to make full use of lab, field and technology capabilities will be much reduced without this important technology support. Anthropology is the only lab and field based discipline in the College of the Sciences that does not have such a staff person.
The Anthropology Department seeks to provide a wide range of opportunities for faculty development by supporting the diverse interests, expertise and goals of each member of the department. The Personnel Committee guides this process and prepares its recommendations for discussion and consideration by the Committee of the Whole. To the extent possible, resources at the disposal of the department are used to help faculty develop the programs, research initiatives, and instructional efforts that will help them make their best contribution in all areas. Often this includes seed, travel, or supplementary funds. Faculty who are preparing for tenure review are invited to participate in a pre-tenure review by the department. Each faculty member who chooses this process is asked to prepare responses to a series of questions, discusses these in an open meeting with faculty. The Chair prepares a written summary of this discussion for the use of the faculty member who is preparing for promotion. This covers instruction, teaching and service and the balance of them over the period under review. Instruction: Department faculty share their concerns, challenges and accomplishments in teaching informally and through department meetings. Publications disseminated from the Dean’s office are circulated to faculty as are national union publications which are read and discussed among faculty. Development days provided at the beginning of each quarter address teaching and learning issues at University, College and Department levels. Department retreats are occasions to share accomplishments and concerns. Annual peer review of instruction includes formative and summative reviews of individual courses, SEOI review and discussion. Reappointment, promotion and tenure, and post-tenure review include evaluation of instruction and faculty are invited to reflect on accomplishments and challenges. Chair review SEOI’s quarterly and discusses any issues raised, but more frequently faculty bring any issues to the Chair’s attention and they are considered collaboratively and a plan developed. Instruction is also enhanced by extracurricular efforts that in turn help faculty maintain currency in the discipline. Among these efforts are the annual Margaret Mead Festival, developed by Prof. Lene Pedersen, the REM Roundtable in resource management issues developed by Prof. Steve Hackenberger, service learning and Study abroad opportunities, developed by Profs. Lori Sheeran, Loran Cutsinger, Steve Hackenberger, W. Warner Wood, guest speakers and presentations such as the Lewis and Clark bicentennial and Native American Basketmakers workshop organized by Prof. Tracy Andrews. Scholarship: Anthropology faculty actively develop their research through conferences (local, national and regional), field schools, field research, and publication. Of great importance is the scholarship of teaching, which is, however, under-recognized in the faculty review process. Much effort is given to research involving students, both undergraduate and graduate, and this work is often funded through contracts with government agencies. The lead time to develop scholarly peer-reviewed publications from these contracts is longer than independent research leading directly to publication. Granting agencies require extensive reports on contracts, and in order to fund the next field school these reports need to be produced in a timely way. Although faculty are strongly encouraged to develop these opportunities for students and the funding must come from outside sources, there is not adequate recognition of this scholarship of teaching. It is often lost in the interstices of NSF model scientific scholarship and classroom instruction. Faculty development currently occurs to a significant degree in areas that cannot be adequately recognized by the three categories of instruction, scholarship and service. Service: Our faculty undertake service activities to support student learning, the integration of learning across programs and participation in the wider community. Part of the annual workload planning process is to maintain these commitments at manageable levels that enable departmental representation in the college, university and community. It is both a strength and a liability that our talented faculty have many creative and meaningful ways to serve these communities.
Non-tenure track faculty are evaluated annually based on SEOI’s and review by the Chair. Untenured tenure-track faculty submit the college structured performance records for annual reappointment. Many faculty provide a brief letter to the Personnel Committee summarizing and reflecting on their accomplishments and plans. Their files are reviewed by the personnel committee and the chair and forwarded to the Dean. These reviews are shared with them before forwarding and an opportunity to respond is provided. Our department personnel guidelines are under revision. The Dean provided feedback on a draft of revised guidelines that conform to College guidelines. The discipline of Anthropology is in the midst of a pardigm shift on what constitutes scholarship. A wider array of scholarly products, such as contract reports, museum exhibits and documentary films, need to be included in order to capture the full range of scholarly efforts now being produced. Professional associations recognize that policies for acknowledging a wider range of contributions need to be developed and committees are being formed to do so. Most have not yet produced documentation setting forth criteria or standards for evaluation, or mechanisms for peer review. Because our program is heavily involved in each of these areas, it is important for us to develop guidelines that do not disadvantage these kinds of efforts. (See attached draft of guidelines.)
We all experience increased service and scholarship expectations, at the same time that enrollment grows year by year and we continue to offer a broad array of learning opportunities to students within and beyond the classroom. An important goal is to find an appropriate balance among these competing and increasing demands in all areas. In order to fulfill the Boyer teacher-scholar model of discovery, integration, application and teaching, a broad range of activities that contribute to these dimensions of scholarly performance must be recognized and rewarded. Faculty meet teaching responsibilities as the highest priority. Requirements for scholarship are continuously increasing, and faculty work hard to secure research leaves and other support that will enable them to meet these expectations. Recent efforts to raise scholarship expectations to those of research universities without reducing teaching loads have created pressure on faculty to produce scholarship at levels that are not compatible with teaching demands. This imbalance needs to be addressed at the level of the university. Our program review describes our faculty as “young and energetic, engaged in a multitude of university-wide programs and contributing to university goals in a variety of way,” and the main challenges to our faculty as “how to maintain the energy and dedication of this faculty, how to avoid burnout, and how to allocate their workload in equitable ways.” As we develop our museum program and maintain high quality participation in the other programs to which we contribute, it is essential that these contributions be valued and recognized and the work that goes into them given full due. If not, we will find ourselves sideways to the NSF Science model that prevails among the natural science departments in our college, and much of the work that we do will remain undervalued because the scholarship we produce does not match a narrowly conceptualized version of science.
SEOIs are carried out in all instructional classes. The following quarter, faculty are provided with copies of students written comments and a statistical summary of standardized questions for each course. Faculty revise their courses in keeping with this feedback, plus discussions and classroom visits by other faculty and their own evaluation of what has gone well and how well students have achieved course objectives. The department uses comprehensive exam given as a pre and post test in the major. Resources for revising this important instrument and developing further our exit survey would be useful. Support for attending the American Anthropological Association national meeting to participate in sessions and roundtables related to the effective teaching of anthropology would be useful. (Currently support for attending meetings is closely tied to presenting a scholarly paper.) Also, such efforts should qualify as scholarship of teaching and be recognized as legitimate contributions.
We have very well qualified faculty. We have 3 full professors, 7 associate professors, and 1 assistant professor. It would be helpful to our personnel processes and to the flexibility of our teaching, scholarship and service loads to have one or more of the associate professors promoted to full professor. This year we have one full-time non-tenure track faculty member, and one administrative exempt faculty member assigned up to 15% teaching as needed and as available. We also have one non-tenure track adjunct for two quarters as a sabbatical replacement in linguistic anthropology, and one non-tenure track adjunct full-time in winter quarter for high demand general education courses. A new hire in biological anthropology who can teach at all levels of the curriculum will help to alleviate this need. Some adjunct support is probably needed on an on-going basis to provide flexibility for research reassignments and sabbaticals.
Data provided by Instructional Research and other appropriate offices.
The program’s requirements for library resources are for a good general ethnographic collection, current and historical literature in all fields of anthropology, and good access to the major journals in all sub-fields of anthropology. Most of these needs are fairly well met through the database subscriptions, and a process of sending new publications notices to the department for advice about prioritizing acquisitions. The Web of Science subscribed to by the Library does not include the Social Sciences Citation Index, which would be a useful resource.
Summit library system is very useful and with the addition of inter-library loan, many things can be obtained. They are, however, for fairly short checkout periods. Checkout periods for regular faculty use of our own library resources are not appropriate for research projects. The items should be checked out for an academic year, subject to recall. It would be useful to have a separate library budget for the museum and museum studies program. Resources at the library are being discarded (e.g., films-ethnographic films are irreplaceable and were decommissioned without our knowledge) and sent to other institutions without our knowledge based on whether or not they have been checked out. We would like to participate in this decision-making.
Information technologies regularly and actively utilized in the classroom: PowerPoint (faculty and students), CD/Video, Websites, PastPerfect, Blackboard, Maps, Poster presentations. Information technologies regularly and actively utilized in the classroom: World-wide web, PowerPoint (faculty and students), CD/Video, Websites, PastPerfect, Blackboard, Maps, Poster presentations. Observation software.
We are unclear what the process is for acquiring new books. We have a faculty member who is designated as our library representative and this person parcels out the book notices to various faculty depending on their areas of expertise—although it is often hard to tell from the notice what a book is really about. We receive stacks of announcements and are asked to rate them on the cursory information available on publisher’s printouts. We do this and send back our ratings—with the understanding that anything below a “1" is not likely to be ordered. Are we our own bibliographers or is there another selection process such as regular ordering from the new book lists of specific social science publishers?
We have a small collection of donated anthropology books. These are used for special assignments to students and as reference tools for faculty. Students browse and study in the reading room.
The Department is governed by the Chair in consultation with the Committee-of-the Whole. There are two standing committees, Personnel and Curriculum, and several ad hoc committees: Library, Space and Technology, Museum- General, Collections, Programming and Public Outreach. These committees report to the Committee of the Whole. We value transparency and consensus where possible. Many issues are dealt with by having one or more faculty volunteer to draft a plan for consideration and modification by the department. Others are dealt with by the Chair or sub-committees.
The department is currently very involved in university governance and has long been active in this way. The Faculty Senate representative and alternate report(s) at departmental meetings and via email. One of our faculty is currently on the Faculty Senate Executive Committee. We consult, usually monthly, with the Dean regarding planning and budgeting and otherwise as needed. The department provides program directors for Resource Management, Primate Behavior and Ecology and American Indian Studies. The current chair is also the president of ADCO, the Academic Department Chairs Organization, which provides inter-college discussion of academic issues and governance and consults with the deans and provost and the President’s Advisory Council. Despite this participation it has been difficult to bring issues to the attention of the Administration. The newly formed Labor Management Council is a useful beginning at better communication between faculty and administration, as is the willingness of the Provost and Deans to hear the concerns of ADCO. We hope this will continue.
See B above. The faculty are not sufficiently informed about many of the changes taking place in administration. There is much turnover and how various positions relate to each other is unclear.
Our budget is increasingly reliant on funds we bring in ourselves through internal and external processes. Part of our basic goods and services (instructional support) and salaries for office assistants (students on work study, usually) are paid for out of our supplementary budget, which comes mainly from indirect on contracts and grants. Currently this source of funding is being re-organized through Continuing Education and the proposed Innovation Park. As more and more of the funding is controlled at levels above the department, we are less able to support our programs without time consuming applications and paperwork even to access small amounts for travel to conferences or computer support.
The Anthropology Department currently occupies a four-story building, Farrell Hall along with Sociology. The Sociology Department occupies the fourth floor, and shares classroom space on approximately half of the second and third floors. Anthropology uses the West end of the first floor for a large teaching lab, and museum storerooms and work space. One other lab space is being used by the NAGPRA specialist as combined office, student-research, and meeting place for visiting tribal members. The Anthropology Museum has been through several iterations in the past 20 years. Its current facilities include two curation rooms, a workroom, and an office now shared by the curator and several graduate students. This is very crowded work space, and right now one of the archaeologists who is on research leave is using the exhibit preparation room as work space for analyzing a lithics collection, and a second project, curation of an incoming fossil collection is on hold. A third project, collaborative evaluation of a Native American collection that has been offered to CWU Anthropology Museum and Kittitas County Historical Society is on hold for lack of space. There is a total lack of formal display space. The increasingly extensive Wenas Mammoth excavation is also in need of storage and curation space. The curation rooms do not have climate control or cabinetry to federal curation standards. The display place that currently exists is limited to several old display cases spread throughout the hallways of Farrell Hall. The museum will see a significant upgrade with the planned move to Dean Hall. The second floor contains 5 Archaeology labs, and a four-station computer lab and small visual anthropology editing space. Two labs are devoted to a NAGPRA Repository and NAGPRA work area. The repository space does not comply with federal standards, especially for security. The current archaeology projects far exceed the space limitations of the remaining 3 labs. The third floor houses faculty offices, administration work space, reading room, and limited TA/RA work space. There is insufficient office space for Resource Management students working on research projects with faculty and for T.A.’s. Some projects are on hold while we try to figure out where they can take place.
Field surveying equipment: 1 Trimble GPS unit, 1 total station theodolite, Silva Ranger compasses, reel tapes, pin flags, and other, mostly outdated optical surveying equipment. Several of the reel tapes need to be replaced. Field excavation equipment: air pump tank, portable garages (for shade), construction tool box, spades, square shovels, trowels, shaker screens, wheelbarrows, scoops, grid nails, tape measures, folding rules, etc. This equipment is largely adequate for program needs, although there can be additional demands made by contracted archaeology fieldwork Teaching: Portable Computer/projector CD and web projection in non-equipped classrooms Scanner Video projectors Maps – very old 6 tape recorders and 2 transcribers (new) 2 digital cameras Archaeology: optical microscopes, digital calipers, small capacity digital scales for weighing, magnifier lights, lamps, shop vacuum, 2 fume hoods, chest freezer, 3 computers, laser printer, storage cabinets and shelves. The current skeletal equipment in the physical (biological) anthropology labs is uneven both in quantity and quality. The lab collections include three human (bone) articulated skeletons, and two plastic articulated skeletons. Both the bones and articulating hardware are in poor repair except for the newest (plastic) articulated skeleton. The collection also includes several partial disarticulated skeletons. Since most of these specimens were derived from standard adult male and female individuals, the collection lacks the variability needed for instruction of students in the differences in age, genetic or phenotypic variability. The department houses a large number of plaster casts (most of them composite casts) of fossil specimens acquired in the 1970s. Some of these specimens are one-of-a-kind, including rare specimens of high value. Others are composite specimens represented by multiple, duplicate casts. The plaster casts are worn. Many are broken, partial and of limited instructional use. A significant number need to be replaced. Acquisitions of non-human primate casts, of both modern and fossil specimens have very slowly benefited our overall collections. These specimens are needed for instructional purposes in courses supporting the PBE program and in courses where comparative primate anatomy and primate evolution form the focus of instruction. The current arrangement for storage, labeling, and limiting access to human, non-human, and fossil specimens and casts is wholly inadequate. Cramped, disorganized, and unlabeled storage has contributed to the deterioration of the existing collection.
ITS services two general use Computer labs: PC lab – 4th floor and Mac–2nd floor
Technology is acquired mainly through grants and contracts or faculty development funds, as possible.
Faculty computers are planned for through department funds set aside annually, such that we should be able to upgrade computers on a five year cycle. These funds are sometimes supplemented through ITS or COTS funds. The WIN-WIN fund matching to replace outdated computers through ITS has helped replace outdated department computers. Presently, each faculty member has a separate “virtual” account in the department budget planning so that upgrades can occur in sequence according to when the last upgrade was acquired. These funds are accumulated through contract indirect, which is currently being re-organized at the level of the Office of Graduate Studies and Research. Such funds may soon be either substantially reduced or become unavailable at the department level.
Software: PastPerfect – current license for 5 users
GIS – access through REM program
Observation – PBE and other users
Endnote
Ethnograph
Final Cut – Visual Anth teaching and research
Adobe PhotoShop
The new Dean Hall space will house the current collections and provide exhibit space. The Mammoth project will likely stretch the limits of the new space. The current archaeological collections will be housed either in the basement of Dean Hall, or in the current museum collections store rooms in Farrell Hall. Our goal is to have all of our research and museum materials in Dean Hall if at all possible. Adequate lab space, and specially designed NAGPRA repository, research and office space have been planned into the second floor of Dean Hall.
Department members adhere to, maintain currency with, and teach their students about the complex ethics of contemporary anthropology. We ensure that our students know what resources are available to consult on ethical issues and that they are fully aware of the ethics of anthropology, the ethical codes of professional organizations, and where to obtain current information as new issues arise that raise questions about what is appropriate.
See attached Code of Ethics from each of the following:
American Anthropological Association.
http://www.aaanet.org/committees/ethics/ethcode.htm
Federal NAGPRA (Native American Graves Protection and Repatriation Act)
http://www.nps.gov/history/nagpra/
Central Washington University Human Subjects Review Program
http://www.cwu.edu/~hsrc/faq.html
American Association of Museums
http://www.aam-us.org/museumresources/ethics/coe.cfm
Society for American Archaeology
http://www.saa.org/ABOUTSAA/COMMITTEES/ethics/principles.html
Society for Physical Anthropology
http://www.physanth.org/positions/ethics.htm
The department adheres to the codes of ethics cited above and frequently reviews them with students as part of course work and student/faculty research. Ethics are taught in many of the classes in relation to particular issues, and in the introductory sequence (1xx level courses), Anth 301 - Principles and Assessment, and reviewed and discussed in Anth 458 and 459. Department members are expected to adhere to the highest ethical standards of the discipline and the University.