REU Sites: Anthropology by the Wire: Community Ethnography through Multimedia Research

在这个REU项目中，PI-Team招募了一群主要来自地区社区学院的不同群体的学生，用于巴尔的摩社区的人类学研究项目，通过公共人类学的视角，利用人类学方法，证明人类学与学生研究人员和社区参与者的相关性。在夏季为期6周的课程中，15名学生参加了在Towson大学举行的研讨会，这些研讨会由Towson和当地社区学院的教职员工领导。此外，参与者还参加由社区居民和组织者主持的研讨会，向他们介绍巴尔的摩社区的实地考察地点。在利用视觉人类学、参与者观察、访谈和档案工作进行自己的人种学项目的同时，学生们在社区参与者的帮助下并与之合作，同时收集和分析数据。这些项目将采取多种形式，但都包括对社区人民生活的多媒体表现，人们可以利用这些多媒体表现他们自己的努力，以发展他们的社区。当参与者离开Towson后，他们将在接下来的几个月里分析数据并完成他们的项目，以便在次年5月向社区展示。在此期间，他们与其他参与者(包括教职员工和社区助理)一起维护虚拟社区，以进行额外的协作和指导。在REU暑期结束后，教师将继续与学生保持联系，以促进向四年制大学的过渡，并协助传播成果。智力优势：1)可发表的本科生研究论文；2)发布在网上的反身性、纪实的多媒体，展示大学-社区合作伙伴关系对本科生研究和社区定义的目标的好处；以及3)。一种通识教育课程的教学模式，包括原创的研究部分。广泛的影响：1)为公众创建的多媒体演示文稿，突出巴尔的摩居民在其家乡社区的生活、问题和抱负；2)学生、教师和社区组织者对社区研究和传播感兴趣的电子网络；以及3)来自陶森和地区社区学院的教师网络，鼓励社区学院的学生从事研究和研究生工作。

In this REU project, the PI-team recruits a diverse group of students drawn primarily from area community colleges for anthropological research projects on neighborhoods in Baltimore utilizing anthropological methods through the lens of a public anthropology that demonstrates the relevance of anthropology to both student researchers and to community participants. Over the course of 6 weeks in the summer, 15 students attend seminars held at Towson University that are led by faculty from Towson and from area community colleges. In addition, participants attend workshops facilitated by community residents and organizers introducing them to field sites in Baltimore's neighborhoods. While working on their own ethnographic projects utilizing visual anthropology, participant observation, interviews and archival work, students simultaneously collect and analyze data with the assistance of, and in cooperation with, community participants. These projects will take many forms, but all include multimedia representations of the lives of people in communities that can be utilized by people in their own efforts to develop their communities. When participants leave Towson, they spend the next months analyzing data and completing their projects for presentation to the community the following May. During this time, they maintain a virtual community with other participants, including faculty and community associates, for additional collaboration and mentorship. After the end of the REU summer, faculty remain in contact with student cohorts in order to facilitate transition to a 4-year university and to assist with efforts to disseminate results.Intellectual merit: 1) publishable undergraduate research papers; 2) reflexive, documentary multimedia posted online that demonstrate the benefits of university-community partnerships for undergraduate research and for community-defined goals; and 3). a pedagogical model for general education courses that include an original research component.Broader impacts: 1) multimedia presentations created for public audiences highlighting the lives, problems and aspirations of Baltimore residents in their home communities; 2) electronic networks of students, faculty and community organizers interested in community-based research and dissemination; and 3) a network of faculty from Towson and area community colleges interested in encouraging community college students to pursue research and post-graduate work.