Category Archives: Undergraduate Course

Medical Anthropology Fieldwork Projects and Proposals – ANTH 3252 Course

My Medical Anthropology course – ANTH 3252 has three major objectives for students: (1) To provide a comprehensive introduction to the subspecialty of Medical Anthropology – its fundamental principles and key concepts; (2) To encourage awareness of cultural health perspectives and issues; and (3) Apply principles and strategies derived from medical anthropology toward planning, implementing and evaluating health intervention programs.

In particular, the third major objective — applying principles and strategies — gives students an opportunity to conduct their own an applied medical anthropological fieldwork project or develop a proposal. One of the major requirements for this course is for all students to do a medical anthropological fieldwork project or proposal. Quite naturally, students want to know what are the type of applied medical anthropological fielwork projects or proposals that have been completed in previous medical anthropology classes.

Well for those students who want to know SOME of the titles from previous Medical Anthropology classes, here are few titles from my 2013 and 2012 Medical Anthropology classes:

2013 Fieldwork Projects or Proposals

Dealing With Depression on College Campus

The Inequalities of the Healthcare System: A Dental Approach

Preventive Medicine: Wellness and the Treatment of Chronic Diseases

Differences in Health Perspectives and Behavior Between First & Second Generation Indian Americans

The Rising Cost of Healthcare

Childhood Obesity

Cervical Cancer Concerning HPV in College Women

UV Radiation and Skin Cancer among Hispanics

Concussion in College Athletics

Mental Health and Female Violent Offenders

HIV/AIDS among African Americans and Hispanics

Language Barriers: A Field Study of Russian Speaking Immigrants

2012 Fieldwork Projects or Proposals

Motivation for Healthy Lifestyles in Young Woman

Socioeconomic Status and Oral Health

Unprotected Sex on College Campuses

Sexual Health Dialogue Between Parents and Teens

Is Cigarette Smoking More Prevalent on College Campuses in Eastern North Carolina

Exploration of Birthing Options of Teenaged Mothers

The High Cost of Quality Health Care

The Exercise and Eating Routines of College Students

Healthcare Insurance in America

Osteoporosis Screening and Dairy Avoidance in African American Women: Applying Bio-Cultural Analysis to Healthcare Provision Strategies

Cultural Anthropology – Fall 2013 Class – Last Lecture Day & Rites of Passage Message

Here is the entire class in this photo. Great class!

Here is the entire class in this photo. Great class!

Here is another photo of my fantastic class.

Here is another photo of my fantastic class.

Here is another photo of my Cultural Anthropology class.

Here is another photo of my Cultural Anthropology class.

Well, it was another exciting and challenging Cultural Anthropology class during this fall semester of 2013! I can’t believe that it’s over yet it still feels like yesterday when I started teaching this class. I have to be honest about this class. It took a little longer for them to open up about some of the topical issues in the course, but they eventually shared alot of relevant, personal, and deep-thinking engaging dialogue to the course lectures.

Now that I have truly re-focused this Cultural Anthropology class on material and topics that all students can relate to, it has allowed many students to begin to think of culture in a whole new way. That is, in a manner in which “culture” is something that all students are emersed into whether they are aware of it or not. Fortunately, in this class, students recognized that not only do they have their own distinct cultural patterns, they recognized the importance of other populations having their “own” distinct cultural patterns as well. Students also recognized that they can “learn” from other cultures on a number of issues that we discussed throughout the semester.

Throughout the semester, we did several fun activities such as going outside and observing ECU cultural events and groups. We had several in-class group exercises on topics that were most relevant to student life. Finally, we had special guest speakers who surprised the class with a very special performance and message!

Again, I had another WONDERFUL and ENGAGING Cultural Anthropology class this semester. I learned alot from them and I hope that learned alot from me!

Here are few photos of my outstanding Cultural Anthropology class.

Cultural Anthropology Class – Last Lecture Day

Cultural Anthro Class – Photo 4

Cultural Anthro Class – Photo 3

Cultural Anthro Class Photo 2

Cultural Anthro Class – Photo 1

Well, it’s another great semester of Cultural Anthropology coming to an end. I had a wonderful time trying to present my lectures to this class in an innovative and straight-foward way. I was particularly delighted that this class REALLY interacted and engaged regularly with all of the lecture material and the class exercises.

In fact, this Cultural Anthropology class was one of the best introductory cultural anthropology classes that I have had since teaching at ECU. There were a number of students who added a wealth of new information to our lecture discussions as well as our special class exercises. The entire class was also receptive to our special guest lecturers at the end of the semester.

Here are few photos of my outstanding, receptive, and engaging Cultural Anthropology class.

Taking Class Outside for Fieldwork Observation

Cultural Anthropology Class conducting fieldwork.

On this October lecture day, I decided to take the class outside to conduct a brief fieldwork exercise in observing student behavior. Our cultural anthropology topic primarily focused upon economic issues and the concepts of economizing and maximizing.

In this observation area, we were located in front of the student bookstore where alot of student activity and meetings occur on a daily basis. For this exercise, the class observed a wide variety of activities from various student groups and organizations.

Overall, it was a fun activity not only to observe student behavior but most importantly to just get out of the classroom and enjoy the beautiful October day.

Spring 2012 Courses – Professional Development Anthropology, Medical Anthropology and Ethnic Health & Health Disparities

We are at the start of the Spring 2012 semester and it’s time for another great semester of teaching. During the spring semeter, I teach two undergraduate courses and one graduate courses. The courses are:

ANTH 4501 – Professional Development Anthropology

ANTH 3252 – Medical Anthropology (DE)

MPH 6008 – Ethnic Health & Health Disparities (DE)

Each course brings its own set of exciting and investigative issues to discuss and investigate. Whether the course is face-to-face or distance education, I enjoy finding new ways to present the lecture material and encouraging students to take the lead on their projects/proposals.

Let’s get started!

Medical Anthropology Student Fieldwork Projects/Proposals – 2011

Now that a new year is upon us and a new semester in Medical Anthropology, I usually receive an inquiry from students in my latest class (ANTH 3252 – Medical Anthropology), what are the type of student fieldwork projects/proposals completed for this class? My response is usually — “Anything that is health related and an issue in which you can discover some new cultural health patterns among a specific group.” I also state, “Select a fieldwork project/proposal that is of interest to you.”

Thus from last year’s Medical Anthropology class (2011), here is a list of some of their fieldwork projects/proposals:


Obesity in America

Teen Pregnancy

Nursing and Stereotyping of Gender

Athritis Doesn’t Just Affect the Elderly

Cancer

Aphasia

What Makes People Motivate to Exercise

Electronics and Technology’s Indirect and Direct Detriments to the Health of Today’s Population

Eating Disorders

Combat-Related Post Traumatic Stress Disorder: Soldiers’ Unseen Scars

Working Women and Eating Habits

Why African American Men Delay Seeking Healthcare

Well, that’s it! Last year, students completed some outstanding fieldwork projects/proposals and I’m sure this Medical Anthropology 2012 class will surprise me again with some outstanding fieldwork projects/proposals. I can’t wait to read them all at the end of the semester!

Spring 2011 – Teaching Three Courses – 2 Undergraduate & 1 Graduate Course

We are officially back again! The Spring 2011 semester is underway and it looks like another very active and engaging set of classes. My three courses consist of:

1. Medical Anthropology: ANTH 3252 – DE format – Undergraduate
2. Professional Development Anthropology: ANTH 4501 – Face to Face – Undergraduate
3. Ethnic Health & Health Disparities: MPH 6008 – DE format – Graduate

All three courses presents their challenges because they require me to design the course material in an approach that appeals to three different student audiences. In particular, my two DE classes allow me to present my lecture material in podcasts and webcasts formats. Although it takes alot of extra prep time to get these podcasts and webcasts lectures together, once I begin recording each lecture that’s when the fun starts. By the end of each podcast and webcast lecture, I cover a majority of my key critical thinking points and also try to keep each lecture fresh and entertaintaining. Both of these DE courses (Medical Anthropology and Ethnic Health & Health Disparities) are very unique courses in which I can feel that students truly want to take what they learn from these classes and apply these concepts and issues to real life medical and health care issues.

As for my Professional Development Anthropology class, it is designed to give students practical real life skills and opportunities that will prepare them for the next stage in their academic or professional careers. Here I try to get all students to take that important step forward now by asking questions, listening to experts who visit the class, and visiting ECU programs that will give them special insight into professionalizing their anthropological training. Of course the overall goal of the class is to provide students with more of an organized and visual outlook of their future in the field of anthropology. Yet the real outcome of this class is to reduce the anxiety and uncertainty that many students feel when taking the next step forward in their professional careers. Something that all of us face at some point in our career. Matter of fact, I wish that I had a course like this when I was an undergraduate anthropology major at Miami University (Oxford, OH) back in the 70s!

That’s right, another semester is underway and I’m looking forward to learning something new again!

Professional Development Anthropology Class visits ECU’s Career Center

Anthropology Students Asking Questions of Associate Director Donley

Anthropology Students Asking Questions of Associate Director Donley

Professor Eric Bailey and Anthropology Students

Professor Eric Bailey and Anthropology Students

Associate Director Larry Donley and Professor Eric Bailey

Associate Director Larry Donley and Professor Eric Bailey

On January 27th, my spring Professional Development Anthropology class visited the ECU’s Career Center. Although this course is designed to get students to recognize what type of practical skills they have acquired through their coursework, I am actually giving students an opportunity to prepare for the job market before they graduate from ECU. Thus, I have our class venture outside of our classroom and visit a number of available resources and expetise on the ECU campus. That’s one of the reasons why I scheduled a meeting with ECU’s Career Center.

At ECU’s Career Center, Associate Director Larry Donley, invited us to the Center and gave us a thorough overview of the Center’s activities along with a brief tour. The program and services offered through the Career Center include: 1. Job Listings and Recruiting Programs, 2. Student Employment, 3. Resumes and Cover Letter Critiques, 4. Career Fairs, 5. Mock Interviews, 6. Advanced Technology and Virtual Career Services, Employer Information Sessions/On Campus Recruiting, 7. Alumni Networks, and 8. Cooperative Education and Internship Program.

Associate Director Larry Donley answered all the questions from the students, provided specific information on how students can be better prepared for their job interviews and most importantly helped to reduce some of the anxiety students may have had when preparing for the job market. At the end of his presentation, Mr. Donley gave the class one final handout. This handout related directly to our course. It was entitled, “Top Ten Skills Sought By Employers.”

According to the National Association of Colleges and Employers (NACE), the top ten skills sought by employers are: 1. Verbal & Written Communication Skills, 2. Honesty & Integrity, 3. Interpersonal Skills, 4. Strong Work Ethic, 5. Teamwork Skills, 6. Analytical Skills, 7. Motivation & Initiative 8. Flexibility & Adaptability, 9. Computer Skills, and 10. Attention to Detail. This is exactly the type of information that I wanted my students in Anthropology to know before they graduated because it really comes down to some of these basic skills as to whether they will be employed in an anththropologically-related job or not.

Check out the Photos!

It was a very productive and enlighting visit for all!

2010 Spring Course: Medical Anthropology: ANTH 3252

Greetings Everyone,

I am looking forward again to teaching my Medical Anthropology course in Distance Education (DE) mode for the Spring semester primarily because it offers students the flexibilty to take this upper level course as well an opportunity for me to incorporate the latest technology and course content material that address as many of the issues related to medical anthropology. This medical anthropology course is taught in a very applied approach — one in which we discuss and investigate “real life” health and medical issues from a very broad and holistic perspective.

The major objectives that students will receive from this course are:
1. A comprehensive introduction to the subspeciality of medical anthropology;
2. An awareness of cultural health perspective and issues; and
3. Apply principles and strategies derived from medical anthropology toward planning, implementing and evaluating health intervention programs.

In addition to completing the course objectives, students will conduct an applied medical anthropological fieldwork project/proposal. You can check out some of the outstanding projects from previous students earlier in this blog.

In general, I am very glad that I decided to transition this traditional face-to-face Medical Anthropology course to a distance education, online approach. Believe it or not, it allows students to engage in medical anthropology in whole new way!

2010 Spring Course: Professional Development Anthropology 4501

Greetings Everyone,

Just to let you know, my teaching schedule for the Spring Semester includes one of my recently developed courses — Professional Development Anthropology: 4501. I am very excited about this course primarily because it will be only the second time that I teach it and the fact that this course is the first of its kind in the field of anthropology.

This course is an outgrowth of a concern that I have had for a number of years related to students majoring in anthropology and students in general. The fact that students spend their years majoring in a particular field such as anthropology and investing thousands of dollars in their major yet by the end of their major, students are a bit unsure what their major will do for them once they graduate and what type of PRACTICAL skills have they truly acquired after the years in the major. These type of issues motivated me to develop this course.

To reinterate, here are the COURSE OBJECTIVES of this course:
1. Getting students to recognize what type of practical skills they have acquired through their coursework;
2. Recognizing how these practical skills whether specializing in archaeology, cultural anthropology, biological anthropology, or medical anthropology can assist them in obtaining jobs that are not necessarily anthropologically-related;
3. Providing an opportunity for various organizations at ECE (i.e..Career Services) to present information on practical skill building strategies to our anthropology students;
4. Researching and learning about new internship and job opportunities related to their area of interest; and
5. Providing a forum for students to learn from each other about the practical skills that they have acquired through their anthropological training.

So if you are interested in any of these course objectives, check out and enroll into my spring semester course — PROFESSIONAL DEVELOPMENT ANTHROPOLOGY 4501. It meets only 1 day a week – Wednesdays 12:00-1:00pm. You can also come by my office: Flanagan 209 if you have additional questions about this practical course for all ECU students.

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