Since 2008, at Colorado State University, I have been collaboratively researching virtual worlds with my students in experimental methods seminars. My “ethnographic research and teaching laboratory” (ERTL), ambitious in scope, conducts original and even cutting edge research, while teaching students field methods in the process. The research and teaching unfold primarily in Internet-based games—such as World of Warcraft and Guild Wars 2—persistent online networked social spaces of hundreds and even thousands of players. As a teaching tool, online virtual worlds provide a convenient way to get students quickly into the “field,” with online games being for some students (based on their play experience or lack of it) akin to foreign cultures. In this article, I discuss strengths and also challenges of ERTL, illustrating in the process how my lab's linked research and teaching model illuminates one way forward for empirically minded anthropologists hoping to move beyond the lone ethnographer. [online gaming cultures, ethnographic laboratory, mixed methods]

Online virtual worlds as anthropological field sites: Ethnographic methods training via collaborative research of Internet gaming cultures

The role of anthropology to inform and shape public discourse has never been more necessary. Yet, the discipline struggles, at times, to remain relevant and accessible to students. It is increasingly important to provide students with skills that are useful outside academia. The ability to make the anthropological research process accessible is a critical determinate of the future of our discipline. This introduction situates the articles of this issue in a discussion of mentorship and hands-on training for students. Drawing on discussions within anthropology, social sciences, and education, it addresses the importance of training undergraduate and graduate students in methods that connect professional and community needs. Examples of engaging students and communities with “hands-on” anthropological experiences are highlighted within diverse themes including health, community, gender, volunteer tourism, online virtual worlds, and technology, serving as frameworks for extending and connecting research with students, faculty, and community members.

“Involve me and I learn”: Teaching and applying anthropology

Most undergraduate anthropology majors will not pursue postgraduate careers in the discipline, so the greatest value of anthropological training is in providing a holistic sense of cultural relativity and appreciation for human diversity. However, translating anthropology's value to other career paths is frequently hindered by students’ limited exposure to theory and methods and further complicated by the discipline's emphasis on individualistic fieldwork models and research outcomes. We argue these obstacles can be overcome by engaging students in mixed-methods collaborative groups that integrate students and faculty in local research, teaching, and outreach. This socializes undergraduates to view anthropology as naturally collaborative and applicable beyond careers in research. In this article, we outline a program that fuses experimental and field approaches to train students in qualitative and quantitative methods and critical thinking. We then detail implementation of this pedagogical model as a generalizable template that trains students for postgraduate careers outside anthropology.

Thinking outside anthropology's box: Socializing undergraduates through collaborative research, teaching, and service

Some in the public sphere question the value of an anthropology degree. This assessment is unfortunate, as an education in anthropology prepares students for a wide variety of careers. To communicate the relevancy of anthropology, the discipline needs to have a renewed focus on applied methods. No longer can research be primarily for PhD students. Undergraduates also need opportunities for developing tangible skills that will be attractive and useful to employers. This paper provides an example of the Collaborative Anthropological Research Laboratory (CARL) that addresses this need. Based at Utah State University, CARL engages undergraduates in experiential learning through research. In their cognitive anthropological study of campus gender roles, these students gain valuable experience in a suite of methodological approaches that are valued in the applied sector. We contend that CARL serves as an example of how to construct a research group that focuses on the educational needs of undergraduates. [undergraduate, cognitive anthropology, methods]

Undergraduates deserve methods too: Using a research laboratory model to engage students in cognitive anthropological research

This article presents lessons learned from an interdisciplinary-engaged scholarship collaboration between the University of Memphis, Colorado State University, and four Honduran conservation organizations to assess the relationship between gender and conservation values among voluntourists on the Bay Island of Utila, Honduras. We focus on four key domains of teaching feminist and environmental anthropology through applied collaborative work: (1) teaching inclusion and collaboration; (2) understanding and valuing situatedness; (3) interrogating the idea that women are naturally conservationists; and (4) understanding neoliberal conservation and applying anthropology. Finally, we share some lessons learned from the experience, situating this discussion within the broader literature on teaching applied anthropology in higher education. [conservation voluntourism, feminist methods, engaged scholarship]

Teaching collaborative environmental anthropology: A case study embedding engaged scholarship in critical approaches to voluntourism

Service learning combines classroom instruction with meaningful community service. This article presents a project grounded in this concept that developed in a graduate-level Applied Cultural Anthropology class to provide students the opportunity to learn by applying textbook information and anthropological methods to real world issues. Anthropology students researched elementary school children's concept of the future of their community. This article documents those perspectives. Graduate students visited local elementary schools and interviewed fourth graders, asking them to reflect on their city, design an ideal future community, and portray these in artwork. The project focuses on initiated change and encourages community engagement and partnerships between schools, higher education, and various community members. Outcomes include a coloring book, an illustrated report, and an instruction manual for conducting similar projects. Anthropology students benefitted in numerous ways, including a better understanding of applied anthropology and methodology as well as knowledge and experience.

Creating a better tomorrow: Teaching applied cultural anthropological research by reimagining service learning and community engagement

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Creating a better tomorrow: Teaching applied cultural anthropological research by reimagining service learning and community engagement