In recent decades, anthropologists have included digital worlds in ethnographic work. Social life is lived out in person but also through the virtual worlds of video games, social media, blogs, and much more. Increasingly even our in-person lives are more intertwined with the digital as when we send money through a cash app or jump on a Zoom call. These new ethnographic landscapes come with potential to learn about communities but are also fraught with new ethical dilemmas. Through a section in a Research Methods Anthropology class, students learn about conducting virtual ethnography, and examine best ethical practices. This research talk focuses on a classroom activity where students play Cards Against Digital Anthropology, which is a game based on Cards Against Humanity. The aim of this activity is for students to playfully engage with ethically ambiguous scenarios in digital ethnographic fieldwork and reflect on their potential responses to these dilemmas.
This research inquiry measured the effectiveness of hybrid Faculty Learning Communities (FLC) by analyzing participation in a recent academic interdisciplinary faculty book study that was delivered both in-person and online. Faculty members who opted to participate in a monthly interdisciplinary book study were quantitatively queried shortly after the study’s conclusion using a 6-point Likert scale via a Qualtrics survey. Findings indicate that faculty found merit and value by participating, noting positive impacts on their sense of belonging, constructive impact on their teaching practices, increased levels of self-reflection as practitioners and an enhanced sense of community. Qualitatively faculty recognized the benefit of collaborating and sharing with colleagues across disciplines.
