Original Research Presentation
Objectives
As part of the third-year course, Laboratory Methods in Biological Anthropology (ANT338), this assignment invites student pairs to conduct an original research presentation that demonstrates mastery of anthropological research methods and data analysis. Using provided research topics and datasets, students develop hypotheses and apply appropriate methodological approaches to analyze data and draw conclusions. The assignment is designed to prevent unauthorized GenAI use through its focus on process-driven learning that provides evidence of student skill development: students justify their methodological choices, work with proprietary datasets, participate in learning checkpoints, and deliver live presentations demonstrating critical thinking and communication skills.
The assignment demonstrates authentic learning through meaningful checkpoints strategically placed throughout the research process where students must verbally explain their methodological reasoning, analytical decisions, and critical thinking in real-time conversations with the instructor. These checkpoint conversations reveal genuine understanding and skill development by requiring students to articulate their thought processes, defend unexpected findings, and connect their analysis to course concepts, ensuring authentic understanding that will transfer to their future work.
Process
- Partner Selection and Topic Choice: Students work with a lab partner to choose a research topic and select the corresponding dataset from provided options.
- Hypothesis Development: Student pairs develop a testable hypothesis demonstrating understanding of research question formulation and anthropological inquiry principles.
- Methodological Planning: Students identify appropriate analytical approaches and justify their choices by referencing course concepts — providing evidence of critical thinking development.
- Learning Checkpoint: In-class conversation where students explain their hypothesis and why they chose their specific methodology (before data analysis begins).
- Data Analysis with Process Documentation: Students analyze their dataset and document analytical decisions, demonstrating skill development in quantitative analysis and critical evaluation. Students maintain detailed records of their analytical decisions, which they will share with the instructor.
- External Research Integration: Students research scholarly sources to contextualize findings, demonstrating ability to evaluate credibility and synthesize complex arguments. Students maintain detailed records of their scholarly sources, which they will share with the instructor.
- Mid-Process Checkpoint: In-class conversation where students walk through one example from their data analysis, explain how their findings connect to their external research, and describe one unexpected result or challenge they encountered.
- Results Synthesis: Students summarize results and identify study limitations based on course learning, showing development of critical evaluation skills.
- Individual Slide Preparation: Each student submits presentation slides individually, demonstrating personal accountability within collaboration.
- Live Presentation with Q&A: Student pairs deliver 10-minute presentations with instructor questioning that assesses genuine understanding and analytical choices. In addition, students share how their thinking evolved over the completion of the project.
Future-Focused Skill Development
This Original Research Presentation assignment aligns with the University of Calgary’s STRIVE model by promoting validity through requiring students to justify their methodological choices, document analytical reasoning, and defend their work via live presentations, ensuring authentic learning and minimizing unauthorized generative AI use. It also supports student-centredness by engaging students in flexible, collaborative inquiry where they select topics and datasets, develop hypotheses, and take individual responsibility for their contributions, fostering critical thinking and personalized skill development. This design encourages transparency, responsibility, and integrity while preparing students for future academic and professional challenges.
Student Feedback
Professor Avery shares some student feedback:
“I felt that I actually learned the course material rather than simply memorizing. Also, I found it was very interesting, stimulating, and creative.”
“I was really nervous about the in-class presentation, but being able to answer questions made me realize that I actually do know this material! Not just repeating it back, but understanding how it worked (and some of the issues)!”