A question was posted today on the ecological anthropology listserv: What are the basic requirements for an ecological anthropology graduate program? I don’t claim to be qualified to say what these are for the field as a whole, but I am qualified to say what we have decided on in setting up our new ecological and environmental anthropology Ph.D. program at Stanford. Here I include an edited version of the reply I sent to the thread.
At the risk of essentializing, there are, broadly speaking, two general classes of ecological anthropologists: (1) those who use human relationships with the environment as a lens through which to study problems in cultural anthropology (e.g., agency, social structure, the construction of meaning, etc.), and (2) ecologists who study humans as their primary organism. The majority of practitioners currently falling under the latter category are probably human behavioral ecologists, though I can think of some notable exceptions to this. This is the approach our program emphasizes.
In addition to departmental requirements, EE students are required to take the following:
- Evolutionary Theory
- Research Methods in Ecological Anthropology
- Data Analysis in the Anthropological Sciences
All students need to know how to integrate theory, method, and application, but the specific nature of the courses in which they learn that doesn’t matter that much. Therefore, we require three courses from a list of theory-driven graduate classes, including (but not limited to):
- Advanced Ecological Anthropology
- Human Behavioral Ecology
- Conservation and Evolutionary Ecology
- Demography and Life History Theory
- Environmental Change and Emerging Infectious Disease
Required classes deal with what you know, but equally important is how you know. We expect our students to engage in research from the outset of their graduate studies. Students attend weekly lab meetings. These can be within the Anthropology department (e.g., Rebecca Bird and I run a joint meeting or we have a joint spatial interest meeting this quarter) or in other departments (e.g., Biology, Woods Institute). Students also attend a colloquium (comprised of visiting speakers) one quarter out of the year.
We’re big on methods, but we don’t legislate what methods students learn (other than research design and statistics). Most students are interested in remote sensing and GIS, but we also have students working on social network analysis, demographic methods, and advanced statistical methodology.
So, that’s our idea for a graduate program. We will have a proper web page describing the program in detail some time in the future.