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Writing winning proposals for funding research is an essential skill for doctoral students in the social sciences. Still, most anthropology programs lack formal instruction on this, relying instead on informal mentorship. To advance this, we evaluated the Value Proposition framework in teaching anthropology Ph.D. students to write proposals. Our findings from the feedback from students and faculty in the NSF-funded Cultural Anthropology Methods Program (CAMP) offer insights for using this framework to bridge the proposal-writing gap in the training of cultural anthropologists. 

A recent surge of users migrating from Twitter to alternative platforms, such as Mastodon, raised questions regarding what migration patterns are, how different platforms impact user behaviors, and how migrated users settle in the migration process. In this study, we elaborate how we investigate these questions by collecting data over 10,000 users who migrated from Twitter to Mastodon within the first ten weeks following Elon Musk's acquisition of Twitter. Our research is structured in three primary steps. First, we develop algorithms to extract and analyze migration patters. Second, by leveraging behavioral analysis, we examine the distinct architectures of Twitter and Mastodon to learn how different platforms shape user behaviors on each platform. Last, we determine how particular behavioral factors influence users to stay on Mastodon. We share our findings of user migration, insights, and lessons learned from the user behavior study. 

A recent surge of users migrating from Twitter to alternative platforms, such as Mastodon, raised questions regarding what migration patterns are, how different platforms impact user behaviors, and how migrated users settle in the migration process. In this study, we elaborate how we investigate these questions by collecting data over 10,000 users who migrated from Twitter to Mastodon within the first ten weeks following Elon Musk's acquisition of Twitter. Our research is structured in three primary steps. First, we develop algorithms to extract and analyze migration patters. Second, by leveraging behavioral analysis, we examine the distinct architectures of Twitter and Mastodon to learn how different platforms shape user behaviors on each platform. Last, we determine how particular behavioral factors influence users to stay on Mastodon. We share our findings of user migration, insights, and lessons learned from the user behavior study. 

Abstract We use a mix of qualitative and quantitative analyses to examine 1354 survey responses from members of the American Anthropological Association about their practice and teaching of cultural anthropology research methods. Latent profile analysis and an examination of responses to open‐ended survey questions reveal distinctive methodological clustering among anthropologists. However, two historical approaches to ethnography remain prominent:deep hanging outand amixed methods toolkit, with the former remaining central to the practice and teaching of all forms of contemporary cultural anthropology. Further, many anthropologists are committed to advancing research methods that account for power imbalances in fieldwork, such as through community‐based and participatory approaches. And a substantial number also teach a wider array of methods and techniques that open new career pathways for anthropologists. Overall, our study reveals a core set of ethnographic practices—loosely, participant‐observation, informal interviews, and the experiential immersion of the ethnographer—while also highlighting the great breadth of cultural anthropological research practice and pedagogy. The findings presented here can help inform how current and future anthropological practitioners and educators position themselves to meet the ever‐changing demands of community members, funders, clients, collaborators, and students. 

Ethnography is a core methodology in anthropology and other disciplines. Yet, there is currently no scholarly consensus on how to teach ethnographic methods—or even what methods belong in the ethnographic toolkit. We report on a systematic analysis of syllabi to gauge how ethnographic methods are taught in the United States. We analyze 107 methods syllabi from a nationally elicited sample of university faculty who teach ethnography. Systematic coding shows that ethics, research design, participant observation, interviewing, and analysis are central to ethnographic instruction. But many key components of ethical, quality ethnographic practice (like preparing an IRB application, reflexivity, positionality, taking field notes, accurate transcription, theme identification, and coding) are only taught rarely. We suggest that, without inclusion of such elements in its basic training, the fields that prioritize this methodology are at risk of inadvertently perpetuating uneven, erratic, and extractive fieldwork practices.