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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. 

ABSTRACT Biological anthropologists have long engaged in qualitative data analysis (QDA), though such work is not always foregrounded. In this article, we discuss the role of rigorous and systematic QDA in biological anthropology and consider how it can be understood and advanced. We first establish what kinds of qualitative data and analysis are used in biological anthropology. We then review the ways QDA has been used in six subfields of biological anthropology: primatology, human biology, paleoanthropology, dental and skeletal biology, bioarchaeology, and anthropological genetics. We follow that with an overview of how to use QDA methods: three simple QDA methods (i.e., word‐based analysis, theme analysis, and coding) and three QDA approaches for model‐building and model‐testing (i.e., content analysis, semantic network analysis, and grounded theory). With this foundation in place, we discuss how QDA can support transformative research in biological anthropology—emphasizing the valuable role of QDA in inductive and community‐based research. We discuss how QDA supports transformative research using mixed‐methods research designs, participatory action research, and abolition and Black feminist research. Finally, we consider how to close a QDA project, reflecting on the logistics, ethics, and limitations of qualitative data sharing, including how researchers can use the CARE Principles (Collective Benefit, Authority to Control, Responsibility, and Ethics) to support Indigenous data sovereignty. 

Undergraduate research experiences (UREs) significantly enhance students’ critical thinking, problem-solving, and teamwork skills, and foster pathways to graduate studies. Social science laboratory-based undergraduate research experiences (LUREs) offer similar benefits with more impact on the understanding of the research process and influence career direction. As online undergraduate programs increase, research opportunities must adapt to incorporate otherwise excluded remote students. This study employs an expert panel method that collects insights from 22 experienced lab leaders around meeting the substantial challenges of mentoring online students in social science lab groups. Through thematic analysis, four key challenges and proposed solutions to enable remote undergraduate students to successfully engage in research labs were identified. These solutions offer practical guidance to improve inclusivity and accessibility for online learners.