Mary B. LaLone, Ph.D.
Mary B. LaLone, Ph.D.

Research & Experiential
 Teaching Projects & Model
 
 

 

 

   


   


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Research & Experiential
Teaching Projects
since 1991:


 
   
Mountain View Cemetery Project 2007.  An anthro-planning project to help a community group identify ways to restore and maintain the Mountain View Cemetery in Radford, Virginia, as a community-focused heritage site.  Conducted as an experiential class project for the Spring 2007 Applied Anthropology class.  The research team prepared a consulting report with recommendations; presented to the community group May 2007.
Coal Mining Heritage Museum & Video Documentation Project 2005-06.  Project in which the Spring 2005 Applied Anthropology class worked collaboratively with the region's Coal Mining Heritage Association to develop a mining heritage museum collection and videos for museum exhibits.  They produced a museum consulting report and videos in 2005.  The video project was continued (as independent study projects) throughout 2006, and the team produced a 30-minute documentary video, "Memories from the Mines," on coal mining life in the New River Valley of Virginia as a final product in 2006.
Farmers Market Project 2003-04.  A socio-economic study of Farmer's Markets in Appalachian Southwest Virginia.  Conducted as an experiential learning project by the Fall 2003 Economic Anthropology class; the team compiled their findings in an ethnographic study of farmer's markets, 2004.
Farm Heritage & Community Park Project 2003.  Anthro-planning project to study possibilities and potential designs for a farm heritage & community park somewhere in the New River Valley.  Conducted as an experiential learning project by the Spring 2003 Applied Anthropology class.   The team worked with community members and put NRV farm oral histories to work to guide ideas for heritage interpretation.  They prepared a consulting report with recommendations, 2003.
Appalachian Farming Oral History Project 2002-03.  Oral history project to document Appalachian farming livelihood strategies in the New River Valley of Virginia.  Students in the Spring 2002 Economic Anthropology class and the Fall 2002 Practicum in Anthropology class played a major part in the research project, followed by continued faculty-student work in 2003.  The resulting volume of oral histories was published by Brightside Press, December 2003.
Radford Arsenal Oral History Project 2000-2003.  Oral history project to document the impacts of the Radford Arsenal on New River Valley families and economic patterns, especially during the 1940s.  Conducted as an experiential learning project for the Fall 2000 Practicum in Anthropology class and a Spring 2001 Honors Project, followed by continued faculty-student work in 2002-3.  The resulting volume of oral histories was published by Brightside Press, December 2003.
The Farm at Selu Museum Project 2001.  Anthro-planning project to develop plans for a farming-based living history museum at RU's Selu Conservancy.  Conducted as an experiential project by the Spring 2001 Applied Anthropology class.  The team prepared a consulting report with recommendations for The Farm at Selu, 2001.
Wildwood Park Project 2000.  Anthro-planning project focused on developing ideas for the revitalization of Wildwood Park in Radford, Virginia, emphasizing heritage and nature based education.  Experiential learning project for the Spring 2000 Practicum in Anthropology class.  Resulted in a consulting report presented to Pathways for Radford, 2000.
Coal Mining Heritage Park Project 1999-2000.  Anthro-planning project to develop a heritage park at the site of the former Merrimac Coal Mine, along the Huckleberry Trail, in Montgomery County, Virginia. Experiential learning project for the Fall 1999 Applied Anthropology class and a Spring 2000 Practicum in Anthropology class. The team prepared a consulting report with recommendations for park development, submitted to Montgomery County 2000.
Coal Mining Heritage Oral History Project 1995-1998.  Oral history project to document knowledge of the coal mining life in the New River Valley in Appalachian Virginia, 1930s-1960s.  Experiential learning project for two Economic Anthropology classes (Fall 1995 & Fall 1997) and a Practicum in Anthropology (Spring 1996).  Resulted in 2 volumes of oral histories (1997, 1998), including Appalachian Coal Mining Memories published by Pocahontas Press.
Appalachia Heritage Tourism Project 1993-1994.  Development of a set of recommendations for heritage tourism in the region surrounding the Town of Appalachia in southwest Virginia.  Experiential learning project for the Fall 1993 Economic Anthropology class.  The team prepared a consulting report, submitted to the Town of Appalachia in 1994.
Appalachia Coal Camp Oral History Project 1992-1995; 2006.  Oral history project to document knowledge of the coal mining life in 18 coal camps surrounding the Town of Appalachia in southwest Virginia, 1930s-1960s.  Involved faculty-student collaborative oral history work; results have been published in various articles and a soon-to-be released book on the Coal Mining Camps of Wise County.
Flea Market Project 1991-1993.  Study of flea marketing as an economic livelihood strategy.  Experiential learning project for the Fall 1991 Economic Anthropology class and a Spring 1992 Practicum in Anthropology class. The research results were compiled faculty-student team in a research paper presented 1993.
 
   










The Project Model:

 
   


          During the 1990s, I worked at developing and refining a combined research and experiential teaching model, and have used the model as the framework for numerous projects in the Appalachian Virginia area surrounding Radford University.  The model involves establishing collaborative university-community partnerships that serve as the foundation for projects with dual research and teaching dimensions, and that render some form of public service for the region.

          The projects are designed and guided by the anthropologist, in collaboration with community partners, so that they provide students with hands-on field training while the students help conduct research of benefit to the region.  The research process is structured so that it can be carried out as semester-long class projects by student research teams learning anthropology experientially under the anthropologist's direction.  Community partners share in designing the project orientation sessions, participate as teachers to instruct and guide the student research team, and see concrete results in the form of some tangible product that the class produces to aid the community’s efforts, such a consulting report or a volume of oral histories.  Three key elements of the research/teaching model are:

  1. Taking a Partnership Approach
  2. Experiential Learning
  3. Public Anthropology

The projects described here show the potential for putting anthropology to work to assist communities and citizen groups with heritage preservation.  I and my students have conducted multiple research projects over the past ten years to help preserve and use the region's heritage.  These include sizeable oral history documentation projects on livelihood strategies, heritage park planning, and heritage tourism advising.  These projects were forged on strong mutually-beneficial partnerships between the anthropologist, grassroots citizen groups, and town and county offices.  All demonstrate the value of using community-based anthropology for experiential student training in field research and applied anthropology.

See publications/presentations for a list of some of the written products resulting from these projects.  Click on RU Magazine, December 2001, for an article on my teaching projects.

Photo above: Mary LaLone with her poster presentation "Putting Anthropology to Work for Regional Heritage Preservation: Appalachian Oral Histories, Heritage Parks, and Tourism" at the American Anthropological Association meetings, Nov. 2000 (photo by Eric Lassiter).

 

 
   


Author: Mary B. LaLone, mlalone@radford.edu 
Radford University
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