Carrick Institute for Learning and Teaching in Higher ...



Written Statement (limit 8 pages) including:

|1. Synopsis (150-200 words, in third person) |

|This must cover the nominee’s teaching area or discipline, teaching experience, the particular focus of their teaching and teaching methods, |

|and their research/teaching interests. Should the nomination be successful, the synopsis will be used in communications regarding the |

|recipient’s success, for instance at Graduation ceremony, at the Learning & Teaching Week Awards ceremony, on the University website and in |

|archival information. |

| Dr Lisa Wynn has taught at Macquarie for two years, joining the Anthropology Department after a postdoctoral research position at Princeton. |

|She incorporates multi-sensory, participatory, research-led learning experiences into all of her teaching, from theatrical, performative |

|lectures in a unit on drugs, to sampling food and spices in a class on the anthropology of food. In her undergraduate and postgraduate |

|research methods classes, all students design and undertake their own original anthropological research projects, and several students have |

|published the research results. As Macquarie University Learning and Teaching Fellow in 2008, she led an effort to simplify the process for |

|obtaining ethics clearance for student research. Part of that effort involved creating templates for human research ethics applications which |

|have been used by teaching staff in Macquarie’s Faculties of Arts and Human Sciences to obtain ethics clearance for student research projects. |

|Wynn also led a project to create an interdisciplinary, online ethics training website to train students in human research ethics. This |

|training module, , is free and open access for anyone to use or adapt in their own teaching, and has been |

|used by individuals at 41 universities in 15 countries. |

|1. Overview |

|This may include: addressing the category in which the applicant is nominated; the applicant’s educational philosophy and beliefs; a |

|description of the teaching context; an integrated summary of the claims relating to the selection criteria; teaching experience and |

|responsibilities at all levels – undergraduate, postgraduate coursework, including continuing professional education and postgraduate research |

|activities. |

| |

|This application describes the progress I have made since coming to Australia and Macquarie University two years ago to create innovative and |

|engaging learning experiences for my students. I believe that students learn best when multiple senses are stimulated and when they are |

|actively participating in the learning process instead of just listening to a lecturer. My students have responded enthusiastically. On one |

|teaching evaluation for a postgraduate methods class I taught in 2007, one student wrote, “I have never given all SA’s [“strongly agree” |

|responses in the unit evaluation] but Lisa has been the most fun, enthusiastic teacher I have ever had in 3 years at university.” |

| |

|In most of my classes, students go out “into the field,” as we say in anthropology, to do their own original ethnographic research projects. |

|In this application I provide an account of these student research projects and describe how I developed an online ethics training module to |

|prepare students to deal with the ethical issues that arise during ethnographic research. By thoroughly incorporating research into the |

|learning experience, students have gained hands-on research experience, and several of them have already published their research results. |

| |

|But I have also learned from my mistakes. When I first assigned students to do their own research projects, I required them to get ethics |

|approval. Their feedback consistently told me that this was a long and tedious process that they hated. Obtaining human research ethics |

|approval was clearly a barrier to incorporating student research projects into classes, so I started a project, supported by an inaugural |

|Macquarie Learning and Teaching Fellowship, to find ways to make it easier for students to get ethics clearance for their research projects – |

|not just for my classes, but for all staff members at Macquarie who want to get their students doing research for class. I also led the |

|development of an interdisciplinary, online ethics training module () to train students in the particular |

|ethical dilemmas that can arise in qualitative research. |

| |

|I have made these teaching resources available online by regularly posting them to the Anthropology Department’s internationally read blog, |

|Culture Matters, where they have reached thousands. I have also led efforts within our department to increase transparency in assessment by |

|developing assessment rubrics and discipline-specific grade level descriptors and graduate capabilities benchmarks. |

2. Response to Selection Criteria:

|Criterion 1: Approaches to learning and teaching that influence, motivate & inspire students to learn |

|This may include: fostering student development by stimulating curiosity and independence in learning; contributing to the development of |

|students’ critical thinking skills, analytical skills and scholarly values; encouraging student engagement through the enthusiasm shown for |

|learning and teaching; inspiring and motivating students through high-level communication, presentation and interpersonal skills |

| Multi-sensory learning experiences and theatrical, participatory lectures: |

| |

|As a Level A lecturer, in Semester II of 2007 I convened my first class at Macquarie: Food Across Cultures (ANTH279). I incorporated making and |

|eating food into the curriculum. For example, in a class where we learned about Sidney Mintz’s account of the link between sugar and European |

|capitalist expansion, we had a chocolate fountain. Here’s what one student had to say about this kind of multi-sensory learning experience in the|

|end-of-semester unit evaluation (please excuse my students’ idiosyncratic spelling and grammar in all the e-mails and evaluations I quote): “It |

|was very hands-on which made the course more interactive and INTERESTING! This has been one of the most enjoyable courses I have completed at |

|Macquarie.” |

| |

|In Semester I of 2009 I taught my first large first-year unit, Drugs Across Cultures (ANTH106). I wanted to find ways to reach students in the |

|large lecture hall, and I tried to do this through theatrical, performative lectures that incorporated students into the performance. |

| |

|In a lecture on erectile dysfunction drugs, for example, I started class by methodically stacking boxes of different Egyptian brands of sildenafil|

|on top of each other on a desk in front of the classroom, calling out the brand names: Viagra, Erec, Virecta, Kemagra, Phragra, Vigoran, Vigorex, |

|Vigorama. Then I asked every student to write on a piece of paper their answers to a simple question: Who uses erectile dysfunction drugs, and |

|why? They passed their papers to the front of the room where a student volunteer read a dozen responses out loud, while I wrote the answers down |

|on the overhead. I explained that we were getting a snapshot of young, educated, middle class, multicultural, urban Australian ideas about |

|sexuality and pharmaceutical products. I then lectured about my own research on erectile dysfunction drugs in Egypt, and told them about another |

|anthropologist’s research on sexual dysfunction in China. After hearing about China and Egypt, we turned back to their responses to the original |

|question and I asked them if there were any differences that jumped out at them. We noted the striking differences between what the class had |

|said erectile dysfunction drugs were used for in Australia and how anthropologists have found people using them in other countries. In this way, |

|students gained a sense of the range of cultural expectations around illness, drugs, and sexuality by analysing their own cultural beliefs and |

|juxtaposing these against other cultures. |

| |

|In another lecture on the placebo effect, Facilities Management granted special permission for a wine tasting in the X5B T1 lecture theatre. I |

|called down student volunteers, checked their photo IDs to make sure they were of age, and blind-folded them to see if they could distinguish |

|between red and white wine at room temperature. A steady stream of students volunteered. Another student who was not old enough to taste the |

|wine kept score on the overhead projector. Unfortunately for the point I was trying to make, the students were surprisingly good at |

|distinguishing between wines (some research suggests that only about 70% of people can distinguish between reds and whites, but about 85% of my |

|students could tell the difference!). One student kindly offered me a way out when he ran down to the front of the room and passed me a note that|

|said, “Have someone try the same wine twice and see if they can tell that it’s the same wine.” Fortunately, they couldn’t – illustrating the |

|point that expectations and context strongly influence sensory perceptions. |

| |

|The fact that a student figured out how to drive home the theoretical point of that lecture (when I was struggling to do so!) was exciting because|

|showed the kinds of learning that are possible when students are active participants in the lecture theatre. In end-of-semester teaching |

|evaluations, students said, “Examples were used brilliantly to help understand the topic”; “Class survey’s funny ... interesting way to get class |

|participation in lecture!”; “Lisa created cool examples and participation for students to understand and learn”; “Lisa makes the class interesting|

|by getting everyone involved in lectures.” |

| |

|These were more than just entertaining lectures. These kinds of multi-sensory, participatory experiences help to make abstract points in |

|memorable ways. |

|Criterion 2: Development of curricula and resources that reflect a command of the field |

|This may include: developing and presenting coherent and imaginative resources for student learning; implementing research-led approaches to |

|learning and teaching; demonstrating up-to-date knowledge of the field of study in the design of the curriculum and the creation of resources for|

|learning; communicating clear objectives and expectations for student learning |

| |

|Enabling students to be researchers |

| |

|In Food Across Cultures (ANTH279), a ‘social food mapping project’ involves students observing a food-sharing experience, whether it is a summer |

|barbeque or a holiday meal with the family or lunch at McDonalds. They then analyse the cultural rituals that inform the eating experience: how |

|food rituals are gendered, how food sharing enacts cultural identity, social status, and kin relations, and how the labour of food production is |

|organised. For their subsequent research presentations to the class, they generate a visual diagram, or map, of the food experience. Seeing |

|these maps and hearing students analyse Christmas brunch or Chinese New Year is the highlight of the semester for everyone in the class. |

| |

|In Doing Ethnography (ANTH385), a research methods class, each student writes an ethnographic account of some aspect of their own lives. Every |

|week in class, we go around the room and discuss the progress of their research projects and everyone offers suggestions to their peers for how |

|to refine their research methods. At the end of the semester, students presented their research results in class. This year we heard accounts |

|of the ways that money defines social relationships, how foreign exchange students negotiate national stereotypes, and different ways to keep the|

|Sabbath holy in Seventh Day Adventist communities (just to mention a few). At the end of the semester, one student e-mailed to say, “I never |

|considered myself a budding anthropologist but this unit has really got me thinking. I am definately going to keep all my field notes because I |

|don't think it is an interest that I will just be switching off. I feel like I have only scratched the surface and I want to refine my methods |

|and techniques of research.” |

| |

|Students in Research Methods in Local and Community Studies (ANTH801), a graduate methods class in our Masters of Applied Anthropology program, |

|also design and implement their own anthropological research projects and submit them for publication at the end of the semester. |

| |

|I have argued that students want to participate and want to hear the voices of other students, not just the lecturer. Yet students have also |

|told me that they get frustrated if they think particular students are asking too many questions or dominating the discussion. So a real |

|challenge in leading seminar discussions is to find ways to get that balance of participation right. Having seminars revolve around informal |

|presentations on the progress of student research helps achieve that balance, because students all take turns talking about their own research |

|and asking questions or offering suggestions to others. This ensures that everyone has the chance to speak, and also gives students the |

|opportunities to hone their critical thinking skills by acting as peer reviewers, providing each other with feedback instead of only receiving it|

|from the lecturer. A student from Doing Ethnography (ANTH385) in 2009 commented, |

| |

|“She created a very open & comfortable space in the classroom. Everyone encouraged to participate & no one’s opinions ridiculed etc. activities |

|etc. really encouraged learning & participation” |

| |

|“Lisa always makes sure that everyone gets their opinion voiced, she pauses and allows us to add our own views to her lectures – not a very |

|common trait for lecturers!” |

| |

|(See the Supporting Teaching Materials section for more comments on these seminars and an example of a Discussion Preparation Guide that students|

|fill out to prepare for discussion in seminars.) |

| |

|Developing new resources in human research ethics |

| |

|Given this heavily research-oriented curriculum, I quickly realised that I needed good resources to train students in the ethics of qualitative |

|research before sending them out to do their own research. In the U.S., many students take the U.S. National Institutes of Health (NIH) online |

|ethics course for human research, so I wondered if it was suitable for my students here in Australia. When I went to examine the content of that|

|training program, I was struck by how oriented it was towards quantitative, clinical, and biomedical research. It also revolved around U.S. |

|regulatory code. I searched online for other resources, but there were very few that were oriented to qualitative research, few that addressed |

|the Australian system, and they were all fee-paying training programs. |

| |

|It was then that I decided to create my own online ethics training resource tailored specifically to the context of qualitative, social science |

|research. I enlisted two other contributors to the training module: Paul Mason, a PhD student in Macquarie’s Department of Anthropology, and Dr |

|Kristina Everett of the Department of Indigenous Studies—Warawara. Together we created an interdisciplinary curriculum that reviews the history |

|of research ethics and explores the unique ethical dilemmas that arise in participant-observation, long-term ethnographic research (including |

|dilemmas that are virtually unthinkable in clinical research, such as “What are the consequences to my informants if I’m suspected of being a |

|spy?”). The module is built around real-life case studies, including both classic ethics controversies as well as very current debates (such as |

|the debate over the 2006 establishment of the Human Terrain System, a U.S. Army program that pairs social scientists with military ground forces |

|in Iraq and Afghanistan). It refers to Australian and other international ethics codes and regulation, and it has a whole section devoted to the|

|ethics of research in Indigenous Australian communities. |

| |

|Aside from covering the most current literature and debates over social science research ethics, this training website is unique in two other |

|respects. First, I started with the assumption that appearance and presentation are essential to creating an engaging resource for students. |

|The website has clear, punchy writing, colourful graphic layout (thanks to the Learning and Teaching Centre’s excellent graphic design), and a |

|picture or a video embedded on every page. A range of international scholars contributed images and resources for the website, including |

|Stanford psychologist Philip Zimbardo (of the famous “Stanford Prison Experiment”) and Columbia sociologist Sudhir Venkatesh (of Freakonomics and|

|Gang Leader for a Day fame). |

|The other unique aspect of this website is that it is free and open access for nonprofit use and adaptation. Anyone can view and use it, assign |

|in their own classes, use it to build lecture slides and notes, or adapt it to create their own ethics resources. |

| |

|U.S.-based historian Zachary Schrag, who is writing a history of ethics regulation, reviewed the training program on his blog |

|(), saying that it is |

| |

|“vastly superior to the CITI Program and comparable ethics programs I have seen, and it deserves attention and emulation.... The stories that |

|make up the bulk of the MQ program... show that ethical challenges are not confined to the distant past, but face social scientists today. And |

|they broaden the challenges facing scholars to questions of confidentiality, government sponsorship, intellectual property, and other |

|contemporary concerns. Best of all, these stories emphasize real ethics, rather than the regulatory compliance at the heart of the typical |

|program. ... |

| |

|“The MQ program respects its students by adhering to two basic norms of scholarly writing. |

| |

|The first is citation. Many of the CITI Program's statements are unattributed, and in some cases factually inaccurate. When a statement is |

|attributed, the program often gives just a single source. The MQ program, by contrast, provides several readings for each of the case studies it |

|presents, in some cases with alternative viewpoints. The program also provides citations for statements throughout the text, adding authority. A|

|warning that the U.S. government might seize a scholar's laptop at an airport might sound alarmist were it not for a link to a news article on |

|the subject. |

| |

|“Another norm is that of open access. Many ethics training programs are open only to affiliates of a single university or, in the case of CITI, |

|to affiliates of institutions that subscribe to the service. This robs scholars of the chance to compare and critique rival systems, to find |

|areas of agreement and disagreement, to check facts, and to do all the other work that scholars usually do in their quest for truth and wisdom. |

|The MQ program requires registration, but that registration is free and open to all. Better still, the authors have licensed the text under a |

|Creative Commons Attribution Non-Commercial Share Alike license, giving others the chance to ‘download, redistribute, remix, tweak, and build |

|upon the text of this work non-commercially, as long as they credit the original authors and license their new creations under the identical |

|terms.’ ... [T]hey have designed a training program that itself invites debate. I hope that other universities and other scholarly disciplines |

|will follow their example.” |

|Criterion 3: Approaches to assessment and feedback that foster independent learning |

|This may include: integrating assessment strategies with the specific aims and objectives for student learning; providing timely, worthwhile |

|feedback to students on their learning; using a variety of assessment and feedback strategies; implementing both formative and summative |

|assessment; adapting assessment methods to different contexts and diverse student needs |

| |

|After the first semester that I taught Research Methods in Local and Community Studies (ANTH801) in 2007, the feedback that I received from |

|students was mostly positive, but “Appropriate assessment” and “Feedback” were two of the categories where students ranked me the lowest. So the |

|next time that I taught the class, I had students submit a rough draft of their final paper (worth 20%) one month before the class was over, and |

|I returned their essays with extensive feedback which they could use to revise their paper for a final submission (worth an additional 20%). |

|Student feedback was clear: in 2007, they gave me scores of 3.87 / 5 for “Appropriate Assessment” and 3.67 / 5 for “Feedback,” with 13% and 20%, |

|respectively, disagreeing that I had done a good job with this. In 2008, they gave me scores of 4.41 / 5 for “Appropriate Assessment” and 4.39 /|

|5 for “Feedback,” with no student disagreeing that I had done a good job with this (see unit evaluations in “Supporting Materials”). |

| |

|Independent learning is at the core of the independent, original student research projects. But implementing this has also entailed challenges, |

|and here I want to describe another way that student feedback showed me how I could improve their learning experience. |

| |

|When I first taught Research Methods in Local and Community Studies (ANTH801), I required students to come up with their own original research |

|projects, design an appropriate methodology, obtain ethics approval, execute the project and write up the results, all in a single semester. |

|Every student came up with a completely unique research project, from researching the smoking practices of international students at Macquarie to|

|investigating online lesbian networking in New South Wales. Students gained a tremendous amount of hands-on research experience. |

| |

|But if you think that sounds like a lot of work for one class, then you’d be in agreement with my students! When I surveyed them at the end of |

|the semester, a majority of students reported that they found the process of applying for ethics approval overwhelming. The ethics application |

|at Macquarie is about 30 pages long, and it took some students more than two months to receive approval. |

| |

|So as part of my Learning and Teaching Fellowship project in 2008, I worked with the Ethics Secretariat to find ways to simplify the ethics |

|approval process for student research projects. With their support, I developed four broadly defined research topics that students could |

|interpret in their own unique directions, and obtained preliminary ethics clearance before the semester began. When I taught the research |

|methods class again in 2008, the students were able to start their research right away. We still had extensive discussions about research |

|ethics, facilitated by the online ethics training module (see section 2 above), but this time students didn’t see research ethics as a tedious |

|bureaucratic requirement, but rather as an area of intense current debate in anthropology. Again, student evaluations are clear. The |

|improvement in student feedback from 2007 to 2008 is striking (see “Supporting Materials”). |

| |

|Helping students to publish their research: |

| |

|I encourage all of my students to submit their original research for publication, and many have been successful. For example, Elisabeth MacLeod |

|recently published her study of the way Baby Boomers use mobile phones in the International Journal of Emerging Technologies; another has had her|

|article accepted, and four other former students currently have papers they wrote in one of my classes under review in academic journals. In |

|addition, two students won prizes of $1000 and $500 from U@MQ for their research on the relationship between social space and intellectual |

|climate. Publishing takes a long time, and I have continued to support students, long after they are no longer taking classes with me, by |

|advising them on publication venues and editing their work. Students consistently comment on my enthusiasm, availability, and long-term support |

|for their research and writing, such as the student in ANTH801 who wrote on the teacher evaluation, “She is always there when you needed help and|

|gone out of her way to reconcile any problems.” |

|Criterion 4: Respect and support for the development of students as individuals |

|This may include: participating in the effective and empathetic guidance and advising of students; assisting students from equity and other |

|demographic subgroups to participate and achieve success in their courses; influencing the overall academic, social and cultural experience of |

|higher education |

| |

| |

|My goal, every day that I teach, is to lift people up, inspire them to want to learn, and give them the confidence to know that they can learn. |

|I try to reach all of my students, not just the overachievers but also those who are struggling in one way or another. This means giving |

|particular support to minority groups (the ones I have encountered have most often been international students from underdeveloped countries who |

|are struggling to work in a foreign language and culture), those with learning disabilities, those struggling with personal problems, and those |

|who lack confidence in their abilities. |

| |

|One student from Drugs Across Cultures (ANTH106, enrolment of 395 students) wrote on Blackboard: |

| |

|I just wanted to say (and I´m sure I´m not the only one) thank you to Lisa for being so patient with everyone throughout this semester. I´m an |

|external student so I´ve never had the pleasure of meeting you face to face, but you were very understanding towards my situation with my |

|difficulties in completing the mid-semester quiz. |

| |

|Another, who had been struggling to bring himself to complete an assignment until I hounded and encouraged him to finish it and turn it in, wrote|

|me this e-mail: |

| |

|I just wanted to thank you for the course this semester and for all your hard work and helping me with my lack of hope. I was gonna buy you some |

|flowers or somthing nice as a thank you but I got pulled over by the police last week for an illegal right turn and got hit with a whopping fine |

|that has left me somewhat bankrupt. So this email will have to do instead. Just to let you know that you are appreciated. |

| |

|Another student from Doing Ethnography (ANTH385) wrote, |

| |

|Thank you so much for all your encouragement and guidance this semester. I am sure I speak for the class when I say that we appreciate all the |

|effort you go to for us individually. Not many lecturers would personalise emails to their students regarding marks and assignments. |

| |

|Positive encouragement gives the students the confidence and motivation to work hard. One student e-mailed me to say, “Thank you so much for all|

|the positive feedback! I loved the unit, both the content and the way you made the class such a comfortable environment to learn and express |

|ideas.” |

| |

|I go out of my way to be responsive to students, not just during my weekly consultation hours, and students often comments about my availability,|

|as in the below discussion board posts from students: |

| |

|hey lisa, i think its great how committed you are to checking the blackboard. on most blackboards the students all ask overlapping questions and |

|the answers are rarely stumbled upon but your so attentive to whats going on you're there to answer each question. even at 6:30am on the day of a|

|test. its very kool to have a committed unit convenor |

| |

|thanks lisa...you really are an awesome lecturer, the only one who replies to blackboard...thanks for your devotion :) it makes life a little |

|easier :) |

| |

|I also work hard to create an atmosphere in seminars and tutorials where students feel safe and empowered to participate, which is reflected in |

|comments taken from three different unit evaluations: “Excellent atmosphere, felt very comfortable to speak in front of everyone.” “It was a non|

|stress atmosphere with equal opportunities for interaction”, and “Created a great relaxed, informal atmosphere which encouraged discussion.” |

|(See Supporting Teaching Materials for some recent student comments about my support for students both in and out of the classroom.) |

| |

|I am really grateful to my students for taking the time to give me this feedback and showing me where are my strengths and weaknesses. |

|Criterion 5: Scholarly activities that have influenced and enhanced learning & teaching |

|This may include: showing advanced skills in evaluation and reflective practice; participating in and contributing to professional activities |

|related to learning and teaching; coordination, management and leadership of courses and student learning; conducting and publishing research |

|related to teaching; demonstrating leadership through activities that have broad influence on the profession |

| |

|In 2008, I was awarded a Macquarie University Learning and Teaching Fellowship to undertake the projects described above (in sections 2 and 3 of |

|this application): first, to find ways to simplify the process of obtaining human research ethics clearance for student research projects, and |

|second, to develop the ethics training website to train students to undertake this research ethically. |

| |

|As noted in Section 3 above, I have shared these ethics applications for student research projects with colleagues in the Departments of |

|Anthropology, History, Linguistics, Sociology, Philosophy and Critical and Cultural Studies, several of whom have used them as the basis for |

|their own class research ethics applications. I also posted the original ethics applications on Culture Matters, the Anthropology Department’s |

|blog. My four blog postings on Culture Matters about incorporating research into teaching have been viewed 5,069 times. Here is an e-mail I |

|recently received in response to one of these blog postings: |

| |

|“Dear Lisa, I just wanted to drop you an email and say thank you. I came across your Methodology syllabus from a link on Savage Minds [another |

|anthropology blog that wrote about my Culture Matters blog posting], and I found it very helpful. For the last few years I have been charged |

|with teaching a Graduate Qualitative Methods course here at the University of Missouri-Kansas City, and I have continually found it to be a very |

|frustrating experience. Every year I change it around, hoping to find the right mix of theory, method, and practice, and I think you have some |

|great ideas for accomplishing that. I really like the way you set up the four possible projects and provided the students with some sample kinds |

|of questions. So thank you for the ideas! I'm not a big blogger but sometimes I find it a really great resource and this was one of those |

|occasions. Good luck in your present and future endeavors. |

| |

|“Best, Jenny Huberman, Assistant Professor, Anthropology, University of Missouri - Kansas City” |

| |

|In December 2008, I co-organized an interdisciplinary forum on research ethics with colleagues from History (Mary Spongberg) and Dance (Pauline |

|Manley) which was attended by 30 staff members and students from the Faculty of Arts, and together with Mary and Pauline I led an application for|

|a (successful) Macquarie University teaching infrastructure grant to purchase $27,000 worth of equipment for students across the Faculty of Arts |

|to use in ethnographic and oral history research and interviews. |

| |

|In 2009, I was invited to speak at two institutions to describe the ways I have incorporated student research into the classes I teach. One was |

|a Macquarie University Learning and Teaching Centre colloquium, and the other was the Department of Anthropology at the University of Sydney. I |

|was also invited to write about the topic on an international (U.K. and N.Z.-based) anthropology blog, Material World. The editor of |

|Anthropology News, the Association’s monthly newspaper, invited me to contribute an article on teaching ethics that discusses the creation of the|

|ethics training module described above and strategies for incorporating student research into teaching anthropology. This article is in press |

|and will appear in print in September 2009. With Kristina Everett and Paul Mason, I am currently writing a longer, more theoretical article on |

|the pedagogy of ethics to submit to an anthropology journal. |

| |

|I have served on the Faculty Learning and Teaching Committee since arriving at Macquarie, and I am the Department ‘Assessment Mentor,’ leading |

|the effort to create assessment rubrics and implement these across the Department (see the Supporting Materials section for a sample rubric). I |

|have also created a set of grade level descriptors at the 100-, 200- and 300-level for anthropology students, and developed a discipline-specific|

|statement of graduate capabilities, benchmarked against international standards. These increase transparency for students by showing them our |

|expectations and the way we assess their work. |

| |

|I have just begun a new research project to explore student experiences of embodied learning. With my Head of Department, Dr Kalpana Ram, we |

|plan to survey past students of the Anthropology Department to see what students remember from a class, 1-2 years after they finished taking it. |

|Will they remember the chocolate fountain? Probably. But will they remember the associated lecture covering Sidney Mintz’s theory about the |

|political economy of sugar? It will be interesting to find out, and will test my assumptions about embodied learning experiences driving home |

|abstract theoretical issues. |

| |

|Perhaps the most significant scholarly contribution I’ve made to influencing and enhancing learning and teaching was creating the online ethics |

|training website described in section 2 of this application (see the Supporting Teaching Materials section of this application to view the online|

|training module). It was only launched in February 2009, but registration records show that it has already been used by individuals at 41 |

|universities (including Harvard, Berkeley, University of Chicago, University of Cambridge, Leiden University, University of London, and |

|University of Johannesburg) in 15 countries (Australia, New Zealand, the U.S., South Africa, the U.K., Netherlands, Switzerland, Austria, Japan, |

|China, Canada, France, Nigeria, Indonesia and Thailand). Anthropologists in the Netherlands (Alex Edmonds, the University of Amsterdam), New |

|Zealand (Susanna Trnka, the University of Auckland), and the U.S. (Sarah Pinto, Tufts University) are using it to teach about research methods. |

|The American Anthropological Association links to this ethics training module on their website on their teaching resources page |

|() and their ethics resources page (). |

|Applicant’s Curriculum Vitae |

|No more than three A4 pages outlining the applicant’s educational qualifications, employment history, teaching positions and teaching experience |

| |

|LISA L. WYNN |

|Department of Anthropology |

|Macquarie University |

|NSW 2109, Australia |

|tel. +61-2-9850-8095 |

|fax +61-2-9850-9391 |

|llwynn@mq.edu.au |

| |

| |

|POSITION |

| |

|Lecturer, Department of Anthropology, Macquarie University, Australia 2009-present |

| |

|Associate Lecturer, Department of Anthropology, Macquarie University 2007-2008 |

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|Visiting Research Scholar, School of Humanities and Social Sciences, 2008-2009 |

|American University of Cairo, Egypt |

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|EDUCATION |

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|PhD, Princeton University, Department of Anthropology 2003 |

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|BA, McGill University, Magna cum Laude, Anthropology and Political Science 1995 |

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|POSTDOCTORAL RESEARCH |

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|Associate Research Scholar, Center for Health and Wellbeing, 2006-2007 |

|Woodrow Wilson School, Princeton University |

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|Research Associate, Office of Population Research, Princeton University 2003-2006 |

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|TEACHING |

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|Lecturer, Macquarie University, Dept. of Anthropology 2009 |

|Semester I ANTH 106 Drugs Across Cultures |

|ANTH 385 Doing Ethnography |

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|Associate Lecturer, Macquarie University, Dept. of Anthropology 2008 |

|Semester I ANTH 490 Anthropology Honours Seminar |

|Semester II ANTH 801 Methodology in Local and Community Studies |

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|Associate Lecturer, Macquarie University, Dept. of Anthropology 2007 |

|Semester II ANTH 279 Food Across Cultures |

|ANTH 801 Methodology in Local and Community Studies |

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|Lecturer, Princeton University, Woodrow Wilson School 2003-2005 |

|Spring 2003, 2004 WWS 594-h Culture and Conflict in the Middle East |

|Fall 2005 WWS 571b Religion, Culture, and Sustainable Development |

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|CONSULTING |

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|Ibis Reproductive Health 17 Dunster St, Cambridge, MA 2003-present |

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|ACADEMIC AWARDS, HONORS, SCHOLARSHIPS and FELLOWSHIPS |

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|Leeds Honor Award (for book, Pyramids and Nightclubs) 2008 |

|Macquarie University New Staff Grant 2008 |

|Macquarie University Learning and Teaching Fellowship 2008 |

|International Union for the Scientific Study of Population (IUSSP) Junior |

|Demographer Grant 2006 |

|American Research Center in Egypt (ARCE) dissertation research grant 1999-2000 |

|Center for Arabic Study Abroad (CASA) Arabic language study award 1998-1999 |

|Foreign Language and Area Studies (FLAS) Grant 1998 |

|Mellon Foundation dissertation research proposal grant 1997 |

|Mellon Foundation language study and fieldsite selection grant 1996 |

|Graduated with Highest Honors, McGill University 1995 |

|James McGill Award for academic excellence, McGill University 1994 |

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|SELECTED PUBLICATIONS |

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|Book |

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|Wynn, L.L. Pyramids and Nightclubs: A Travel Ethnography of Arab and Western Imaginations of Egypt, from King Tut and a Colony of Atlantis to |

|Rumors of Sex Orgies, Urban Legends about a Marauding Prince, and Blonde Belly Dancers. Austin: University of Texas Press (2007) and Cairo: |

|American University of Cairo Press (2008). |

|Pyramids and Nightclubs was named the Leeds Honor Book of 2008 by the Society for Urban, National, and Transnational/Global Anthropology (SUNTA).|

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|Pyramids and Nightclubs was translated and published in Arabic by Cadmus Press (Beirut, Damascus) in August 2009. |

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|Book chapter |

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|Wynn, L.L. “Marriage Contracts and Women’s Rights in Saudi Arabia: Mahr, Shurut, and Knowledge Distribution.” The Islamic Marriage Contract, |

|Asifa Quraishi and Frank Vogel, eds. Cambridge: Harvard University Press, 2008. |

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|Journal articles |

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|Wynn, L.L. “Teaching Ethnographic Research in an Era of Ethics Oversight.” Anthropology News September 2009 (in press). |

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|Wynn, L.L., Angel Foster, and James Trussell. “‘Can I Get Pregnant From Oral Sex?’ Sexual Health Misconceptions in E-mails to a Reproductive |

|Health Website.” Contraception 79(2):91-7 (February 2009). |

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|Wynn, L.L. “Shape Shifting Lizard-People, Israelite Slaves, and Other Theories of Pyramid-Building: Notes on Labor, Nationalism, and Archaeology |

|in Egypt.” Journal of Social Archaeology 8(2):272-295 (June 2008). |

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|Wynn, L.L., Joanna Erdman, Angel Foster, and James Trussell. “An Ethics of Accountability in Debates over Access to Emergency Contraceptive |

|Pills in the US and Canada.” Studies in Family Planning 38(4):253-267 (December 2007). |

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|Wynn, L.L. and James Trussell. “Images of American Sexuality in Debates over Nonprescription Access to Emergency Contraceptive Pills.” |

|Obstetrics and Gynecology 108(5):1272-1276 (November 2006). |

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|Wynn, L.L. and James Trussell. “The Social Life of Emergency Contraception in the United States: Disciplining Pharmaceutical Use, Disciplining |

|Women's Sexuality, and Constructing Zygotic Bodies.” Medical Anthropology Quarterly 20, no.3 (September 2006), 297-320. |

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|SELECTED RESEARCH and TEACHING GRANTS |

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|Macquarie University Teaching Infrastructure Grant Wynn LL (PI) 2009 |

|Research-teaching Nexus: Students as Oral Sources Researchers $27,000 |

|Description: This interdisciplinary infrastructure grant (shared between the Anthropology and History Departments) purchased laptops, digital |

|audio recorders, transcription equipment, and voice-recognition software to use in teaching projects to enable students to do their own |

|interviews and oral history research. |

|Role: PI |

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|Macquarie University New Staff Grant Wynn LL (PI) 2008-2009 |

|Interpretation of New Reproductive Health Technologies in Egypt $22,400 |

|Description: This research will explore Egyptian interpretations of new reproductive health technologies, through three key sites of |

|interpretation and knowledge production: medical science, Islamic jurisprudence, and popular culture. |

|Role: PI |

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|Macquarie University Learning and Teaching Fellowship Wynn LL (PI) 2008 |

|Ethics teaching module for course based student research $44,000 |

|Description: One-year grant to develop an online ethics teaching module for students and a template to enable teachers to secure ethics |

|permission to incorporate field-based student research projects in courses |

|Role: PI |

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|PROFESSIONAL SERVICE in LEARNING AND TEACHING |

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|Deputy Director, Bachelor of Social Science Degree, Macquarie University 2009 - present |

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|Member, Working Group, Undergraduate Curriculum Renewal Project, 2008 |

|Macquarie University |

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|Member, Ethics Review Committee (Human Research) 2007 – 2008 |

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|Member, Faculty Learning and Teaching Committee, Macquarie University 2007 - present |

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|Member, Assessment Mentors Working Group, Faculty of Arts, Macquarie 2008 – present |

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