THE INTRODUCTORY ANTHROPOLOGY COURSE: A MULTI‐TRACK APPROACH FOR COMMUNITY COLLEGE INSTRUCTION

Abstract

The first consideration in deciding the goals, scope, and content of the introductory anthropology course is the nature of the community college teaching situation. Upon examining this, one is confronted with the problem of preparing a meaningful program of instruction in light of the diverse abilities, backgrounds, and needs of community college students. With regard to ability levels, it is noteworthy that in my particular teaching situation a single class section will reflect the overall institutional range of 18% in the ACT composite standard score range of 1-15, 35% in the 16-20 range, 34% in the 21-25 range, and 13% in the 26-36 range. This diversity is typical of most community college student bodies. Community college students also differ widely in background since they come from a number of separate high schools, each with varying academic programs. An open-door admissions policy accommodates a number of non-high school graduates. Also, vast age and experience differences exist among the students. In many sections, students will range from 17 to 60 years of age. In the Evening Division, it is not uncommon to have local high school and elementary school teachers with B.A. degrees taking refresher courses in the same class as freshmen and sophomores. Finally, a growing number of adults enroll in the evening courses on an audit basis; they are interested in intellectual stimulation and broadening their knowledge rather than in preparing for a new