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Considering Graduate School |
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Mark C.
Griffin, Ph.D., Department of Anthropology, San Francisco State University, |
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This is the web version of this
handbook. If you want the print version with recommended programs, stop by my
office.
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WHY SHOULD I CONSIDER GRADUATE SCHOOL? |
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According to statistics compiled by the American
Anthropological Association, most (>75%) practicing
anthropologists hold a Ph.D. (60%) or Master's (25%) degree. Examination of
the AAA statistics reveals that only about 50% of recent anthropology
graduates work in "academia." The remaining 50% work in research,
government, and industry positions. While it is important to remember that a
graduate degree is not a requisite for getting a job in anthropology, it
certainly vastly increases your chances of getting a job that you will like
and can turn into a career (see the AAA publication Careers
in Anthropology and the NKU website Anthropology
and Archaeology Careers). Having said that, you should consider some sober
advice from recent PhD's responding to the 1995 AAA PhD Survey (AAA
Newsletter, October 1995, pg. 37): "Be very sure that
this is what you want to do. Know why you're doing it. Go for it only if you
have a passion for anthropology and adventure. Do not enter for the sake of a
career - only for love of anthropology itself. Don't do this unless you are
obsessed with the field and are willing to work for very little money. Weigh
carefully your love for the profession against your desire for economic
stability. Accept that a career in anthropology is more like an artist's
career than a lawyer's. Study what you love and care about, and don't worry
about the future. If it's your dream - go for it!" Every anthropology major should seriously
consider graduate school as a viable career option. Don't let any one person
discourage you from considering graduate school. Remember that this is your
life and ultimately the graduate programs to which you apply are going to
decide whether you are qualified for graduate work or not. On the other hand,
according to the most recent statistics (AAA Newsletter, September
1997) anthropology graduate students spend on average 8-10 years in graduate
school (range 3-19 years). In other words, this is a serious decision, take
some time to make it.
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CHOOSING A GRADUATE SCHOOL The first thing you should do is talk to your
advisor. You should do this at least by the end of your junior year. Ask
them what schools they would recommend for you. Be aggressive; this is your
future, so ask lots of questions and if you are not satisfied with the
answers ask more. After talking with your advisor, talk to several other
professors to get their opinion (remember, one of the points of going to
professional meetings is to do exactly this). At this point, you should have a list of about
ten schools. Call them and have them send you an application packet. Sit down
with your advisor again and try to narrow your list down to about five
schools. Your list should include one "dream" program (the best
possible school that you could get into), two or three "good"
programs (ones that are not necessarily your first choice but that are solid
and that you have a reasonable chance of getting into and getting funding
from), and two or three "sure things" (programs that are good and
you know you can get into). One of the top five responses by recent
anthropology graduate school graduates to the question "What advice
would you give to prospective graduate students in anthropology?" was: Talk
to previous graduate students about the school and advisors. This, in my
opinion, is one of the most important things you should do to choose an
appropriate school for you. It may not be possible for you to actually visit
the schools. This is one of the important things for you to do at
professional meetings. Also don't forget that the Web has literally thousands
of ways for you to get into contact with students. Don't ignore this resource. At this point you will have a list of three to
five schools that you're still interested in. Now complete the applications
and send them in.
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HOW TO GET PREPARED Recent PhD graduates gave this advice to incoming
graduate students (AAA Newsletter, October 1995, pg. 36): "Obtain teaching
experience. Learn statistics. Take technical classes in analytical methods.
Do as much field research as you can. Take classes in all the subdisciplines.
Learn to write. Master public speaking. Get a background in budget
management. Get some experience in an interdisciplinary project. Give
conference papers and publish before completing the degree. Do not go into
debt to finance your graduate studies. Finish quickly and get back into the
real world ASAP. Have fun and enjoy what you're doing." In a perusal of anthropology graduate programs
nationwide one item stands out: research skills that are considered related
to but not necessarily taught in anthropology departments are the
responsibility of the student to obtain. An example from the University of
Florida graduate application guidelines: "Various kinds of
anthropological research require skills which are normally not taught as part
of anthropological programs. Such skills may include a knowledge of human
anatomy and physiology, surveying, drawing, soil chemistry, psychological
testing, computer programming, or photography. Students whose research
interests are such that they may need one or more of these skills should try
to acquire them, by course work or otherwise, as early in their preparation
as possible." Don't wait until graduate school to get a head
start on these. All of these can be worked on now while you're in
undergraduate school. This gives you a competitive edge in applying to
graduate schools and gives you less to worry about when you get there. There are four specific things you should start
working on at least by your junior year: (1) Prepare a curriculum vitae and keep it up
to date. This is important. Keep
track Your
vitae should highlight a number of different categories including education,
fieldwork, (2) Think about references. Take this seriously. Ideally, you want to choose people
who (3) The GRE. Take it. You should plan to take this during your Junior
year. This gives you time (4) Prepare an application letter. Before your senior year, start formulating your Statement Your Statement of
Purpose should include: (a) the general scope
of your knowledge of anthropology (b) your general
research interests in anthropology (c) what preparation
you have had for these (d) how are you going
to benefit from graduate work and how are you going to benefit the (e) what are your plans
for your professional career (f) who specifically
you want to work with in the program and why |
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GENERAL GRADUATE SCHOOL REQUIREMENTS There are no "blanket" requirements for
admission to graduate school. Each school and program has its own
requirements. There is one important thing to keep in mind, however:
admission to the graduate school and admission to the program
are two separate decisions. Being admitted to the graduate school is
similar to being to being admitted to SFSU -- all of the various programs
(e.g., biology, chemistry, anthropology, sociology, etc.) are part of the graduate
school. Requirements for admission to graduate schools vary
tremendously, however generally (the vast majority of programs
listed in the AAA Guide): (1) the GPA requirement
is at least a "B" average in your "upper division work"
and in many cases and (2) the GRE requirement
is a combined score of 1000 or higher on the Verbal and Quantitative You should take note of the fact that a lot of
programs suggest that prospective students who do not meet these
requirements should contact the department chairperson to ascertain if
exceptions to the general rules can be made. As with graduate school admission
requirements, graduate program (the department) requirements
vary tremendously. Some generalizations can be made: (1) with the above
provision, graduate programs require that you be admitted to
the graduate (2) most programs
require that you have taken at least one (preferably more) course in each of (3) in addition,
departments examine the distribution of your undergraduate work (i.e., the
types (4) letters of
recommendation that specifically address your suitability for graduate work
and your (5) some departments
want to see demonstrated proficiency in a foreign language (course work |
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TIME LINE Freshman - Sophomore Ask as many people as possible about graduate
school. Attend as many extracurricular activities related to your major as
possible. Get involved with other students in your major. Junior · Prepare a curriculum vitae · Prepare a list of schools you are interested in · Take the GRE · Prepare a list of references · Write a Statement of Purpose Senior · Apply; Many application deadlines (the complete
file, not just your application) are in January. · Visit; Visit campuses and prearrange
interviews with faculty and students. This will give you a |
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FROM M.A. TO PH.D. - ADVICE FOR CURRENT M.A. STUDENTS In many ways the advice for current M.A. students
planning to go on to doctoral school is the same as that for B.A. students
applying to graduate school. There are however some major differences. For
the most part, for a B.A. you are simply fulfilling course requirements which
once they are done you receive your B.A. Graduate school is different. Many
M.A. students suffer from "cart before the horse" disease. That is,
they start worrying about doctoral school way before the M.A. has even been
finished. The coursework for the M.A. is just the beginning. In
addition to the coursework, while working on your M.A. you should be
carefully accumulating experience that clusters around a central theme (e.g.,
if you are a bioarchaeologist you should work on excavation projects,
participate in osteological anaylses, and work on related projects while you
are here). Keep track of everything that you do and put it on your curriculum
vitae. This is just as important an academic record as your transcripts. Be
wary of over-diversification. For example, if you are concentrating in
bioarchaeology, then that should be your emphasis (e.g., a project in DNA
extraction may be very interesting, but if your primary interest is in
skeletal biology, your time would be better spent working on a project
concerned with skeletal analysis). There are lots of projects available out
there; not all of them are for you. When you apply to doctoral school, they
are going to be interested in whether you spent your time productively in the
Master's program gaining experience in a focused area (hence the term
"Master's") or you spent your time dabbling in a variety of areas.
For the most part, doctoral programs are not interested in trying to focus
students who only have a vague idea of what they want to do. The culmination of the M.A. is the Master's
Thesis. This is the demonstration of your ability to conduct original
research and present the written results. It is not a class that you simply
take and get credit for. Nor is it a glorified term paper that you can wait
to the "eleventh hour" to finish. You should ask around… many of
our current and past students have taken this approach, only to find out much
to their dismay that the eleventh hour draft of their thesis is roundly
rejected by their committee. In general, from first draft to final draft you
should count on at least six months. This means that if you
plan to start doctoral school in the fall semester (Ph.D. programs do not
accept spring applications) you should have your first draft to your
committee at least by October of the year that you apply (e.g., if you plan
to start a doctoral program in Fall of 2002, your thesis committee should
have your first draft by October 2001). In order of importance, here are the
things that current M.A. students should be working on before
applying to doctoral school: (1) Finish the
thesis - this means, at the very least, you should have
your first draft to your (2) Finish the
thesis - the burnout and dropout rate of doctoral students trying to
finish their (3) Finish the
thesis - doctoral programs are very wary about admitting students who
have (4) Update your
curriculum vitae - keep track of everything you do while in the M.A.
program (5) Prepare a list of
schools using the guidelines above (6) Retake the GRE
if your combined qualitative/quantitative score is below 1200 (7) Prepare a list of
references (while important for undergraduate students, it is especially (8) Visit - visit
campuses and prearrange interviews with faculty and students. This will give
you a (9) Write a Statement
of Purpose (as noted above, this should be extensively edited and
tailored (10) Provide forms,
addresses and envelopes to your references - you should do this at least (11) Apply - many
application deadlines (the complete file, not just your application)
are in January; |
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EXAMPLE STATEMENTS OF PURPOSE - M.A. |
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I am applying for
admission to the graduate program in anthropology for the Fall semester of
1985. An application has already been submitted to the Graduate School, together
with transcripts and other pertinent materials. The following is a
description of my background and interests in Anthropology, goals for
graduate study, and career goals. My academic training,
in anthropology comprises courses in archaeology and cultural anthropology,
but physical anthropology has been emphasized. I have also tried to obtain a
background in geology, biology, advanced math, and statistics by taking
courses in those departments. As for practical
experience, I have been Dr. R. Dale McCall's paid laboratory assistant since
the 1982/83 academic year. My duties have been to assist him in the
osteological analysis of several pre-Columbian Algonquin ossuary samples
(from eastern North Carolina) comprising more than 100 individuals. I have also
worked with Dr. David S. Phelps (East Carolina University) for two field
seasons in the excavation of several sites along the Chowan River. My duties
were to aid in the survey, excavation, processing, cataloging and general
project logistics and maintenance in the testing and large scale excavations
at these sites. In addition to these projects, I have worked with Dr. Phelps
in the salvage of the Burial 7 ossuary at the Baum Site, worked for Dr.
Thomas Loftfield (University of North Carolina at Wilmington) on several
contract test excavations and have worked as a volunteer for the North
Carolina Division of Archives and History on excavations at the Flynt Site in
coastal North Carolina. As a graduate student,
I would like to pursue the study of the manifestation and prevalence of
disease in Amerindian skeletal populations of the southeastern United States.
Also I would like to study the role that diet plays in dental attrition and
disease in these populations. I am intensely interested in both of these areas
and have some background in them, but would very much like to have the
opportunity to study other skeletal populations from different geographical
areas and time periods. In keeping with my
interests, my goals as a graduate student include gaining familiarity with
the skeletal biology of Amerindians other than the Algonquians of eastern
North Carolina, thereby strengthening my ability to identify pathological
conditions in bone and increasing my knowledge of the use of multivariate and
other statistical methods in the study of skeletal populations. With these goals in
mind, my career objectives at present are to prepare myself for a career in
research and teaching in Physical Anthropology, particularly in human
osteology. Understanding that anthropology is a diverse field, I have tried
to make my experience in anthropology as diverse as possible, preparing
myself through academic, field and laboratory experiences for advanced study.
I would be pleased to receive consideration for admission as a graduate student
at the University of Tennessee. Sincerely yours, _____________________________________________ |
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My interests lie in
paleoanthropology, specifically the study of modern human origins and taxonomy.
Because paleoanthropolgy requires a strong background in human anatomy and
osteology, I have emphasized these in my undergraduate studies. As a graduate
student at the University of Kansas I plan to further my studies in skeletal
variation and population genetics for application to the study of species
concepts and the origin of modern humans. The curriculum offered at the
University of Kansas, with an emphasis in paleoanthropology and population
genetics would allow me to further my training preparing me for my future
research. My emphasis is in
biological anthropology. In preparation for continuing my studies at the
graduate level I have taken courses in human osteology, human anatomy and
paleoanthropology as well as courses in anthropological statistics and
population genetics. I have had the opportunity to apply the knowledge gained
from such courses by assisting Dr. Mark Griffin, Assistant Professor of
Anthropology at San Francisco State University and Jeff Fentress, NAGPRA
Coordinator at San Francisco State University. From January 1999 to November
1999 I performed the analysis of the skeletal remains of over 100 individuals
from 4-ALA-298 and 4-SHA-169 in northern California for NAGPRA compliance.
Aside from analysis, my duties included conducting an inventory of the
remains and writing reports. I have also gained experience in the photography
of skeletal remains. To obtain a strong
foundation in biological anthropology, I have worked to obtain a background
in population genetics and human evolution by continuing my education outside
of the classroom. This has included reading current articles from Journal
of Human Evolution and American Journal of Physical
Anthropology as well as books by authors such as Ernst Mayr. Furthermore,
I have taken the initiative in writing a Senior Thesis, a work in progress,
looking into species concepts in paleoanthropology. While a Senior Thesis is
not required for graduation, it will provide a strong foundation for my
future research allowing for the application of my knowledge of osteology and
population genetics. A strong background in
both cultural anthropology and archaeology has been important to my training
in order to understand the cultural contexts pertaining to biological
research. I have taken upper division courses in cultural anthropology with a
strong emphasis in social theory and ethnographic and kinship studies.
Several semesters of my undergraduate career have been spent obtaining a
foundation in archaeological theory and field methods. For two semesters I
assisted Professor Roger Robinson of Antelope Valley College in the
excavation of 4-LAN-298 in Antelope Valley, California. We conducted
stratigraphic studies on this prehistoric Kitanemuk Indian site to determine
site boundaries and geography at the time of occupation. Under the
supervision of Professor Roger Robinson and the Bureau of Land Management, a
third semester was spent was spent in the Panamint Valley, California where I
assisted in the surveying and mapping of and 18th century mining town,
Anthony Mill for the purposes of site preservation. My responsibilities over
these three semesters included excavation, site photography, surveying and
map making. I have also accumulated many hours identifying and cataloguing
artifacts from the above sites. Obtaining funding is a
necessity for undertaking research projects. Keeping this in mind I have
gained experience in grant writing by serving as an assistant to Dr. Lee
Davis, Professor and Director of the California Studies Program at San
Francisco State University on two grant proposal projects. The first grant,
which we were awarded, was to the National Endowment of the Humanities for
the establishment of the Pacific Regional Humanities Center in San Francisco.
The second, was to the National Park Services to obtain funding for a NAGPRA
project, this award has not yet been announced. My career objectives
are to prepare for a career in research and teaching biological anthropology,
emphasizing in paleoanthropology and population genetics. A program such as
that offered by the University of Kansas would be best equipped to help me
achieve my goals. I will be able to develop a strong foundation upon which I
can continue my research in taxonomy and modern human origins. _____________________________________________ |
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EXAMPLE STATEMENTS OF PURPOSE - Ph.D. |
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I am applying to the
Fall 2001 Graduate Program at the University of Wisconsin - Madison. All
relevant materials have already been sent to both the University and the
Department of Anthropology. The following is my Statement of Intent regarding
the Ph.D. program. In preparation for
graduate studies, my academic education has been comprised extensive
coursework in Anthropology including instruction in the Four Fields. My
schooling in Cultural Anthropology has focused on courses, which emphasized
anthropological theories and/or past and present cultures in areas of current
primate distribution. However, Biological Anthropology has been my primary
concentration. In the field of Primatology my preparation has centered on
primate behavior. In addition, I have engaged in directed research into food
acquisition behaviors of Anthropoids, particularly in nutritionally stressed
environments. Currently, I am working on a Senior Thesis at San Francisco
State University, which is focused on comparing foraging strategies between Cerocpithecus
aethiops, Papio cynocephalus and Macaca mulatta. Aside from
anthropological coursework, an emphasis has also been placed on obtaining a
background in both Physical and Organic Chemistry. Furthermore, I have also
attained an accomplished general education in such areas as psychology,
geology and biology. My interest in the
University of Wisconsin - Madison has been influenced by two important
factors. First, were the University's facilities, namely the Wisconsin
Regional Primate Center. This center conducts a variety of medical and
behavioral research in primarily Rhesus monkeys but also with the common
marmoset. Consequently, future graduate studies could be accomplished with
both a New and an Old World species of Anthropoid. The fact that a species
from the New and Old World are present in large numbers at the primate center
will also allow for a detailed cross-comparison between Platyrrhini and
Catarrhini foraging behaviors. The primate center
provides the opportunity to conduct controlled research in food acquisition
strategies. These conditions would allow for a more precise method of examining
factors affecting acquisition behaviors both as specific variables and in
relation to one another more easily than may be found in the field. Though
this does not eliminate the need for field research, it does provide a
controlled starting point for future reference. Additionally, the
medical research conducted at the primate center allows for a detailed look
at primate biology, which cannot be explored in fieldwork. The combination of
precise physiological data on primate digestive systems as well as behavioral
information under a controlled setting provides an excellent background for
follow-up field research. Second, was the
presence of a diverse and prominent faculty including Karen Strier whose work
with Muriqui and conservation has been both instructional and fascinating. Of
particular importance to myself is the fact that Dr. Strier continues ongoing
field research. It is my ambition to conduct such long-term field research,
and I feel Dr. Strier would be an excellent advisor in helping me to achieve
my goals. My research interests
are geared toward a study of biological and behavioral mechanisms at work in
the food acquisition strategies of Anthropoids in nutritional stressed
environments. As the habitats of extent primates' declines and issues of
conservation grow more urgent, a complete understanding of food acquisition
may be helpful in designing more effective conservation strategies. Since
food resources are a primary need, an awareness of how digestive biology and
individual/group behaviors are altered in stressed environments may provide
clues to comprehending how better to maintain ecological factors relating to
the immediate needs of species in conservation. My interest has lead me
to examine the commentary of John F. Oates on the current standing of
conservation in West Africa as well as Struhsaker's influential 1972 paper
"Rain-Forest Conservation in Africa". In addition, I have tried to
familiarize myself with the dentition of Anthropoids as detailed by James
Warwick in The Jaws and Teeth of Primates (1960). I have also reviewed the
series of articles compiled by John E. Fa and Charles H. Southwick (1988) on
the ecology and behavior of primates in food-enriched environments. Those who have
influenced my theoretical orientation in Anthropology and primate studies
include, but are not limited to Frans de Waal, Jane Goodall, Franz Boas, and
Dian Fossey. Frans de Waal's studies
into altruistic behaviors and coalition formation has shed new light on the
cognitive abilities of Anthropoidea, with a special emphasis on Pan
troglodytes. This perspective into primate behavior as planned, direct, and
calculated has broad sweeping implications for studies in other areas of
Primatology. This includes an application into the study of how primates adjust
to changing environmental and ecological factors affecting food acquisition. Jane Goodall and Dian
Fossey's groundbreaking research in field studies with two species of apes as
attested to what long-term focused study can reveal about specific primate
species. Jane Goodall's work is now over thirty years old and new information
is still being brought to light. The same is true of Dian Fossey's gorilla
groups, though in this instance political instability has led to unfortunate
setbacks. It is my hope that with
a doctoral degree in Anthropology, specializing in Primatology I may be able
to conduct on-going field research into issues of primate ecology and
conservation. I firmly believe that with in depth study into primate foraging
behaviors as well as digestive biology maintenance of healthy wild primate
populations will be enhanced. I further wish to eventually be able to use my
degree to teach at the University level as well as contribute to the study of
primates through the publication of my research results. _____________________________________________ |
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I am applying for
admission to the graduate program in anthropology for the Fall semester of
1989. An application has already been submitted to the Graduate School,
together with transcripts and other pertinent materials. The following is a
description of career goals and qualifications. I. Career Goals Much of the history of
skeletal analysis has been dominated by descriptive and typological
approaches. The recent impetus has shifted to processual approaches in inter-
and intra-populational studies. These studies have provided a more
comprehensive picture of human adaptation. As an integral part of
these studies, human remains have recently become more intensively utilized
in the inference of past lifeways. The hard tissues, skeletal and dental, can
provide invaluable information on dietary reconstruction, demographic
analysis, nutritional status, and paleopathology. Through the examination of
these factors, an assessment can be made as to the physical well-being of a
population(s) and their response to their environment. The environment has a
profound effect on the development and maintenance of the hard tissues, and
through osteological analysis, these effects may be observed. The environmental
factors which affect the hard tissues can be subsumed under the general term
"stress." Environmental stress comprises a number of inter-related
factors: diet, disease, population size and mobility, physical exercise, and
work. Through analogy with living populations and comparison with documented
skeletal samples, inferences can be made as to the causative agents in
skeletal variability and pathological processes. One of the topics
recently addressed by archaeologists and physical anthropologists alike is
the effects on populations of a shift in subsistence patterns. Without
adequate zooarchaeological evidence, change in lifeway, lifeway-quality, and
subsistence patterns may be difficult to recognize. Skeletal remains can
provided the researcher with an accurate and cumulative record of these
changes. For purposes of clarity and sample comparability, archaeologists
have generally restricted subsistence patterns to the broad classifications
of "hunter-gatherers" and "agriculturalists." As a
logical extension of these studies, researchers have begun to examine the
effects of colonizing efforts on native populations (e.g., the Spanish
conquest of the New World). These studies are providing new insights into the
understanding of populational responses to the environment and human
adaptation in general. In keeping with this
new direction in bioarchaeology, the general area that I wish to pursue is
the human response to change in lifeway and corresponding environmental stressors.
I have concentrated on examining the effects these have on the dentition. The
dentition provides the researcher with a relatively indestructible and
accurate indicator of populations health status, and to some extent, genetic
affiliation. Inferences can be made from the size, morphology, and enamel or
other developmental defects of the teeth. Most recently, under the
supervision of Dr. Clark Spencer Larsen, I have examined stress related
changes in a time successive series of populations from the Georgia and
Florida coasts. In relation to this emphasis, I am currently working on the
estimation of population distance between the cemetery populations of the
Spanish missions Santa Catalina de Guale and Santa Catalina de
Guale de Santa Maria. For this study, I am using a series of dental
quasi-continuous traits (based on a system developed by Dr. Christy Turner,
Arizona State University). It has been recognized that dental side asymmetry,
anagenesis, and agenesis may be directly or indirectly correlated with
environmental stressors. Because these characteristics have a direct bearing
on any quasi-continuous trait analysis, they form an important part of my
study. This research will form the basis of my M.A. thesis. As a doctoral student,
I would like to continue the examination of the human response to
environmental changes. In keeping with my research orientation, Pennsylvania
State would offer the best opportunity for me to obtain a quality doctorate
degree in anthropology. Dr. George Milner's emphasis on bioarchaeology and
the strong program in biocultural adaptation at Pennsylvania State University
in general would clearly provide me the direction that is necessary to
develop in these areas. II. Qualifications As you can see from my
curriculum vitae, I have considerable field and laboratory experience in
biological anthropology and archaeology. My field and laboratory experience
has included excavation at historic and prehistoric archaeological sites as
well as work with field and laboratory forensic investigations. My
archaeological field experience with human skeletal remains has involved work
with human remains in a variety of contexts including prehistoric and
historic primary inhumations, prehistoric ossuaries, and peat bog mortuary
ponds. I have performed and directed every aspect of curation and analysis of
human skeletal remains in my laboratory jobs as well as in my research. My research experience
has included working as Biological Anthropology collections manager for R.
Dale McCall at the University of North Carolina at Wilmington and Clark
Spencer Larsen at Northern Illinois University, as well as research assistant
for Robert Dailey at Florida State University. My duties as collections
manager for Dr. McCall included supervising the cleaning, inventory, and
osteological analysis of several Precolumbian Algonquian ossuary samples
comprising more than 200 individuals. This position also entailed
participation in the excavation of the ossuaries directed by David S. Phelps
(East Carolina University). As a graduate student, I have assisted Robert
Dailey (Florida State University) with forensic cases for the Leon County
sheriff's department. I have also worked as osteology collections manager for
Clark S. Larsen at Northern Illinois University from January 1987 until
present. This research appointment involved the supervision of cleaning,
curation, inventory, and skeletal analysis of several series of skeletal
populations from Northern Spanish Florida spanning a time period from A.D.
1150 to A.D. 1702. In each of the above
positions my duties have included supervision of preparation and curation of
skeletal remains from large populations, as well as participation in all
phases of skeletal analysis of these population samples, including metric and
nonmetric measurement, estimation of sex and age-at-death, identification of
pathological conditions, and computer analyses of data generated from these
observations. Each of these positions required the supervision and
instruction of laboratory assistants involved in the various phases of
osteological analysis. In addition, I have worked extensively with Dr. Larsen
in the implementation and maintenance of a computerized data base for
skeletal remains involving over 2,500 individuals. This data base includes information
on age-at-death, sex, metric and non-metric measurements of the cranium,
post-cranial skeleton, and teeth, and information on gross pathology. Also,
as can be seen from my vitae, I have been involved in other extensive
fieldwork dealing with Amerindian skeletal remains mostly from the southeast
U.S.
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EXAMPLE CURRICULUM VITAE |
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Rikka M. Knoll |
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Date: |
1 October 2000 |
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Home Address: |
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School Address: |
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Telephone: |
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E-Mail: |
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Social Security Number: |
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Date of Birth: |
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Education: |
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1999 |
B.A., Summa Cum Laude, Moorhead State University,
Moorhead, Minnesota. |
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1995-1997 |
North Dakota State University, Fargo, North
Dakota. |
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1992-1995 |
Fargo North High School, Fargo, North Dakota. |
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Awards: |
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1997 |
National Residence Hall Honorary. is a service of the National Association of College and University Residence Halls, Inc. It was created to give national as well as local recognition to students making outstanding contributions to their Residence Halls. Chapter members represent the top 1% of the student leaders in residence and are those who have contributed extraordinary amounts of personal time and energy in order to make the Residence Halls a positive place to live and learn. |
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1997 |
Dean's List, College of Humanities and Social Sciences. (Summer) |
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1996-1997 |
Dean's List, College of Humanities and Social Sciences. (Fall-Spring) |
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1994 |
Inducted into the National Honor Society. |
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Professional Experience: |
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1998 |
Research Internship, National Museum of Natural History, Smithsonian Institution. Project Title: An assessment of biological relationships for Native American populations of Spanish Florida. Mark C. Griffin, Principle Investigator. (June-July) |
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1997 |
Field supervisor, Hilbert accident investigation body search, Barnes County Sheriff's Department, Case Number 96-248, Sheriff Rhiney Weber, Lead Investigator, Mark C. Griffin, Forensic Anthropologist. (August) |
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1997 |
Analysis of human skeletal remains recovered from Sunset Memorial Gardens Cemetery investigation, Fargo Police Department, Case Number 97-13215, Detective Paul Lies, Lead Investigator, Mark C. Griffin, Forensic Anthropologist. (May-July) |
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1997 |
Crew member, Forensic excavation Sunset Memorial Gardens Cemetery investigation, Fargo Police Department, Case Number 97-13215, Detective Paul Lies, Lead Investigator, Mark C. Griffin, Forensic Anthropologist. (June) |
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1997 |
Crew member, Probstfield Farm excavation (MS 97-2), Moorhead State University, Michael Michlovic, Principal Investigator. (May-June) |
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1997 |
Participant, Death Scene Investigation: A Forensic Entomology and Anthropology Field Training Workshop. Rensselaer Police Department and the Jasper County Sheriff's Department. Workshop instructors Neal H. Haskell, Stephen P. Nawrocki, Matthew A. Williamson, & Christopher W. Schmidt. (May) |
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1996 |
Crew member and videographer, Forensic excavation at Moorhead State Regional Science Center, Forensic Anthropology Field School, Moorhead State University, Mark C. Griffin, Principle Investigator. (November) |
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1996 |
Crew member and videographer, Forensic Excavation Roche homicide investigation, Fargo Police Department, Case Number 76-11458, Detective Greg Stone, Lead Investigator, Mark C. Griffin, Forensic Anthropologist. (September) |
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Abstracts: |
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GRIFFIN, MARK C. AND RIKKA M. KNOLL. 2000. Reiter’s syndrome in a prehistoric burial from southern Indiana. American Journal of Physical Anthropology, Supplement 30:166. |
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GRIFFIN, MARK C. AND RIKKA M. KNOLL. 1997. Spondyloarthropathy in a prehistoric burial from Southern Indiana. Midwest Bioarchaeology and Forensic Anthropology Association Newsletter, Issue 5. |
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Professional Meetings Papers: |
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2000 |
(with Mark C. Griffin) Reiter’s syndrome in a prehistoric burial from southern Indiana. Poster presented at the 69th annual meetings of the American Association of Physical Anthropologists, San Antonio, Texas. |
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1997 |
(with Mark C. Griffin) Spondyloarthropathy in a prehistoric burial from Southern Indiana. Poster presented at the 4th annual meetings of the Midwest Bioarchaeology and Forensic Anthropology Association meetings, Chicago, Illinois. |
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Unpublished Research Reports: |
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GRIFFIN, MARK C. AND RIKKA M. KNOLL. 1997. A Report on a Body Search Conducted for the Hilbert Accident Investigation. A report prepared for the Barnes County, North Dakota Sheriff's Department, Case No. 96-248. Sheriff Rhiney Weber, Lead Investigator, Mark C. Griffin, Forensic Anthropologist. |
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GRIFFIN, MARK C., RIKKA M. KNOLL, AND E.E. WATKIN. 1997. Osteological Analysis of Human Skeletal Remains Recovered from Sunset Memorial Gardens Cemetery. A report prepared for the Fargo, North Dakota Police Department, Case No. 97-13215. Mark C. Griffin, Forensic Anthropologist, Detective Paul Lies, Lead Investigator. |
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GRIFFIN, MARK C., RIKKA M. KNOLL, AND JASON E. STRATTON. 1997. A Report on a Forensic Archaeological Excavation for the Roche Homicide Investigation. Fargo Police Department Case Number 76-11458. Mark C. Griffin, Forensic Anthropologist, Detective Greg Stone, Lead Investigator, Paul Lies, Lead Evidence Technician. |
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GRIFFIN, MARK C., RIKKA M. KNOLL, JODY A. ILGEN, MARYTHERESA F. FARLEY, MICHAEL J. FILLENWARTH, MELISSA GROCH, AND J. CAPRICA RICHARDSON. 1996. Osteological analysis of human skeletal remains from the Kocher Cemetery Site (12K780, DHPA accidental discovery No. 910002). Report prepared for the Indiana Department of Natural Resources, Division of Historic Preservation and Archaeology. |
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KNOLL, RIKKA M. 1996. Chronological and Analytical Report on the Forensic Excavation at the MSU Regional Science Center, Near Hawley, Minnesota. Moorhead State University Forensic Field School Report. |
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Non-academic Work Experience: |
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July 2000-present |
Laboratory Technician, Towncrest Internal
Medicine, Iowa City, Iowa. |
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January 1999-June 2000 |
Phlebotomist, Community Bio-Resources, Fargo,
North Dakota. |
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May 1996-March 1997 |
Kennel Personnel, Fargo Boarding and Grooming
Service, Fargo, North Dakota. |
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September 1995-March 1997 |
Pet/House Sitter, Creature Comfort/Homeguard,
Fargo, North Dakota. |
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May 1994-May 1996 |
Kennel Personnel, Airport Animal Hospital, Fargo,
North Dakota. |
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References: |
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Captain Dana Dane, DVM of Veterinary Medicine and Captain of Public Health, COT Class 97-03 Charlie Flight, PSC No. 3 Box 3000, Maxwell AFB Gunter Annex, Montgomery, Alabama, 36114-5000. (334) 270-4000 ext. 4093 Room #229. |
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Dr. Mark C. Griffin, Department of Anthropology, San Francisco State University, San Francisco, California 94132. (415) 338-7519. |
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Dr. Michael G. Michlovic, Department of Sociology and Anthropology, 102 Lommen Hall, Moorhead State University, Moorhead, Minnesota, 56560. E-Mail: michlov@mhdcc.moorhead.msus.edu, (218) 236-2035. |
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Mr. Scott Mitchell, Hall Director, Pavek Hall, North Dakota State University, Fargo, North Dakota, 58105. E-Mail: smitchel@prairie.nodak.edu, (701) 231-3233. |
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Last
Updated 17 December 2001 |
