Qualitative Research Workshop
Introducing Mixed-methods Research and Qualitative Thinking Through Hands-On
Research with High School Students
Designed and led an 11-week applied anthropology workshop for high school students, mentoring them through original ethnographic research projects that culminated in professional presentations at the Royal Institute of Anthropology Conference.
Role
Curriculum Designer & Research Coach
Timeline
11 Weeks
Team
Independent project ; mentored 8 students individually
Client
Alpha Schools
Objectives
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Equip students with foundational skills in mixed-methods and qualitative research
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Foster critical thinking and cultural observation using real-world topics
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Mentor students through original research from design to presentation
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Translate academic anthropology concepts into a youth-centered, action-based learning experience
Outcomes
I created a hands-on curriculum that helped students move from curiosity to structured research, guiding them through question formation, data collection, analysis, and storytelling. The program culminated in student-led presentations at the Royal Institute of Anthropology Conference in London.
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The project proved that applied anthropology can be meaningfully taught outside higher education by focusing on curiosity, storytelling, and practical research skills. Students demonstrated deep engagement, especially when methods were introduced experientially and tailored to their lived realities.
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01 | SITUATION
Alpha Schools partnered with me to design and lead an 11-week workshop introducing high school students to applied anthropology and mixed-methods research.
I created a curriculum that guided students through independent research projects from question inception, chooseing appropriate methods, analysis and storytelling. Students then presented their findings at a professional anthropology conference.
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02 | TASK
Students were guided through iterative project phases—topic selection, narrowing research questions, choosing methods, conducting interviews, and thematic analysis. The program blended weekly group instruction with one-on-one coaching.
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I was initially asked to structure the course like a college seminar, but early engagement issues made it clear that I needed to rethink the model entirely. I adapted the curriculum mid-way to prioritize experiential learning and collaborative exploration over lectures.
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03 | ACTION
Created and delivered a full curriculum that:
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Taught foundational research methods
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Guided students from topic formation to analysis
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Designed a flexible, iterative curriculum focused on storytelling, observation, and analysis
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Re-ordered traditional anthropology pedagogy to suit teen learners (e.g., placing lit review after fieldwork)
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Created original teaching materials, interview templates, and informed consent scripts
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Led weekly group workshops and 1:1 coaching sessions to support each student’s progress
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Adapted teaching strategies mid-program in response to student engagement levels, shifting from lectures to collaborative, project-based learning
04 | RESULT
All eight students completed independent research projects and successfully presented their work at the Royal Institute of Anthropology Conference. Many expressed a new sense of interest in social science and qualitative feilds as well as confidence in their ability to understand and analyze human behavior.
The workshop also yielded insights into how anthropology education can be restructured to center curiosity, cultural thinking, and practice-based learning for younger audiences. I wrote about these experiences for an applied anthropology blog that is interested in bringing a passion for this discipline for the next generation.
05 | RECOMMENDATIONS FORFUTURE ITERATIONS
Curriculum Design
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Begin with observational exercises before introducing theory
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Delay literature reviews until after students have collected data
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Center group projects as a shared foundation for skill-building
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Teaching Strategy
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Replace lecture with guided discussion, hands-on practice, and storytelling
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Pair students for peer-feedback and theme exploration
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Use field notes, coding sheets, and visual aids to scaffold analysis
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Future Expansion
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Offer the course over a full semester or academic year
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Incorporate multimodal research methods like photo elicitation or mapping
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Develop a digital toolkit for instructors to adapt the model in other schools
What I learned
Key Insight – Teaching Anthropology Requires Unlearning First
I realized that the most powerful way to introduce anthropology isn’t through theory—it’s through sparking curiosity. Students connected more deeply when we emphasized observation and storytelling over terminology.
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Skill Learned – Curriculum Design from Scratch
This was my first time building a curriculum, and I learned how to structure complex concepts into digestible, scaffolded activities. Balancing structure with flexibility became the key to helping students move from confusion to clarity.
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Strategy Principle – Adapt the Structure to Fit the Learner
I was initially told to teach this like a college class, so I led with lectures—but the students checked out almost immediately. I learned that good strategy isn’t about following the norm; it’s about tuning into what your audience needs and being flexible enough to change course when something isn’t landing.
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Personal Discovery – Teaching is Translating
I found that my job wasn’t to be the expert, but the interpreter—bridging complex methods with everyday meaning. Guiding students to see their own lives through an anthropological lens felt like unlocking a new part of my purpose.