2015 Candidate Statements

Click on the links below to read the biographical sketches and statements from candidates for each office. The statements submitted by candidates are responses to the following question: How do you think the SCS, particularly the Committee for which you have been nominated, should address the important opportunities and challenges facing the classics profession in North America today? The candidates' responses have been printed as received, and except for the correction of obvious typographical errors, no editorial changes have been made.

• President-Elect
• Financial Trustee
• Vice President for Outreach
• Education Committee
• Professional Matters Committee
• Program Committee
• Publications and Research Committee
• Board of Directors
• Goodwin Committee
• Nominating Committee

PRESIDENT-ELECT (one to be elected)

JOHN BODEL

W. Duncan MacMillan II Professor of Classics and Professor of History, Brown University

Education: B.A., magna cum laude, Princeton University, 1978; M.A., University of Michigan, 1979; Ph.D., University of Michigan, 1984.

Academic Positions: Harvard University: Assistant Professor of the Classics, 1984-1989; Associate Professor of the Classics, 1989-1992; Brown University: Visiting Assistant Professor of Classics, 1992–1993; Rutgers University: Associate Professor of Classics 1993-1997; Professor of Classics 1997-2002; University of California, Berkeley: Visiting Professor of History and Classics, spring 2000; Princeton University: Visiting Professor of Classics, fall 2002; Brown University: Professor of Classics and Professor of History, 2003—; W. Duncan MacMillan II Professor of Classics, 2009—; University of Queensland, Australia, R. D. Milns Visiting Professor, School of History, Philosophy, Religion and Classics, winter 2014.

Special Awards and Honors: Fellow, American Academy in Rome, 1983; National Endowment for the Humanities Research Fellowship, 1993; Resident, Bellagio Center, The Rockefeller Foundation, August 2002; Lucy Shoe Meritt Resident in Ancient Studies, American Academy in Rome, 2006; Salomon Research Award, Brown University, 2008; Loeb Classical Library Foundation Fellowship, 2010; Visiting Fellow, Institute of Advanced Study, University of Warwick, U.K., 2012; French American Cultural Exchange, Partner University Fund Grant, with Michèle Brunet, Université de Lyon II, HiSoMA/CNRS, for the project, Visible Words: Research and Training in Contextual Digital Epigraphy, 2014-2016; Member, School of Historical Studies, Institute for Advanced Study, Princeton, spring 2015; American Council of Learned Societies Research Fellowship, 2015.

Five Representative Publications: Roman Brick Stamps in the Kelsey Museum (Ann Arbor 1983); Graveyards and Groves. A Study of the Lex Lucerina (Cambridge, Mass. 1994); Epigraphic Evidence. Ancient History from Inscriptions (London 2001); Household and Family Religion in Antiquity: Contextual and Comparative Perspectives, with Saul Olyan (Oxford 2008; paperback ed. 2012); “The Publication of Pliny’s Letters”, in I. Marchesi, ed., Pliny the Book-Maker: Betting on Posterity (Oxford 2015) 13-108.

SCS Services and Offices: Placement Committee, 1985–1986; Committee on Research, 1994–1997; Committee on Professional Matters, 2000–2003; Nominating Committee, 2005–2008; Task Force on Summer Seminars (Chair), 2010–2011; Committee on Publications, 2011–2012; Committee on Publications and Research 2012–2015.

John Bodel’s Response: In keeping with its more inclusive new name, the SCS continues to expand its horizons, mainly by reaching out to new constituencies through its blog posts and other Web resources, while yet adhering to its core mission of advancing the knowledge, understanding, and appreciation of the languages, literatures, and cultures of the ancient Greek and Roman world. The main work of the organization is performed by its board of directors and through its divisions and committees, which continue to evolve in response to the changing nature of the profession. The President’s role is to assist this work, to respond to directives from the directors and advice from the division vice-presidents, and to represent the Society at the national level in meeting whatever needs and opportunities arise. Ideally the President, a transitory figure, should provide continuity and a sense of vision in working with the Board to devise and implement long-term strategies for ensuring the continued importance of Classics in the twenty-first century. The President in 2017 will further have the opportunity to work closely with the new Executive Director in shaping the role that the SCS office will play in helping to serve these ends.

Facing the challenges posed to Classics by the turn away from the humanities on many college and university campuses in the age of STEM will no doubt be one priority for the Society leadership. Working to meet more effectively the needs of members belonging to the constituencies represented by the four new advisory groups recently announced by President John Marincola—non-tenure-track faculty (adjuncts, visiting and part-time appointees, etc.); primary and secondary school teachers (whose interests are served in part through the Joint Committee, with the American Classical League, on the Classics in American Education); independent scholars; and graduate students—will be another. One perennial challenge—diversity—and one growing area of interest—reception and the classical tradition—can perhaps be helped simultaneously by promoting closer contacts with colleagues working in Central and South America (the Onassis Foundation has recently published a stimulating set of essays on the study of Classics south of our borders: http://www.onassisusa.org/usp_presentations/english). These are exciting times for Classics in North America. The recent and highly successful capital campaign has provided the resources needed to carry us forward. It is up to the SCS leadership to chart a wise course and to pursue it effectively.

S. GEORGIA NUGENT

Senior Fellow, The Council of Independent Colleges; President-Elect, The College of Wooster; President Emerita, Kenyon College

Education: Princeton University A.B. cum laude (Classics) 1973, Cornell University Ph.D. (Classics) 1978

Academic Positions: Instructor, Swarthmore College (1978-79), Assistant Professor, Princeton University (1979-85); Assistant Professor, Brown University (1985-92); Lecturer in Classics, Princeton University (1992-2003); Assistant to the President, Princeton University (1992-95); Associate Provost, Princeton University (1995-2001); Dean, Harold W. McGraw Center for Teaching and Learning, Princeton University (2001-2003); President and Professor of Classics, Kenyon College (2003-2013).

Special Awards and Honors: Howard Foundation Fellow, Brown University (1989-90); Wriston Award for Excellence in Teaching, Brown University (1989); Fulbright Fellow (1983); National Endowment for the Humanities Research Fellow (1982); Clark Award for Distinguished Teaching, Cornell University (honorable mention) 1976 & 1977.

Five Representative Publications: “Statius’ Hypsipyle: Following in the Footsteps of the Aeneid,” in Oxford Readings on Flavian Epic, ed. Antonios Augoustakis and Helen Lovatt (Oxford University Press, 2015); “The Women of Vergil’s Aeneid,” in The Vergil Encyclopedia, ed. Richard Thomas and Jan Ziolkowski (Wiley Blackwell, 2013); “Debunking the Myths About a Liberal Arts Education,” The Huffington Post Nov. 19, 2013; “The President and the Press,” in Out in Front: The College President as the Face of the Institution, ed. Larry Weill (Rowman & Littlefield Education, 2009); “Women in Vergil’s Aeneid,” in Reading Vergil’s Aeneid: An Interpretive Guide, ed. Christine Perkell (1999).

SCS Service and Offices: Placement Committee (1983-1986); Financial Trustee (2007-2013); Development Committee (2007-2010).

S. Georgia Nugent’s Response: Let’s start with a simple observation: the American public LOVES the classical world. Consider today’s novels, films, television programs, video games, children’s books… Wherever we look in contemporary culture, we find a fascination with the societies of Greece and Rome. So why does “the classics profession in North America today” not experience a similar widespread support? This is a soul-searching question that we need to ask. I would suggest that the successful future of “the classics profession” may lie in a greater and more inclusive emphasis on “classics” than on “the profession,” narrowly defined. For example, the crucial importance of vibrant teaching—at all levels--needs to be foregrounded.

The association has taken steps in the right direction in recent years, with the campaign (conceiving our role as “gateway,” rather than “gate-keeper”) and with the subsequent retreat of APA leadership at the time (which recommended both the change to a less esoteric name and a more inclusive view of the profession). It is high time to recognize the importance of high school teachers, adjunct faculty, community college faculty, and allies outside the profession itself.

A word about my own experience may be appropriate. Since stepping down from the presidency at Kenyon, for the past two years my role has been to design and oversee an award-winning public information campaign on behalf of the 600+ liberal arts colleges of the Council of Independent Colleges (CIC). We learned many things in the course of that effort. Some examples: address head-on the anxieties of the public (e.g., “What can you do with a Classics degree?”); utilize social media (that’s where people live and get their information); don’t be afraid to play offense (the humanities have too long been playing defense). We also found that, in getting the message across, a light touch trumps the academic’s natural tendency to lecture.

I believe Classics could benefit from adopting some of these strategies in its outward-facing roles. On the more logistical level, in service to members SCS will need to make smart decisions about fully exploiting online capabilities and also collaborating with others.

Bottom line: We need to think both strategically and confidently about the fact that our field is vibrant and has important contributions to make to the future.

FINANCIAL TRUSTEE (one to be elected)

CHRISTOPHER S. CELENZA

Charles Homer Haskins Professor of Classics and German and Romance Languages and Literatures, and Chairman, Department of Classics, Johns Hopkins University

Education: Dr. phil., Classics (Neo-Latin Literature), University of Hamburg, 2001; Ph.D., History, Duke University, 1995. B.A. and M.A., History, S.U.N.Y. Albany, 1988 and 1989.

Academic Positions: Chairman, Department of Classics, Johns Hopkins University, 1 July 2014 – present; Director, American Academy in Rome, 1 July 2010 – 30 June 2014 (Extended leave from Johns Hopkins); Charles Homer Haskins Professor, Department of Classics and Dept. of German and Romance Languages and Literatures, Johns Hopkins University, 2011-present; Professor, Dept. of German and Romance Languages and Literatures, Johns Hopkins University, 2005 to 2011. Founding Director, Charles Singleton Center for the Study of Premodern Europe at Johns Hopkins University, 2008 – 2010. Professor and associate chair for graduate studies, History Department, Michigan State University, 2004-05. Associate Professor, History, Michigan State University, 2000-2004. Assistant Professor, History, Michigan State University, 1996-2000

Special Awards and Honors: Fellow of the Guggenheim Foundation, 2008-09. Winner of the Renaissance Society of America’s 2005 Phyllis Goodhart Gordan Prize for the Lost Italian Renaissance, as below. ACLS Burckhardt Fellowship for Recently Tenured Scholars, 2003-4 (taken at National Humanities Center, Research Triangle Park, North Carolina). Andrew Mellon Fellow, Harvard University Center for Italian Renaissance Studies (Villa I Tatti), 1999-2000. Rome Prize Fellow, American Academy in Rome, 1993-1994. Fulbright Fellow to Florence, 1992-1993.

Five Representative Publications: Machiavelli: A Portrait (Cambridge, Mass.: Harvard University Press, 2015). The Lost Italian Renaissance: Humanists, Historians, and Latin’s Legacy (Baltimore and London: The Johns Hopkins University Press, 2004). Piety and Pythagoras in Renaissance Florence: The Symbolum Nesianum, Studies in the History of Christian Thought, 101 (Leiden, Boston, and Cologne: Brill, 2001). Renaissance Humanism and the Papal Curia: Lapo da Castiglionchio the Younger’s De curiae commodis, Papers and Monographs of the American Academy in Rome, 31 (Ann Arbor: University of Michigan Press, 1999). (editor) Angelo Poliziano’s Lamia in Context: Text, Translation, and Introductory Studies (Leiden: Brill, 2010), xiv + 274 pp.

SCS Service and Offices: None to date

Christopher S. Celenza’s Response: It is an honor to be considered for the office of financial trustee of the SCS. My service as Director of the American Academy in Rome (2010-14) gave me an intimate look at the importance of both fund-raising and attention to budgets. So my first priority would be support the Board as its members engage in those two efforts. Going forward, my belief is that the SCS should: [1] engage in proactive advocacy for the humanities, noting the central role that classics has played in the history of the humanities; [2] advocate for the importance of the Latin and Greek languages; [3] embrace the wide variety that classics possesses, as the first truly “interdisciplinary” field and as a field that has a history and importance beyond classical antiquity; [4] embrace all of classics, including its presence and vitality in non-traditional regions and disciplines; and [5] address the ongoing need to bring ever more diverse participants into the field, beginning in K-12 education and continuing through the early phases of higher education, so that a “pipeline” can be created for a future scholarly community that has sustainable power and durability in the ever-changing world of US and international higher education.

DAVID W. TANDY

Professor Emeritus of Classics, University of Tennessee, Knoxville and Visiting Research Fellow in Classics, University of Leeds

Education: B.A. Greek, Yale College 1972; Ph.D. Classical Philology, Yale University 1979

Academic Positions: Lecturer in Yale College (Classics) 1977; Assistant Professor of Classics, University of Tennessee-Chattanooga 1977-1980; Assistant Professor to Professor of Classics, University of Tennessee, Knoxville (courtesy appointments in Anthropology and History) 1980-2011, Department Head 2002-2011; Honorary Professor of Classics, University of Leeds Spring 2010; Visiting Research Fellow in Classics, University of Leeds 2011-present.

Special Awards and Honors: NEH Summer Fellowship 1983; Alumni Outstanding Teaching Award, UT Knoxville 1985; L.R. Hesler Award for Teaching and Service, UT Knoxville 1986; ACLS Travel Grant 1990; Distinguished Professor of Humanities, UT Knoxville 1998-2008; CAMWS Ovatio 2008; President, CAMWS 2010-2011.

Five Representative Publications: Hesiod’s Works and Days: A Translation and Commentary for the Social Sciences (Berkeley: University of California Press, 1996) (with W.C. Neale); Warriors into Traders: The Power of the Market in Early Greece (Berkeley: University of California Press, 1997). Issued in paperback 2000. Chapter 3, "Early Movements of Goods and Greeks", reprinted in Markets and Market Institutions, ed. M. Casson (London: Elgar, 2011); “Trade and Commerce in Archilochos, Sappho, and Alkaios,” in Commerce and Monetary Systems in the Ancient World: Means of Transmission and Cultural Interaction. Melammu V, ed. R. Rollinger and C. Ulf, 183-194 (Stuttgart: Steiner, 2004); "Production, Trade and Consumption in Greek Democracy.” In A Companion to Greek Democracy and the Roman Republic, ed. D. Hammer, 349-367 (Oxford: Wiley-Blackwell, 2015); “Traders in the Archaic and Classical Greek Koine.” In Traders in the Ancient Mediterranean. Publications of the Association of Ancient Historians 11, ed. T. Howe, 47-72 (Chicago: Ares, 2015).

SCS Service and Offices: Member (appointed, 2 terms), APA Finance Committee, 2005-2011.

David W. Tandy’s Response: One reason everyone in SCS was so proud of the successful NEH match drive was that it proved possible, after all the worrying, to raise a huge sum of money from both the membership and outside friends to support the academic project of Classical Studies. Every organization needs an endowment that demands constantly to be nurtured and grown, for no organization can predict what its requirements will be in a few years or what reefs lie out of sight in the near or far future. The Finance Committee has many roles to play, most importantly its oversight of the endowment, with an eye on the long term; also important is its advisory capacity to both the Board of Directors and the Executive Director in the construction of the annual budget and regarding other shorter-term concerns.

The Financial Trustees, by serving six-year, overlapping terms, provide a continuity to the SCS in its financial dealings and long-term health. My time as appointed member of the Finance Committee (2005-2011) is not so far in the past that I will not be able to bring to this task that specific valuable experience, as well as what I learned in a similar capacity for many years with CAMWS and with non-profits in Tennessee. The SCS has the energy and the leadership to join in the battles as they develop in the future; I hope that my experience will be an asset in the Finance Committee’s work of maintaining a healthy endowment and providing good counsel as to expenditures.

VICE PRESIDENT FOR OUTREACH (one to be elected)

MATTHEW M. MCGOWAN

Associate Professor Classics and Director, College Honors Program, Fordham University

Education: Ph.D. (Classics) New York University 2002; B.A. (Classics) College of the Holy Cross 1993.

Academic Positions: Fordham University: Director, College Honors Program 2013-present, Associate Professor 2013-present, Assistant Professor 2007-13; The College of Wooster, OH: Chair, Department of Classical Studies 2005-07; Assistant Professor 2006-07, Visiting Assistant Professor 2004-06; St. Francis College, Brooklyn: Visiting Assistant Professor 2003-04; Thesaurus Linguae Latinae, Munich, Germany: APA/NEH Fellow 2002-03; The Johns Hopkins University: Lecturer 2002.

Special Awards and Honors: APA/NEH Fellowship, Thesaurus Linguae Latinae, Munich, Germany 2002-2003; Hill Scholarship, American School of Classical Studies at Athens, Summer 2000; Mary A. Sollmann Scholarship, American Academy in Rome, Summer 1997; Stipendium der Wackernagel Stiftung, Universität Basel, 1994-95; Fulbright University Fellowship, Universität Basel, 1993-94; Robert F. Healey Prize for Greek, College of the Holy Cross, 1993; Henry Bean Classics Scholarship, College of the Holy Cross, 1989-93.

Five Representative Publications: Ovid in Exile: Power and Poetic Redress in the Tristia and Epistulae ex Ponto (Brill 2009); “Transforming Exile: Teaching Ovid in Tomis,” in Barbara Weiden Boyd and Cora Fox (eds.), Approaches to Teaching Ovid and the Ovidian Tradition, (New York: MLA, 2010), 117-125; “Teaching Latin in NYC’s Public Schools,” Classical World 107 (2014) 255-271; “Ovid’s Pythagoras in Ausonius and Martianus Capella,” Anabases. Traditions et Réceptions de l’Antiquité 19 (2014) 189-204; Classical New York: The Influence of Greece and Rome on New York City’s Art and Architecture, 1830-1940, co-edited with Elizabeth Macaulay-Lewis (Fordham University Press forthcoming).

SCS Service and Offices: TLL Fellowship Advisory Board 2014-present; TLL Fellowship Committee 2009-2014; Development Committee 2011-14; NYC Fundraising Committee 2010; Committee on the Classical Tradition 2004-07.

Matthew M. McGowan’s Response: The SCS Outreach Division aims to bring together professional classicists with others interested in the ancient Greco-Roman world and its later legacy. It has been doing excellent work for nearly two decades and now comprises three committees: On the Classical Tradition and Reception (COCTR), On Ancient and Modern Performance (CAMP), and the Outreach Committee itself.

Outreach has been an integral part of my scholarship and professional career. I’ve written for popular journals and published several articles on pedagogy. I was a member of the COCTR (2004-07), and in each of the last three years I have performed in Greek and Latin plays: Alcestis and Thyestes with the Barnard/Columbia Ancient Drama Group and the Bacchae with the Paideia Institute, where I have been a board member since 2011. Most notably, I served for six years as President of the NY Classical Club (2009-15), where I sought to bring together professional classicists and generally interested audiences, in particular primary and secondary school students and their teachers. In my first year, I instituted the NY CITY DIONYSIA, a classical theater contest for high schoolers; I offered annual tours in Latin of the NY Botanical Garden and Bronx Zoo and sponsored lectures and tours at NY’s cultural treasures: Metropolitan Museum, Morgan Library, & American Numismatic Society.

As Vice-President for Outreach, I would continue to support the Division’s current programs and initiatives: the APA blog, Amphora, the CAMP play, and the panels of each of the Division’s Committees on the annual SCS meeting program. And yet, I think we can do more. In particular, I would like to see the Outreach Committee take advantage of having some 2500 professional classicists in one place for our annual meeting by partnering with local organizations to host public events at prominent cultural centers. Next year, for example, we could pair up with the vibrant Ontario Classical Association to co-host guided tours of the Greek and Roman galleries at the Royal Ontario Museum on the Thursday afternoon (Jan. 5) before the meeting itself gets going. Members of the OCA would then be invited to participate in the SCS-AIA meeting at a reduced rate. If this works—i.e. if we do connect with more students and teachers—public programming could be repeated at future meetings in Boston (the IFA in 2018) and San Diego (the Zoo in 2019). Today’s students are tomorrow’s classicists, and I would begin my tenure as Vice-President for Outreach by trying to interact more with primary and secondary school students and their teachers.

KENNETH SCOTT MORRELL

Associate Professor, Department of Greek and Roman Studies, Rhodes College

Education: A.B. Stanford University, Classics, A.B. German Studies, 1982 (with Distinction); M.A. Harvard University, Classical Philology, 1985; Ph.D. Harvard University, Classical Philology, 1989.

Academic Positions: Assistant Professor, St. Olaf College, 1989-1993; Assistant Professor, Rhodes College, 1993-1997; Associate Professor, 1997-present.

Special Awards and Honors: Untenured Teacher of the Year, Phi Circle of Omicron Delta Kappa, Rhodes College, 1995; EDUCOM Best Curriculum Innovation Award in Social Science for History (with Gregory Crane, Elli Mylonas, and D. Neel Smith), 1992; Phi Beta Kappa, 1982. Some of the grants I have directed include: “Classics and Undergraduate Education” to the Center for Hellenic Studies from the Teagle Foundation, 2006; “Enhancing the Curriculum: A proposal for enriching the curricular experience of students among the institutions of the Appalachian College Association” to the Appalachian College Association from the Andrew W. Mellon Foundation, 2004; “Sunoikisis: A Proposal for the ACS Archaeology Program and the Virtual Department of Classical Studies” to the Associated Colleges of the South from the Andrew W. Mellon Foundation, 2001; “Greek and Roman Studies Challenge Grant" to Rhodes College from the National Endowment for the Humanities, 1994.

Five Representative Publications: "Adapting Content from a Massive Open Online Course to a Liberal Arts Setting," with Ryan Fowler, Kristina Meinking, Norman Sandridge, and Bryce Walker, Digital Collaboration and Blended/Hybrid Learning: 2014 Special Issue, http://www.academiccommons.org/2014/08/12/adapting-content-from-a-massi…; “The Classics Major and Liberal Education,” Liberal Education 95 (2009): 14-21; “Language Acquisition and Teaching Ancient Greek: Applying Recent Theories and Technology,” in When Dead Tongues Speak: Teaching Beginning Greek and Latin, edited by John Gruber-Miller (Philadelphia: American Philological Association, 2006); “Sunoikisis: Computer-Mediated Communication in the Creation of a Virtual Department,” CALICO Journal 18 (2001): 223-234; “The Fabric of Persuasion: Clytaemnestra, Agamemnon, and the Sea of Garments.” The Classical Journal 92 (1997): 141-65.

SCS Service and Offices: Pearson Fellowship Committee, 2002-2005; chair, 2003-2005.

Kenneth Scott Morrell’s Response: In his contribution to the 2014 Presidential Panel on "What is the Future of Liberal Arts Education," W. Robert Connor called for "proactive strategic planning" to meet the challenge of what he characterized as "a Perfect Storm" caused by a financially unsustainable system of higher education and new disruptive models of on-line instruction. He discussed indicators of "broad interest in classical antiquity" and cited, as one example, the number of people who enrolled in MOOCs offered by Greg Nagy, Andrew Szegedy-Maszak, and Peter Struck. We know, at least in the case of courses offered by edX, that the vast majority of participants came from outside the system of higher education, in other words, the domain of the Outreach Division.

As Connor goes on to note, the task of reaching and engaging with these new audiences in a meaningful way lies well beyond the capacity and, in most cases, reach of the departments and programs in the relatively limited number of colleges and universities where the study of the ancient world currently enjoys a presence. In short, we need more help.

From trying various models of online and hybrid courses over the last several years, a range of flexible options have emerged for colleagues with backgrounds in the field to participate and contribute. With that in mind, I would like to propose that the division focus on: (1) reconnecting with those who have invested significant time and effort in the study of the ancient world--perhaps with the goal of becoming teachers and scholars--but have gone on to other professions and livelihoods, and explore with them options of renewing and sustaining their involvement in ways that are manageable and compatible with their other responsibilities; (2) fostering collaboration among those who are now reaching new audiences beyond academia, such as those who offer MOOCs, and work with them to develop strategies for keeping their followers engaged, much as Claudia Filos has done with Hour 25 (hour25.heroesx.chs.harvard.edu); and (3) in support of the first two initiatives, making better use of social media and other online resources to create and nurture these communities of interest.

EDUCATION COMMITTEE (one to be elected)

BARBARA WEINLICH

Visiting Assistant Professor of Classics, Eckerd College

Education: State Exam in Classics, Johann Wolfgang Goethe University 1993 / 1999; Ph.D. in Classics (magna cum laude), Johann Wolfgang Goethe University 1998.

Academic Positions: Lecturer in Classics, University of California, Santa Barbara, 2001-02; Mellon Assistant Professor of Classics, Vanderbilt University, 2002-05; Visiting Assistant Professor of Classics, University of Montana, 2005-07; Assistant Professor of Classics, Texas Tech University, 2007-11; currently Visiting Assistant Professor of Classics, Eckerd College.

Awards and Honors: Corpus Christi College Visiting Fellowship (Cambridge, 2010); Margo Tytus Visiting Scholarship (2014); Loeb Classical Library Foundation Fellowship (2015-16)

Five Representative Publications: "Re-Calling Rome: Propertius' Elegy 3.22." Materiali e Discussioni per l'Analisi dei Testi Classici 74 (2015); “The Metanarrative of Picturebooks: ‘Reading’ Greek Myth for (and to) Children." In: Maurice, L. ed. Eagles and Heroes: The Reception of Ancient Greece and Rome in Children's Literature (Leiden, 2015); “Gender, Sexuality, and Space: Geopolitical Reflections on Propertius 3.13 and 14.” In: De Angelis, F. ed. Regionalism and Globalism in Antiquity: Exploring the Limits (Leuven, 2013); "Puella and Poeta in Propertius' Elegy 3.10." Materiali e Discussioni per l'Analisi dei Testi Classici 67 (2011); “The Story of a Poet’s Apologetic Emancipation: The Recusatio-Narratives in Propertius 3.3, Amores 1.1, 2.1, and 3.1.” Helios 37.2 (2010).

SCS Service and Offices: Outreach Prize Committee (2015-2018).

Barbara Weinlich's Response: As the current chair of the CAMWS Committee for the Promotion of Latin and as a former member of several CAMWS committees related to education (Subcommittee on the Manson Steward Scholarship, Committee for the Promotion of Latin) I would be happy to put my experience and ideas at the service of the SCS Education Committee.

In view of the most recent developments and initiatives in the classics profession in North America I would like the SCS, and the Education Committee in particular, to address the following opportunities as well as challenges:

(1) The demand for the instruction of Latin at the middle-school level -- especially in urban settings -- has increased exponentially overt the past years. How can we as an organization and as a committee bring attention to this important development in the professional community? How can we help disseminate information about the new job opportunity that this recent development has opened up for professionals in our field who hold a B.A.T., M.A.T., M.A. or Ph.D.?

(2) Although enrollments in languages other than English in United States institutions of higher education have decreased roughly 10% in many languages, the drop of 35% in ancient Greek is worrisome. How can the SCS, and the Education Committee in particular, help remedy the situation?

(3) In response to the recently launched NEH initiative "The Common Good: The Humanities in the Public Square" I would very much like the SCS, and the education committee in particular, to explore the idea of recognizing outreach as an academic discipline. Given that Classical Language Pedagogy has become a standard course in Classics graduate programs, would it make sense to add a course on Technologies Of Outreach?

I would think that a discussion of these three aspects would offer the SCS, and the Education Committee in particular, a great opportunity to better position themselves in the current discussion about the relevance and power of the humanities, and I would look forward to joining this discussion.

ROBERT T. WHITE

Latin/Greek Teacher, Shaker Heights (OH) City School District

Education: B.A. (Classics) Case Western Reserve University 1979; M.A. (Classics) John Carroll University 1999.

Academic Positions: Latin/Greek Teacher, Shaker Heights (OH) City School District (1979-2015)

Awards and Honors: Classical Association of the Middle West and South, Ovatio (2014)

Five Representative Publications: ---

SCS Service and Offices: Committee on the Classical Tradition and Reception (2012-2015)

Robert T. White’s Response: I have long held that a Latin teacher has two jobs: the first job is the actual teaching of Latin; the second job- and by far the more important one- is to make sure that the first job doesn’t disappear.

If elected to the SCS Education Committee, I would advocate the Committee pursue the following:

1. An examination of current licensing procedures for secondary school Latin teachers in the United States, with the initial goal of making the information readily available to SCS members and others. The SCS has proven in the past that it is an extraordinarily effective organization to bring about positive change in pre-collegiate teaching at a national level. Thus, the SCS is the most logical organization to undertake this task, with its involvement at both the start (Colleges and Universities) and the end (secondary schools) of the licensing process. And, after said information has been collected, the next steps can be taken, which would be to lobby for streamlining where possible the state licensing processes, and for facilitating reciprocity of teaching licenses between states.

2. Development of an aggressive attitude toward aiding and reviving dormant, dying and/or disappearing programs at all levels. Though it is in theory possible for a Classics program to vanish without any warning, it almost always turns out in hindsight that signs and hints of its end times were clearly manifest. The very nature of the SCS demands that its membership treat a threat to any Department of Classics, or Latin and Greek program, at any level- especially in light of the numbers in the most recent MLA report- as a threat to the membership as a whole.

What can the SCS do? Well, it depends on how far along an individual crisis is; there exist the usual petitions, appeals to alumni, etc. But the SCS has to have much more available for programs where a Classicist, like Dido in Aeneid 4, dolos praesensit. What can be done to head off potential threats to a program? What can be done to strengthen programs so they can move away from the possibility of elimination? These are questions whose answers must come from the SCS Education Committee.

PROFESSIONAL MATTERS COMMITTEE (one to be elected)

ROBERT KASTER

Professor of Classics and Kennedy Foundation Professor of Latin, Princeton University

Education: Dartmouth College (B.A., summa cum laude, 1969), Harvard University (M.A. 1971. PhD 1975)

Academic Positions: Colby College 1973-74, instructor; University of Chicago 1975-97, assistant professor to Avalon Foundation Distinguished Service Professor in the Humanities (associate dean of humanities 1988, 1993-94, editor of Classical Philology 1981-89); Princeton University 1997- present, as above.

Special Awards and Honors: National Endowment for the Humanities Fellowships 1980-81, 2003-4; John Simon Guggenheim Memorial Foundation Fellowship 1991-92; Charles J. Goodwin Award of Merit (American Philological Association) 1991; Behrman Award for Distinguished Achievement in the Humanities at Princeton 2007; Old Dominion Professor in the Princeton University Humanities Council 2008-9; Fellow of the American Academy of Arts and Sciences 2013- ; American Council of Learned Societies Fellowship 2014-15; Loeb Classical Library Foundation Fellowship 2014-15.

Five Representative Publications: Guardians of Language: The Grammarian and Society in Late Antiquity 1988; Suetonius: “De Grammaticis et Rhetoribus” 1995; Emotion, Restraint, and Community in Ancient Rome 2005; Marcus Tullius Cicero: “Speech on Behalf of Publius Sestius” 2006; Macrobius: “The Saturnalia” (Loeb Classical Library, 3 vols.) 2011

SCS Service and Offices: Board of Directors 1989-92, 1995-97 (ex officio), 2007-11 (ex officio); Program Committee 1989-93; President 1996; Goodwin Award of Merit selection committee 2001-3; Vice President for Program 2007-11.

Robert Kaster’s Response: It is the aim of Professional Matters, both the Division and the Committee, to ensure that we all can study and teach the culture of classical antiquity and its reception in equitable circumstances and with mutual respect. Beyond that very broad formulation, with its attendant commitment to opposing all forms of discrimination based on bigotry, I see three specific ways in which the Division and the SCS at large has been and should continue to be active and vigilant. First—especially through the Classics Advisory Service, which genuinely does God’s work—serving as an advocate for our studies and for the liberal arts more generally (for a wonderfully compelling statement of the case made by one of our own, Hunter Rawlings, I recommend http://tinyurl.com/oba79eb). Second, through the SCS’s membership in the Coalition on the Academic Workplace, monitoring the treatment of some of the most vulnerable members of our profession, ‘adjunct’ or ‘contingent’ faculty: the Professional Matters Division sponsored a panel on this topic at the annual meetings in 1998, and it should be time for another look at the actual state of affairs in our corner of the academy. Third, there is a goal that I think will become increasingly important: ensuring that non-traditional (especially digital) forms of research and publication receive the credit they deserve when they are evaluated for the purposes of appointment and promotion.

PETER STRUCK

Evan C. Thompson Associate Professor of Classical Studies, University of Pennsylvania

Education: University of Michigan B.A. (1987); University of Chicago Ph.D. (1997)

Academic Positions: Evan C. Thompson Associate Professor, Classical Studies, Penn (since 1999); Resident, American Academy of Rome (Spring 2016); Univ. of Chicago, Visiting Scholar, Ctr. for the Study of Ancient Religions (Spring 2012); Princeton, Visiting Associate Professor, Department of Classics (Spring 2008)

Special Awards and Honors: Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford (2009-10): C. J. Goodwin Award of Merit, American Philological Association (2007); Mellon Faculty Research Fellow, Penn Humanities Forum (2004-2005); Lindback Teaching Award, Univ. of Pennsylvania (highest university award) (2004); Robert F. and Margaret S. Goheen Fellow, National Humanities Center (2002-2003)

Five Representative Publications: Birth of the Symbol: Ancient Readers at the Limits of Their Texts (Princeton: Princeton University Press, 2004); Cambridge Companion to Allegory, co-edited with Rita Copeland (Cambridge: Cambridge University Press, 2010); Mantikê: Studies in Ancient Divination, co-edited with Sarah Iles Johnston, Religions in the Graeco-Roman World (Leiden: Brill, 2005); "Plato and Divination," in Archiv für Religionsgeschichte (2014); "The Invention of Mythic Truth in Antiquity," in Christine Walde, ed., Meta-Mythologien/Meta-Mythologies (De Gruyter, 2009).

SCS Service and Offices: Goodwin Award Committee, APA / SCS (2012-14), Chair 2013 and 2014.; Expanding College Classics Opportunities Committee, SCS (2014 - ); Presidential Panel presenter, APA, on "What are the Futures of the Liberal Arts?" Annual Meeting, Chicago, January 3, 2014.; Organizer, APA joint panel with the British Classical Association, "Idea Networks: New Approaches to the History of Ideas," University of Reading, UK, April 6, 2013.

Peter Struck’s Response: Classical studies has an opportunity to take a leadership role among the disciplines at an important inflection point in the academy's history. With increasing scrutiny being directed at the liberal arts, as a model for higher education in general, it is unlikely that any other discipline is more accustomed to such scrutiny than we are, and this positions us uniquely to help craft the positive response. At stake in all of our professions are questions of tenure and the increasing turn to adjunct positions and contract work; consequent questions of academic self-governance, meaningful peer review, and properly valued research; and the overproduction of PhDs for the opportunities available for them to pursue meaningful work in the profession. These issues are more acute at some institutions than others, and the landscape shifts slightly differently in each place. But thriving through all of them will depend on making a strong, positive case for the value of what we do. In a globalizing world of increasing complexity, paralleled by abundant enthusiasm for quantifiable knowledge, the liberal arts as a whole, and classics as a microcosm of it, should become increasingly valuable for what it has always done particularly well. The liberal arts make minds nimble. Our profession develops habits of mind -- facilities with questions of context and interpretation, as well as with quantities -- that sharpen the ability to know what strategies to take in the face of multivariate problems, to know when to discern complexity in seemingly simple things, and simplicity in seemingly complex things. We will stand the best chance of meeting the ground-level challenges we face by starting from such a larger perspective.

PROGRAM COMMITTEE (one to be elected)

HELENE PEET FOLEY

Professor of Classics, Barnard College and Member of the Graduate Faculty, Columbia University

Education: Swarthmore College: B.A. 1964; Yale University: M.A.T. (English) 1966; Yale University: M.A. (Classics) 1967; Harvard University: P.H.D. (Classics) 1975

Academic Positions: Acting Assistant and Assistant Professor, Stanford University (1973-1979); Assistant-Full Professor, Barnard College (1979-the present); Ann Whitney Olin Professor of Classics, Barnard College (1990-97) Member of the Graduate Faculty of Columbia University (l984-the present)

Special Awards and Honors: Elected to the American Academy of Arts and Sciences, 2008; Sather Classical Lecturer at Berkeley for 2007-08; Loeb Library Classical Foundation Grant, Fall 2005; Astor Visiting Lecturer at Oxford, May 1998; Martin Classical Lectures, Oberlin 1995; Guggenheim Fellowship, 1992; NEH Fellowship, 1991; Grants declined: ACLS, National Humanities Center, and Institute for Advanced Study, School of Historical Studies, Princeton; The Emily Gregory Award (for outstanding teaching), Barnard College 1989; American Philological Association Award for Excellence in the Teaching of Classics, December 1982; The Dean's Award for Excellence in Teaching, Stanford, Fall 1976.

Five Representative Publications: Ritual Irony: Poetry and Sacrifice in Euripides, Cornell University Press, Ithaca and London 1985; The Homeric Hymn to Demeter, Princeton University Press 1994 (Author and Editor); Female Acts in Greek Tragedy (=Martin Classical Lectures 1995). Princeton University Press 2001; Reimagining Greek Tragedy on the American Stage, University of California Press, 2012; Euripides: Hecuba in the Bloomsbury Companions to Ancient Tragedy series, ed. Tom Harrison, 2015.

SCS Service and Committees: President Elect, President, and Past President of the American Philological Association (1997-99); Member of the Board of Directors of the American Philological Association (1994-96); Member of the Nominating Committee of the American Philological Association (1987-89). Appointed Offices: American Philological Association Representative to the American Council of Learned Societies (2000-04); Member then Chair of the American Philological Association; Committee for Awards for Excellence in the Teaching of the Classics (1984-1986); Member of the Committee on the Status of Women and Minorities of the American Philological Association (1978-1981); Member and Chair of the American Philological Association Outreach Prize Committee (2005-07)

Helene Peet Foley’s Response: Without compromising traditional standards of scholarly excellence, the Program Committee should encourage interdisciplinary dialogue, exploration of newer and innovative areas of the field, and the representation of a full range of challenging topics from prehistory to late Antiquity. It should also engage through panels in examining and promoting the status of Humanities in the modern college and university and in encouraging outreach to the larger public both online and in written publications, as well as the exploration of new approaches to teaching and of supporting the research and prospects for employment of younger scholars. I think SCS should also make a point of drawing on the experience of other Humanities organizations; my own recent experience in co-convening am issue of PMLA on Tragedy has been illuminating from this perspective. Above all, the committee’s process should be open and inclusive in its judgment of scholarly proposals and encourage creative panels on issues important to the future of the field.

ERIC ORLIN

Professor of Classics, University of Puget Sound

Education: B.A. Classics summa cum laude, Yale University 1986; M.A. Ph.D. Program in Ancient History and Mediterranean Archaeology, University of California, Berkeley (1990, 1994)

Academic Positions: California State University Fresno: Lecturer, 1995-96 ; Bard College: Assistant Professor, 1996-2000; University of Puget Sound: Assistant Professor, 2000-2003; Associate Professor, 2003-2009; Professor, 2009 - present

Special Awards and Honors: Phi Beta Kappa, Yale University, 1986; Paul J. Alexander Fellowship, 1993; Culpeper Foundation Grant for Technology in Teaching, 2001; NEH Summer Fellowship, 2002; Max Planck International Research Grant, 2010.

Five Representative Publications: General Editor Routledge Encyclopedia of Ancient Mediterranean Religions. Routledge, (forthcoming 2015); “Augustan Reconstruction and Roman Memory.” In Aspects of Memory in Rome and Early Christianity, (Karl Galinsky ed.). Oxford (forthcoming 2015); Foreign Cults in Rome: Creating a ‘Roman’ Empire. Oxford (2010);“Urban Religion in the Middle and Late Republic.” in A Companion to Roman Religion (Jörg Rüpke, ed.), Blackwell (2007), 58-70; Temples, Religion and Politics in the Roman Republic. E.J. Brill (1997).

SCS Service and Offices: Ad Hoc Committee to Implement Name Change, 2013-2014; Campaign for Classics Steering Committee, 2006-2012; Committee on Development, 2004-2010; Committee on Placement, 2000-2004.

Eric Orlin’s Response: I believe the Program Committee has made tremendous strides recently in developing more attractive programs for the Annual Meeting. We now have more panels organized by affiliate organizations or by individual organizers than even five years ago, and I have noticed more sessions in which audience members stay for the entire set of papers and noticeably fewer of colleagues racing in and out of meeting rooms to cherry-pick papers of interest. These panels frequently have a coherence that allows panelists and audience members to share in an on-going conversation focused around a topic, and thus allow members of the SCS to network around shared intellectual interests. We should continue to expand these opportunities, as I believe fostering these conversations should be a primary goal of the Program Committee; to use the language of our recently concluded capital campaign, the Committee should serve as a gateway rather than a gatekeeper, encouraging new conversations wherever possible.

We might consider more ways to invite scholars from outside the SCS to participate in our meetings, to share their insights and create conversations with scholars in religion, in political science, in other languages and literatures. We might consider book review panels, where we ask several scholars to comment on a significant recent publication and invite the author to respond, or we might consider lightning rounds as our archaeological colleagues have done. We might also consider adopting a more decentralized model, encouraging groups of scholars to organize into interest areas and to select papers in a manner similar to the now deceased three-year organizer-refereed panels. This model might allow the members of particular subfields to direct the conversation in ways they feel are most productive, and at the same time provide avenues for younger scholars to form intellectual connections within and across fields of knowledge.

I believe that cultivating these types of ongoing conversations is critical to meeting the challenges our discipline faces in maintaining its vibrancy and relevance. As institutions and schools continue to focus on anything STEM-related and as students increasingly focus more on employment opportunities than developing an appreciation of ideas and the world around them, we need not only to present work to other scholars in our field, but to foster conversations with each other and with people outside our field that demonstrate the continued vitality of our field and help our members continue to contribute to an understanding of the world.

PUBLICATIONS AND RESEARCH COMMITTEE (one to be elected)

JOEL P. CHRISTENSEN

Associate Professor of Classics, Department of Philosophy and Classics, The University of Texas at San Antonio; Book Reviews Editor, The Classical Journal

Education: Brandeis University, B.A./M.A. 2001 summa cum laude; New York University, M.A. 2005, Ph.D.2007.

Special Awards and Honors: APA Award for Excellence in Teaching at the Collegiate Level (2013); Center for Hellenic Studies Fellow (2013-2014)

SCS Services: This is my first opportunity to serve in the SCS

Five Representative Publication: “First-Person Futures in Homer,” American Journal of Philology 131 (2010) 543-71; “Innovation and Tradition Revisited: The Near-Synonymy of Homeric ΑΜΥΝΩ and ΑΛΕΞΩ as a Case Study in Homeric Composition,” The Classical Journal 108.3, 257-296; Beginner’s Guide to Homer (with E. T. E. Barker), One World Publications, 2013; “Trojan Politics and the Assemblies of Iliad 7.” Greek, Roman and Byzantine Studies 55 (2015) 25-51; “Time and Self-Referentiality in the Iliad and Frank Herbert’s Dune,” in Classical Traditions in Science Fiction, Brett Rogers and Benjamin Stevens (eds.). Oxford, 2015: 161-175;

Joel P. Christensen’s Response: The SCS Committee on Publications and Research addresses issues that are fundamental to our practice as scholars and to the mission(s) of our professional organization. The twin forces of higher education’s economic landscape and informational evolution place new demands on our organization to re-examine and to champion standards for both publication and research that reflect these changes without compromising the quality of the scholarship we support. I believe that it is critical that the SCS advocate for open-access publications to make our work widely available to scholars and the public at large (and to reflect the publishing and reading realities of our colleagues outside of North America). In addition, we need to support more transparent, rapid and even experimental review processes to facilitate the timely circulation of new work (especially for younger scholars). Finally, we need to continue to support collaborative and innovative scholarly projects that use the methods of the information age in rigorous and transformative ways (from essential tools like L’Annee to portals like Perseus and initiatives like Pelagios). Moreover, we must advocate for the scholarly value of these projects vis a vis graduate study, hiring, and tenure/promotion within departments and universities.

JOHN DUGAN

Associate Professor, University at Buffalo, State University of New York

Education: B.A. (Classics) Boston College 1986; M.Phil. (Classics) Yale University (1990); Ph.D. (Classics) Yale University (1996).

Academic Positions: Carleton College, Visiting Instructor to Visiting Assistant Professor, 1996-7; Bryn Mawr College, Visiting Assistant Professor, 1997-8; University at Buffalo, State University of New York, Assistant to Associate Professor, 1998 to present.

Special Awards and Honors: Phi Beta Kappa. National Endowment for the Humanities Summer Institute, 2012.

Five Representative Publications: Making a New Man: Ciceronian Self-Fashioning in the Rhetorical Works (Oxford: 2005); “Preventing Ciceronianism: C. Licinius Calvus’ regimens for sexual and oratorical self-mastery.” Classical Philology 96 (2001) 400-428; “Scriptum and Voluntas in Cicero’s Brutus.” In Letteratura e Civitas: Transizioni dalla Repubblica all'Impero. In ricordo di Emanuele Narducci, edited by M. Citroni (Edizioni ETS, Pisa, 2012) 119-128; “Cicero and the Politics of Ambiguity: Interpreting the Pro Marcello.” In Community and Communication: Oratory and Politics in Republican Rome, edited by C. Steel and H. van der Blom (Oxford, 2013), 211-225; “Non sine causa sed sine fine: Cicero’s compulsion to repeat his consulate.” Classical Journal 110.1 (2014) 9-22.

SCS Service and Offices: none previous.

John Dugan’s Response: I approach the role of the Publications and Research Committee from the position of a journal editor, having served for seven years till 2013 as Co-Editor of Arethusa. Our journal was fortunate to be among those that made the transition to electronic distribution early, which helped to sustain its operations, as well as enlarge its readership. While this experience has given me detailed practical knowledge of how scholarly journals evaluate, shape, and publish scholarship within this digital age, that environment continues to change rapidly. The most pressing concerns for this committee, perhaps for the field as a whole, remain the intelligent transition from print to digital media in publication of scholarship, and the development of ever more fruitful computational means of conducting research.

In making this transition it is essential to preserve the best and most productive of our past practices and use them as a foundation for future growth. The path here is not always as clear as it seems. But we must continue to encourage participation in classics, and the excitement of research, to the widest possible audience. As the subscription rates for databases and e-publications increase, paid digital publications are not always cost-effective. But the SCS still needs to advocate for continued access to its work as libraries continue to suffer from budget cuts.

We must also try to preserve the value of traditional practices and institutions. Rigorous and constructive peer review has helped ensure the quality of our publications. Individual journals and presses have distinctive characters that we should respect. We must also give careful consideration to the evaluation of new forms of research products and publications in hiring and promotion processes. Open access publications may be ideal for readers, but as author subventions become standard, the practice can discriminate against scholars from smaller institutions that cannot subsidize them.

The Publications and Research Committee should have an active role in observing, advising on, and, in some very limited ways, helping organize some of these changes, applying such principles to new circumstances as they emerge.

BOARD OF DIRECTORS (two to be elected)

ERIC DUGDALE

Professor of Classics, Gustavus Adolphus College

Education: B.A. (Hons) in Classics, University of Oxford, Corpus Christi College (1994); Ph.D. in Classics, University of North Carolina at Chapel Hill (2001).

Academic Positions: Assistant Professor (2001-7), Associate Professor (2007-13), and Full Professor (2013-present) at Gustavus Adolphus College; Assistant Professor at the Intercollegiate Center for Classical Studies, Rome (2004-5); Chair of Classics Department, Gustavus (2008-11); Director of core curriculum general education program (2008-9); Faculty Director, Social Justice, Peace and Development Semester in India Program (2011); Visiting Research Scholar, Corpus Christi College, University of Oxford (2014); Hanson-Peterson Endowed Chair in Liberal Studies, Gustavus (2014-).

Special Awards and Honors: Miles Clausen Prize, Corpus Christi College, Oxford (1993); Packard Humanities Institute grant, American Academy in Rome (1999); Janice and Herbert Benario Award, CAMWS; Tanner Award for Excellence in Teaching, UNC-CH (1999); induction into the Academy of Distinguished Teaching Scholars, UNC-CH (2000); I.T. Fellow for Technology Bridge Program, Gustavus (2002); Macgeorge Honorary Fellowship, University of Melbourne (2008); Faculty Scholarly Achievement Award, Gustavus (2011); Presidential Faculty-Student Collaborative Grant, Gustavus (2013); Research, Scholarship and Creativity Grants, Gustavus (2002, 2006, 2008, 2010, 2012); Loeb Classical Library Foundation Fellowship (2014-15).

Five Representative Publications: Greek Theatre in Context (Cambridge University Press, 2008); Sophocles, Electra (Cambridge University Press, 2008); “Greek Tragedy for the New Millennium: Public Testimony and Restorative Justice in Yael Farber's Molora,” Classica 26 (2014); “Who Named Me? Identity and Status in Sophocles’ Oedipus Tyrannus,” AJP 136.3 (2015); “Coincidence in Menander’s Dyskolos,” Illinois Classical Studies 40.2 (2015).

SCS Service and Offices: Chair of the Committee on Ancient and Modern Performance, 2006-7 (Member 2004-7); Chair of the Coffin Traveling Fellowship Committee, 2011-2 (Member 2009-12); Member, Pre-Collegiate Teaching Award Selection Committee (2010-3); Member, Education Committee (2010-3); Chair, Pedagogy Awards Committee (2013-4); (Co-)organizer of five committee-sponsored panels (“Performing Ideology,” 2006; “Pedagogical Training in Classics,” 2012; “Study Abroad and Classics,” 2013; “Demystifying Assessment,” 2014; “New Wine in Old Wine-Skins,” 2015).

Eric Dugdale’s Response: The breadth of classics, its interdisciplinarity, and its long tradition of contextual relevance are all advantages that will help us prosper in spite of the headwinds the humanities face. But it will take forward thinking and hard work. As the largest classical organization, the SCS has the unique capacity to provide leadership, visibility, and institutional support for the profession. We can help replicate successful local initiatives, such as partnerships linking classics programs in schools and colleges, and reach out to the growing sector of classical charter schools. We can take greater advantage of face-to-face time by including different kinds of scholarly conversation at our annual meetings: brainstorming, networking, and focused special topic discussions alongside the traditional reading of papers, conversations which can continue beyond the meeting through online fora such as Google Hangouts. These interactions will foster a greater diversity of voices and ideas, and broaden the society’s relevance, appeal, and active participation. Board members should be in the thick of these conversations, listening intently and then following up on what they hear. As a faculty member at a rural liberal arts college just back from a sabbatical term at Oxford University, I am keenly aware that we teach at a wide range of institutions, and believe that representation at the board level should be equally diverse.

We also have to look outwards, and connect with non-members with a keen sense of what we want to accomplish. There are many constituencies with which we can engage, none of which will ever troll our website, however updated. Students of high school and college age and their parents, friends and alumni of classics, faculty and professional organizations in related disciplines, superintendents and administrators: all are potential partners, but each have different interests. We have to help our members provide assessment data for their administrators as well as spark the interests of the youngest generation of classicists. With the MLA report published this year showing enrollments in Greek substantially down since the recession, there is much work to be done, and the SCS has an important part to play in supporting programs, collecting and analyzing data, and disseminating successful strategies. In this, board members have a special duty to provide a panoptic view while also taking on the work necessary to put ideas into action. I relish the opportunity to take on this role.

ALISON KEITH

Professor of Classics and Women’s Studies, University of Toronto, Canada

Education: University of Alberta, 1979-1983, B.A. (Hons.); University of Michigan, 1983-1988, M.A. 1984, Ph.D. 1988.

Academic Positions: University of Toronto, Toronto, Canada: Mellon Assistant Professor of Classics, 1988-1993; Associate Professor of Classics, 1993-2003; Budgetary cross-appointment to the Institute for Women and Gender Studies, University of Toronto, 2001-2007; Professor of Classics and Women’s Studies, 2003-; Department Chair 2007-2013.

Special Awards and Honors: Social Sciences and Humanities Research Council of Canada (SSHRC) New Scholar Grant and Research Time Stipend, 1991-1994; Visiting Fellowship, Clare Hall, Cambridge UK, 1994-1995; Victoria University (in the University of Toronto) Award for Excellence in Teaching 1995; Alexander von Humboldt-Stiftung Research Fellowship, Universität Freiburg, Germany, 1999-2000; SSHRC Standard Research Grants, 2003-2006, 2010-2013; Robert F. and Margaret S. Goheen Fellowship, NHC, Research Triangle Park NC, 2007-2008; Senior Fellow, Massey College Toronto, 2009-; Fellow, Royal Society of Canada, Arts and Humanities (elected) 2012-.

Five Representative Publications: The Play of Fictions: Studies in Ovid’s Metamorphoses Book 2 (Ann Arbor, 1992); Engendering Rome: Women in Latin Epic (Cambridge, 2000); Propertius, Poet of Love and Leisure (London, 2008); (ed.) Latin Elegy and Hellenistic Epigram (Cambridge Scholars Press, 2011); A Latin Epic Reader: Selections from Ten Latin Epics (Mundelein IL, 2012).

SCS Service and Offices: Co-Chair, Women’s Classical Caucus, 2000-2001; Member, Committee on Research (2006-2009); Member, Committee on the Status of Women and Minority Groups (2008-2011); Member, Membership Committee, 2014-.

Alison Keith’s Response: Our discipline has been singularly successful in combatting claims of irrelevance and threats of closure and/or merger for well over fifty years now and I am confident that we will continue to flourish in the academy even as institutional challenges spread beyond Classics to the Humanities at large. The SCS/APA has developed an impressive response to institutional threats, but we have not traditionally paid sufficient attention to the hierarchies within our discipline, and in many ways (despite the current President’s welcome recent initiative) these inequities are worsening as financial resources are reallocated in the aftermath of the fiscal crisis of 2008-2009. There are many things that the Society can do to help address institutional threats not only to academic departments but also to individual members at all levels of the profession (students, contingent and continuing faculty alike). As an alumna of CSWMG, I am all too aware of how inadequate our knowledge of the demographics of our discipline really is. Without reliable statistics about (1) undergraduate and graduate enrolments; (2) undergraduate and graduate completion rates; (3) contingent and continuing faculty position numbers; and (4) diversity at all levels, we can neither plan efficiently nor act effectively in the current academic climate. One step the SCS can take immediately is to start tracking the numbers of students enrolled in undergraduate ancient Greek and Latin classes, the courses that form the very core of our discipline. We simply cannot rely on the ADFL to make the case for continuing to teach ancient Greek and Latin (which they do by tracking student enrolments in language departments’ offerings of these courses), when we make no effort to do so ourselves. Nor do we have reliable statistics on the numbers of contingent faculty working in our discipline in the academy: we report completion of doctoral theses, and conduct a faculty census on occasion; yet many people fall between these two groups. It is not just that we should provide more information to graduate students about the demographics of the professoriate, or broaden their training to include non-academic skills. We should also be advocating as a Society for our graduate student and contingent faculty membership, by recognizing how many of our students these colleagues reach in the classroom and pressing post-secondary institutions to plan consistently for fair employment of teaching assistants and contingent faculty.

JEANNE NEUMANN

Professor of Classics, Davidson College, Davidson NC

Education: B.A. (English), Union College, 1976; M.A. (Classics), Indiana University, 1981; M.A. (Classical Philology), Harvard, 1989; Ph.D (Classical Philology), Harvard, 1994.

Academic Positions: The Avon Old Farms School, Avon, Connecticut: Teacher (English, Latin, Ancient History) 1976-1979; Tabor Academy, Marion, Massachusetts: Teacher and Chair (Classics) 1981-1987; Davidson College, Davidson North Carolina(Classics): Visiting Assistant Professor to Assistant Professor, 1994-2000; Associate Professor, 2000-2008; Professor, 2008-present.

Special Awards and Honors: Board of Directors, Septentrionale Americanum Latinitatis Vivae Institutum (S.A.L.V.I.) 1998-2002. Academia Latinitati Fovendae, Rome, Fellow, elected 2000. Hunter-Hamilton Love of Teaching Award, Davidson College, June 2005. Mills Distinguished Visiting Professor, UNC Ashville, March 2006. National Humanities Center Fellowship, Summer 2010. National Endowment of the Humanities Research Collaborator at Roman Comedy in Performance, University of North Carolina at Chapel Hill, Summer 2012.

Representative Publications: “Florus and the Commendatio ad Gloriam in Horace, Epistles 1.3,” Phoenix 53 (1999) 80-96. “Quintus Horatius Flaccus,” in Dictionary of Literary Bibliography, Roman Authors, Ed. W. Briggs, Jr. (Detroit: 1999) 88-108. “Colloquia Familiaria Hodierna: Erasmus Etiamnunc Latine Docet,” Classical Journal 102.3 (2007) 269–78. Lingua Latina: A College Companion. Focus Press (Newbury Port MA) 2008 (second edition forthcoming, Hackett). Lingua Latina: A Companion to Roma Aeterna (forthcoming, Hackett).

SCS Services: Education Committee (2008-2012).

Jeanne Neumann’s response: Public discourse and administrative pressures have intensified challenges facing the SCS, as students are encouraged to move away from the Humanities toward fields that seem to offer more immediate post-graduation rewards. In an atmosphere where education has become a political punching bag, the study of Greco-Roman antiquity can seem particularly fringe. We already do much—and do it well—to keep our field fresh. We can do more through collaboration, adaptation and reasoned resistance.

We are already a multi-disciplinary enterprise poised for active collaboration with other fields in an environment where disciplinary lines are increasingly porous. Such collaboration will also integrate us more fully into the fabrics of our institutions, many of which are moving away from carefully drawn disciplinary boundaries. At my institution many fruitful cross-disciplinary interactions begin with pedagogy. We have come a long way since my own graduate school days when we were told to spend as little time as possible on our teaching. Examples of our pedagogical creativity and investment inspire me as the Forum editor of the Classical Journal to further encourage sharing of the innovation we bring to bear in the classroom.

We have proven ourselves drivers and adaptors of new ideas starting from Greg Crane’s introduction of Perseus in the late 1980s to the work being done today in digital humanities. While holding fast to the ideals of critical thinking, analysis and intellectual inquiry that have characterized our field, we need to be open to adapting to new technologies. We have been pioneers in assessment—Bob Connors and the Teagle Foundation initiated a long-term assessment of Classics students years before our institutions began mandating it. The more we engage with the changing face of education, the better we will be able both to influence the dialogue and position ourselves as part of the solution.

Finally, we need to formulate reasoned resistance to detractors by collecting and pointing to evidence of the success of our students. The old way of doing things is not fringe. We don’t need to reinvent the liberal arts. We need to get better at articulating our centrality in contemporary terms. We need to make it part of our teaching to educate our students about the intellectual, economic and spiritual relevance of studying Greco-Roman antiquity and ensure they leave our classroom with the ability to articulate the relevance of their studies to the wider world.

JEFFREY S. RUSTEN

Professor of Classics, Cornell University

Education: University of Minnesota, B. A. 1972; Harvard University, Ph. D., 1979.

Academic Positions: Assistant Professor, University of Pennsylvania, 1979-81; Assistant-Associate Professor, Harvard University, 1981-86; Associate Professor, Washington University in St. Louis, 1986-88; Associate Professor-Professor, Cornell University, 1988-

Special Awards and Honors: DAAD fellowship, University of Cologne, 1977-8; NEH translation grants, 1986 (Philostratus’ Heroicus) and 1992 (joint translation of Greek comic fragments); Whitehead Visiting Professor, American School of Classical Studies at Athens, 1998-99; Choice Outstanding Academic Title 2012, 2014.

Main Publications: Thucydides, The Peloponnesian War Book II (1989); Sophocles, Oidipous Tyrannos, (Bryn Mawr Commentaries, 2nd printing 1991); Theophrastus, The Characters (Loeb Classical Library) 2^nd ed. 2003; The Birth of Comedy: Texts, Documents and Art from Athenian Comic Competitions, 486-280 (2011, with Jeffrey Henderson, David Konstan, Ralph Rosen and Niall Slater); Philostratus, Heroicus and Gymnasticus, (Loeb Classical Library, with Jason König, 2014)

SCS Service and Offices: Publications Committee (1986-89); Chair, Editorial Board for Non-print Publications (1990-92); Nominating Committee (1991-94); Advisory Committee on the Database of Classical Bibliography (1992-95); Committee on Research (1995-99); Vice President for Publications (2000-04); Program Committee (2008-11).

Jeffrey S. Rusten’s Response: The upcoming search for a new executive director necessarily means a time of some transition, during which the directors' points of view and advice will be important. An organization of classicists obviously needs to be receptive to new ideas—and the APA/SCS has recently been excellent at generating these--but also ensure continuity with updates of good ones of the past.

What I would bring to the task are, first, a thankful appreciation for the many achievements (especially fundraising, outreach, program but not only there) of recent decades, second, a concern that for today's challenges, especially the gap between the numbers of highly qualified Ph. D's and tenure-track jobs, and the fears of declining enrollments in our courses, clear-cut initiatives have not yet been defined or at least publicized. On the front lines are the placement service, the campus advisory service and the education division, which deserve support more than ever as they try to adapt and respond. Especially important is the recent work on data collection among departments, where an ongoing commitment is crucial, as well as coordination with other such projects, to facilitate a well-informed discussion of issues and proposed improvements.

ALDEN SMITH

Professor of Classics, Associate Dean of the Honors College, and Director of Baylor in Italy, Baylor University

Education: Ph.D. Pennsylvania, 1990; M.A. Vermont, 1983; B.A. Dickinson, 1981

Academic positions: Current: Professor of Classics at Baylor University; Associate Dean of the Honors College; Director of Baylor in Italy. Former: Director of University Scholars Program; Interim Chair of Classics; Former: Honors Program Director; President of Phi Beta Kappa; National: Pres. Elect of CAMWS; former Pres. of the Virgilian Society.

Special Awards and Honors: Laudatio (CAMWS, 2014); Baylor Faculty Fellow (2012); Baylor Master Teacher (2004); APA Teaching Excellence Award (2003)

Publications: Poetic Allusion and Poetic Embrace in Ovid and Virgil (Michigan, 1997); The Primacy of Vision in Virgil’s Aeneid (Texas, 2005); Virgil (Blackwell, 2011); co-author with Lee Fratantuono, Aeneid 5: Text, Translation and Commentary (forthcoming Brill, 2016); Tr. and ed., Mario Geymonat’s The Great Archimedes (BUP, 2010).

Alden Smith’s Response: The challenges that our profession faces have in recent years come front and center: jobs, our standing within the academy, and the survivability of our discipline.

For the last of these, though the sky is not falling, too often college and university administrations seek to eliminate or trim existing programs. The SCS can and should address this issue reactively, as we already do. Yet proactively we need to build bridges to ensure that it happens less often. One bridge that we might more fully exploit is a connection with Phi Beta Kappa, an organization whose very campus presence offers an academic seal of approval. Further, by hosting workshops such as “Classics and Higher Administration,” we can encourage our members to seek administrative positions within their own universities.

With regard to our profession’s status in the academy, I advocate a holistic approach: we need to remind ourselves that we are not only about scholarship but also that our profession involves teaching, community outreach and even fundraising. Such a comprehensive viewpoint dovetails with the issue of jobs. I will advocate for panels at SCS meetings to help fresh PhDs transition into the workforce, whether that should entail taking a position as a lecturer, assistant professor, non-profit administrator, post-doc, or other posts. In this regard, I will advocate that the SCS influence the Academy with a view to the creation of new research-heavy positions. Perseus Project and other research groups have employed qualified individuals in such capacities; those positions can serve as models for new ones.

As current president-elect (and president in 2016-17) of CAMWS, I will seek to strengthen ties between that organization and the SCS, ensuring that its members and those of other regional societies feel warmly welcomed into the umbrella organization’s fold. My particular interest will be increasing membership and strengthening our financial portfolio. I will thus encourage our thinking outside the box about how to grow the membership base. Regarding finances, I will ensure that the giving campaign is maintained and advanced and that our investments are properly overseen. I will listen to and respond to anyone and everyone in the organization who contacts me, and try my best to see to it that their observations, admonitions, or congratulations are noted, addressed or rendered. Finally, I will try to dispel the illusion of an ivory tower that I personally have never seen, let alone spent any time in.

GOODWIN AWARD COMMITTEE (two to be elected)

BRAD INWOOD

Professor of Classics and Philosophy, Yale University

Education: BA 1974 Brock University, St. Catharines, Ontario; MA 1975, PhD 1981 University of Toronto

Academic positions: 1981-1982 Mellon Postdoctoral Fellow, Stanford University; 1982-2015 Assistant to Full Professor of Classics, University of Toronto; 2006-2015 Full Professor of Philosophy, University of Toronto; 2015- Professor of Classics and Philosophy, Yale University

Awards and Honors: 1994 Fellow of the Royal Society of Canada; 1995-6 Fellow, National Humanities Centre; 2000-2015 Canada Research Chair in Ancient Philosophy; 2004-5 Fellow, Centre for the Advanced Study in the Behavioural Sciences; 2007 University Professor, University of Toronto; 2008 Malcolm Bowie Distinguished Visitor at Christ's College, Cambridge; 2009 Eberhard L. Faber Memorial lecturer, Princeton University; 2011 Carl Newell Jackson Lecturer, Harvard University

Five representative publications: Ethics and Human Action in Early Stoicism (OUP 1985); The Poem of Empedocles ed. 2 (University of Toronto Press 2001); Reading Seneca: Stoic Philosophy at Rome (OUP 2005); Seneca: Selected Philosophical Letters (OUP 2007); Ethics After Aristotle (Harvard UP 2014)

SCS service and offices: none

Brad Inwood’s Response: Awards of merit (whether for books or for people) are probably the most important public statements an academic discipline can make. Whether or not the wider public notices (and why shouldn’t it?) such awards declare what the field stands for in terms of quality and scope. The Goodwin Committee thus has a great responsibility to our profession and beyond. Its decisions help both to define our standards and to shape our self-understanding. The best possible understanding of ancient Greece and Rome is always important to our own society but never more so than now, when renewed demands for justification greet us at every turn. Outstanding quality is its own justification, and Goodwin Awards should demonstrate the very best of what Classical Studies offers.

Past Committees have done a superb job in selecting publications which represent the impressive breadth and exacting expectations of Classics. It would be an honour and a challenge to contribute to that decision-making process. As an intellectual historian who has worked on philosophical literature in both Greek and Latin, both prose and verse, I think I have something of the breadth and discernment the position requires; my experience as chair of a department (Toronto, 2001-2007) that includes in its mandate ancient history, literature and language both Greek and Latin, ancient philosophy, ancient science and material culture has sharpened my appreciation for the qualities of outstanding scholarship across the full range of Classical Studies.

MICHÈLE LOWRIE

Professor of Classics and the College, University of Chicago

Education: BA in Classics, Yale 1984; PhD in Classics, Harvard 1990

Academic Positions: Assistant Professor of Classics, New York University (1990-1996); Associate Professor of Classics, New York University (1996-2009); Professor of Classics and the College, University of Chicago (2009-present)

Awards and Honors: Burkhardt Fellowship, American Council of Learned Societies (2000-01); Member, Institute for Advanced Study, Princeton (2000-01); Visiting research professor, Warburg-Haus, Hamburg (2005); Senior fellow, University of Konstanz, Research Center “Cultural Theory and Theory of the Political Imaginary” (2010-11); Visiting Fellow, Center for Advanced Studies, Ludwig-Maximilians-Universität, Munich (2012-14); Berlin Prize, American Academy in Berlin (2016); Loeb Classical Library Foundation Fellowship (2015-16).

Five Representative Publications: Horace’s Narrative Odes, Oxford University Press (1997); The Aesthetics of Empire and the Reception of Vergil, co-edited with Sarah Spence, Literary Imagination 8.3 (2006); Writing, Performance, and Authority in Augustan Rome, Oxford University Press (2009); Oxford Readings in Classical Studies: Horace’s Odes and Epodes, Oxford University Press (2009); Exemplarity and Singularity: Thinking through Particulars in Philosophy, Literature, and Law, co-edited with Susanne Lüdemann, Routledge, Law and Literature Series (2015).

SCS Service: Ambassador for the Development Committee.

Michèle Lowrie’s Response: The Goodwin Award is an annual ritual that brings the Society for Classical Studies together to celebrate our common purpose: reaching a greater understanding of the classical world. It reminds us that all those hours spent alone in research and contemplation are shared and valued by those who do the same. The current system of three awards allows the Society not just to recognize excellence, but to acknowledge the many different roads to high achievement within all the various disciplines and approaches that make up classical study. It is a boon that the committee need not decide between a stellar edition, commentary, or grammar and an incisive critical work, between literary and historicist interpretations, between theoretical, positivist, or digital methodologies. All these approaches aid in understanding antiquity and it is essential that we honor them all. Having the three prizes not only looks to the sheer amount of outstanding scholarship published annually within classics, but answers the need to foster variety among approaches. I believe firmly that the award committee not have an intellectual agenda besides that of casting a wide net and applauding excellence wherever it may be found. When the demands of promotion pressure many to publish quickly and often, the award preserves the standards we should all aspire to and keeps them in the public eye.

JAMES J. O’DONNELL

University Librarian, Arizona State University

Education: A.B. Princeton (Classical Studies) 1972; Ph.D. Yale (Medieval Studies) 1975

Academic Positions: Lecturer with rank of Assistant Professor of Latin, Bryn Mawr College, 1975-76; Assistant Professor of Greek and Latin, The Catholic University of America, 1976-77; Assistant Professor of Classics, Cornell University, 1977-1981; Associate Professor and Professor of Classical Studies, University of Pennsylvania, 1981-2002 (1996-2002: Vice Provost for Information Systems and Computing; Faculty Master, Hill College House); Professor of Classics (2002-2015) and Provost (2002-2012), Georgetown University; University Librarian, Arizona State University (2015- ).Visiting Professor of Classics, Bryn Mawr College fall 1983; the Johns Hopkins University, fall 1992; the University of Washington, winter and spring 1995; Yale University, 2000-2001.

Special Honors and Awards: Guggenheim and NEH Fellowships (1989), Fellow of the Medieval Academy of America since 2003.

Five Representative Publications: Augustine: Confessions (3 vols., 1992), Avatars of the Word (1998), Augustine: A New Biography (2005), The Ruin of the Roman Empire (2008), Pagans (2015).

APA/SCS Service and Offices: Board of Directors, 1994-1997; President, 2003; Vice President for Publications, 2008-2012.

James J. O’Donnell’s Response: The Goodwin Award defines how the association recognizes the best new scholarship of the day. Read the list of its honorees to see how we have defined ourselves and how we have changed (https://classicalstudies.org/awards-and-fellowships/list-previous-goodw…). Each year the challenge is to identify merit that is likely to persist among a flood of candidates vying to create fresh approaches and surprising new knowledge. The selectors need to be brave and prudent at the same time (and just and temperate as well).

RICHARD TARRANT

Pope Professor of the Latin Language and Literature, Harvard University

Education: B.A. Fordham University, 1966; D.Phil. Oxford University (Corpus Christi College), 1972

Academic Positions: P. S. Allen Junior Research Fellow, Corpus Christi College, Oxford, 1968-70; Special Visiting Lecturer to Professor, University of Toronto, 1970-82; Professor of Greek and Latin, Harvard University, 1982-7; Carl A. Pescosolido Professor of Roman Civilization, Harvard University, 1987-93; Visiting Mellon Professor, School of Historical Studies, Institute for Advanced Study, Princeton, 1991-2; Pope Professor of the Latin Language and Literature, Harvard University, 1993–

Awards and Honors: Phi Beta Kappa, 1965; Marshall Scholarship, 1966-9; Killam Senior Research Fellowship (not taken up), 1980; Walter Channing Cabot Fellow, Harvard University, 1994 and 2005; Joseph R. Levenson Prize for Undergraduate Teaching, Harvard University, 1998; Harvard College Professor (for contributions to undergraduate education), 1999-2004; Comparetti Lecturer, Scuola Normale Superiore, Pisa, 2008; Phi Beta Kappa Award for Excellence in Teaching (from the Harvard chapter of PBK), 2010; Charles J. Goodwin Award of Merit from the American Philological Association (for commentary on Virgil, Aeneid XII), 2013; Premio Internazionale "Virgilio" from the Accademia Nazionale Virgiliana (for commentary on Virgil, Aeneid XII), 2015

Representative Publications: Seneca: Agamemnon. Edited with a commentary. Cambridge University Press (Cambridge Classical Texts and Commentaries), 1976; Texts and Transmission: A Guide to the Latin Classics (co-authored with P. K. Marshall, M. D. Reeve, L. D. Reynolds [general editor], R. H. Rouse, and M. Winterbottom). Oxford University Press, 1983; Seneca: Thyestes. Edited with a commentary. Scholars Press (for the American Philological Association), 1985; P. Ouidi Nasonis Metamorphoses. Oxford University Press (Oxford Classical Texts), 2004; Virgil: Aeneid Book XII. Cambridge University Press (Cambridge Greek and Latin Classics), 2012

APA/SCS Service: Member of Publications Committee, 1982-5; Member of Subcommittee on Latin Lexicography, 1986-92 (Chair 1990-92); Director, Member of Program Committee, 1986-8; Member, Pearson Fellowship Committee, 1988-91; Member of Board of Directors, Scholars Press, Atlanta, 1990-95; Vice-President for Publications, 1992-6; Nominated as candidate for President, 2004

Richard Tarrant's Response: While classicists, like other humanists, are rightly concerned about the shrinking place of the Humanities in our educational systems and in the broader culture, Classics as a discipline is extending its purview, both by exploring aspects of Antiquity neglected in earlier scholarship and by affirming links between classical studies and other areas. The program of the SCS New Orleans meeting contained several panels and paper sessions on topics that would probably not have figured on an APA program of the previous generation, including "The Body in Question: Literature, Philosophy, and Cult," "What Can Early Modernity Do for Classics?," "Breastfeeding and Wet-Nursing in Antiquity," "Cognitive Classics: New Theoretical Models for Approaching the Ancient World," "Humoerotica," and "Polynomial Texture Mapping: An Introduction to Digital Archaeology."

As the field's understanding of itself continues to expand, the SCS has the obligation to foster scholarly activity in a growing number of areas. One way in which the Society exercises this responsibility is by recognizing outstanding contributions to scholarship with the Charles J. Goodwin Award of Merit. Now that the award can be conferred on three works each year, excellence of a more diverse nature can and should be acknowledged. If elected to the Goodwin Award Committee, I will work to ensure that the award honors the widest possible range of scholarship on classical subjects, both traditional and new.

NOMINATING COMMITTEE (two to be elected)

JENNY STRAUSS CLAY

William R. Kenan Jr. Professor of Classics, University of Virginia

Education: BA Reed College; MA University of Chicago; PhD University of Washington

Academic Positions: Lecturer: Johns Hopkins University, University of California at Irvine; Assistant to Full Professor: University of Virginia.

Awards and Honors: Junior Fellow, Center for Hellenic Studies; Scholar in Residence, American Academy in Rome; Onassis Foundation Fellow; Whitehead Professor, American School of Classical Studies, Athens; President and Ovatio, Classical Association of the Middle West and South; Humboldt Stiftung Forschungspreis.

Representative Publications: The Wrath of Athena: Gods and Men in the Odyssey (1983); The Politics of Olympus: Form and Content in the Major Homeric Hymns (1989): Hesiod’s Cosmos (2003); Homer’s Trojan Theater (2011).

SCS Service and Offices: Member, Nominating Committee, 1990-1993; Co-Chair, 1992-93; ex officio, 2007; Vice-president for Research, 1997-2001; Chair; Executive Committee, American Philological Association, 1999-2000; Committee on Professional Matters, 2003-2006; President, 2007; Steering Committee for Campaign for American Philological Association, 2009-2013; Development Committee, 2013- ; Advisory Committee, American Office of L’Année Philologique ,2015 -; SCS Delegate to Les États Généraux, 2015.

Jenny Strauss Clay’s Response: The Nominating Committee can and should play an active roll in the multiple challenges as well as the new opportunities facing the SCS. The character of the organization will inevitably change as its function as a job market declines (with the increased use of skype interviews, etc.). Above all, we must encourage the participation of younger members of the SCS, including graduate students, adjuncts, and junior faculty, as well as the inclusion of secondary school teachers, who represent our future. I have seen how successful and transformative the inclusion of “Ambassadors” has been in the Development Committee: they are full of enthusiasm and new ideas as well as cognizant of the many issues facing the profession and its future. Since members tend to vote for recognized and hence more senior people, on a practical level the Nominating Committee needs to develop mechanisms to identify and foster greater participation on both appointed and elected committees among less well-known constituents. Through the Newsletter and other announcements, we can continue to encourage self-nominations, but also urge more senior members to look out for and recommend younger talent to the Nomination Committee and create a spirit of service.

CATHERINE CONNORS

Professor of Classics, University of Washington, Seattle

Education: B. A. Harvard (1984), M.A. University of Michigan (1986), Ph.D. University of Michigan (1989).

Academic Positions: Visiting Assistant Professor, Pennsylvania State University 1989-1990; Assistant Professor to Professor, University of Washington, Seattle, 1990-present.

Special Awards and Honors: Phi Beta Kappa 1984, Research Fellowship, Simpson Center for the Humanities, University of Washington 2005-2006.

Five Representative Publications: Petronius the Poet: Verse and Literary Tradition in the Satyricon (Cambridge University Press 1998); “Monkey Business: Imitation, Authenticity, and Identity from Pithekoussai to Plautus,” Classical Antiquity 23.2 (2004) 179-207; “Metaphor and politics in John Barclay’s Argenis,” Ancient Narrative Suppl. IV: Metaphor in the Novel and Novel as Metaphor (Groningen, 2005), 245-74; “Politics and Spectacles” The Cambridge Companion to the Greek and Roman Novel, T. Whitmarsh, ed. (2008), 162-181; “Eratosthenes, Strabo and the Geographer’s Gaze,” Pacific Coast Philology 46.2 (2011) Special Issue: Literature, Culture and the Environment ed. Sabine Wilke, 139-52.

SCS Service and Offices: none to date

Catherine Connors’ Response: As the program of the Annual Meeting and other SCS activities demonstrate, Classicists are doing fascinating work unraveling mysteries of the ancient world and explaining why they matter. Excellent tools for research, teaching and outreach make it ever more possible to ask innovative questions and communicate one’s findings on an expansive set of platforms. At the same time, these are challenging times for the humanities. At my own institution, as at others, enrollment patterns across the humanities have changed significantly in recent years, and in response we are actively making changes in order to connect with more students who value the challenging and engaging experiences that an encounter with Classics can offer.

The SCS has a vital role to play in supporting all of its members in advancing and communicating a robust and dynamic understanding of the ancient world. Also crucial is its support for the institutions and practices that make a well grounded and intellectually compelling exploration of the Classical world broadly accessible and professionally viable. The strength and agility of the SCS in meeting these challenges will continue to depend on the willingness of excellent candidates from a wide range of professional situations and outlooks to contribute their skills and perspective to this mission. At my own institution and in working for many years at a regional level with Classics colleagues and K-12 teachers, I have seen how a diverse set of experiences, outlooks and skills can foster a vibrant community of support for Classics and the humanities. As a member of the Nominating Committee I would strive to help identify and recruit candidates who can contribute their various skills and perspectives to advancing the study and teaching of Classics within all kinds of institutions.

VICTORIA PAGÁN

Professor of Classics, University of Florida

Education: BA Kent State University (Latin, magna) 1988; MA University of Michigan (Classics) 1990; PhD University of Chicago (Classical Languages and Literatures) 1997.

Academic Positions: Assistant Professor, University of Florida, 1997-1998; Assistant Professor, University of Wisconsin-Madison, 1998-2005; Associate Professor, UW-Madison, 2005; Associate Professor, UF, 2005-2010; Professor, UF, 2010-Present; Chair, Department of Classics UF, 2010-2015.

Special Awards and Honors: University of Florida Research Foundation Professor, 2014-2016; UF Teaching Award, 2010; Woodrow Wilson National Foundation Career Enhancement Fellowship, 2002-2003; American Association of University Women Publication Grant, 2002; Ford Foundation Post-Doctoral Fellowship for Minorities, 1998-1999.

Five Representative Publications: Conspiracy Theory in Latin Literature. Foreword by Mark Fenster (Austin, 2012); A Companion to Tacitus, editor (Oxford and Malden, 2012); A Sallust Reader: Selections from Bellum Catilinae, Bellum Jugurthinum, and Historiae (Wauconda, 2009); Rome and the Literature of Gardens (London 2006); Conspiracy Narratives in Roman History (Austin 2004).

SCS Service and Offices: Life Member; Minority Scholarships Committee, 2011-2013, 2006-2009.

Victoria Pagán’s Response: The nominating committee seeks out talent among membership and provides members with opportunities to serve on committees to which they can bring their unique skills, abilities, and interests. In discharging its duties, the nominating committee has the potential to make the SCS an inclusive organization that engages all of its diverse members in its operations. The more diverse the representation on committees, the more it can address issues that impact the entire organization. If elected to the nominating committee, I will advocate for a balance of representation in terms of geography, institution size and profile, professional rank, and areas of specialization.

RACHEL H. STERNBERG

Associate Professor of Classics & History, Case Western Reserve University

Education: A.B. Cornell University, History & Archaeology (1978); M.A. Cornell University, Classics (1981); Ph.D. Bryn Mawr College, Greek (1998).

Academic Positions: Assistant Professor, The College of Wooster 1999-2005; Assistant Professor through Associate Professor, Case Western Reserve University, 2005-2015.

Special Awards and Honors: Danforth Foundation Fellowship, 1980; Peter Lisagor Award for newspaper feature-writing, conferred by the Chicago Headline Club chapter of the Society of Professional Journalists, 1987; Gladys Krieble Delmas Foundation’s Humanities Program Grant, 2002; American Fellowship Publication Grant, AAUW, 2003; Jesse Hauk Shera Assistant Professor, Case Western Reserve University, 2006-2007; Nominee for Carl F. Wittke Award for Excellence in Undergraduate Teaching, Case Western Reserve University. 2006, 2009; Nominated for the Rome Prize, 2009.

Five Representative Publications: Pity and Power in Ancient Athens (editor), Cambridge: Cambridge University Press, 2005; Tragedy Offstage: Suffering and Sympathy in Ancient Athens. University of Texas Press, 2006; “Dido in her Settings: Carthage and Environs,” pp. 275-295 in City, Countryside, and the Spatial Organization of Value in Classical Antiquity, eds. Ralph M. Rosen and Ineke Sluiter. Leiden: Brill, 2006.“More Than the Time of Day: Helios to the Rescue,” co-authored with Jenifer Neils and D. Reinbold, in Autopsy in Athens: Recent Archaeological Research on Athens and Attica, ed. M.M. Miles. Oxford: Oxbow, 2015.

SCS Service and Offices: Education Committee, 2006-2009.

Rachel H. Sternberg’s response: Connectivity is crucial – not just in technology, but across the board. To survive and thrive, teaching classicists must inspire their students, researching classicists must engage in larger conversations in and surrounding the Humanities on and off campus. College and university classicists must connect with high school teachers; our teaching should relate to our research. Our connections with each other are most important. Connectivity is surely the underlying purpose of the SCS. For at least a full generation, we have been reaching out – and with marked success -- to make classical texts and scholarship accessible to the rest of the Academy as well as to the public at large. We should recognize and celebrate our successes as we try to connect in ever fresher ways, as young scholars will help us do as they connect with us. The task of the Nominating Committee is to foster precisely this process.