2016 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 (one to be elected)

Ward Briggs

Carolina Distinguished Professor of Classics and Louise Fry Scudder Professor of Humanities, Emeritus, University of South Carolina

Education: B.A. Washington & Lee University, 1967; M.A., University of North Carolina, 1969; Ph.D., 1974.

Academic Positions: Instructor to Full Professor, University of South Carolina, 1973-96; Carolina Distinguished Professor, Louise Fry Scudder Professor, 1996-; Interim Associate Provost, 1996-97; Visiting Professor, University of Colorado, 1988; Hobart & William Smith Colleges, 1992.

Special Awards and Honors: Phi Beta Kappa; Member, Institute for Advanced Study, Princeton, 1999-2000; Founders Award, Confederate Literary Society, 1999; President, Classical Association of the Middle West and South, 1988-89; Ovatio, 1996; University of South Carolina Faculty Research Award, 1988; Distinguished Service Award, SCS, 2013.

Main Publications: Narrative and Simile from the Georgics in the Aeneid, Brill, 1979; The Letters of Basil Lanneau Gildersleeve, Johns Hopkins, 1987; Classical Scholarship: A Biographical Encyclopedia, ed. With W.M. Calder, III, Garland, 1990; Biographical Dictionary of North American Classicists, Greenwood, 1994; “Homer’s Gods and Virgil’s Aeneid, (forthcoming in The Gods in Greek Hexameter Poetry and Beyond, ed. M. Cuypers et al.).

SCS Services and Offices: Committee on Computer Activities, 1981-84; Committee on the Classical Tradition in America, 1985-90; Chair, 1990-92; Nominating Committee, 1992-95; Co-chair, 1994-95; Finance Committee (appointed member), 1997-2001; Financial Trustee, 2004-2010; Board of Directors, 2004-2010; Member, Development Committee, 2008- ; Co-chair, Gatekeeper to Gateway Capital Campaign, 2010-2013; Curator, Database of Classical Scholars, 2012- ; Chair, Legacy Committee, 2016-.

Ward Briggs' Response: As the Society prepares for its 150th anniversary, its President must, in three short years, maintain the traditions of research and scholarly advancement with the newly pressing needs of the profession. To answer these needs, the President must 1) raise the profile of the Society and its activities through a dynamic website and active presence on social media; 2) ensure the future survival of the Society by exploring new ways to grow both the membership and its resources; and 3) enhance our support for our most vulnerable members: contingent faculty, minority students, and programs at risk.

What can the President do? The obvious imperative is to guide the leaders and members of the Society as we strengthen our efforts to instruct and, if necessary, persuade those beyond our field of the classical world’s role in virtually every aspect of ours, from governance and high art and architecture to the novels and films of popular culture. The need to do so would have seemed preposterous to our founders and superfluous even when I was a student, but it is not so now. Our scholarship must continue to answer this need with handbooks and “companions” covering all aspects of our field, but the Society must provide a first-class interactive and attractive website that not only advertises the activities of the Society but imaginatively addresses the continuing presence and relevance of ancient studies in the modern world.

We need representatives in at least every state who are actively in touch with local high schools, home schooling associations, and learned discussion groups, as well as museums, libraries, and theatres. These legates will be able to describe the benefits of membership or even being a “Friend of the Classics” to new audiences and also deliver from the field news of interest to the world at large via our website. This was the promise of our successful Gateway Campaign and we should see it through to its fulfillment.

The urgent needs of the growing number of contingent faculty, who made up approximately 20% of the registrants at the San Francisco meetings), must be addressed by building on the initiatives begun in John Marincola’s panel at our last meeting. The President can focus resources on these members both in regular messages to the membership and by directing the Development Committee to stress the vital importance of supporting travel to the meetings with our Annual Giving contributions.

Joseph Farrell

Education: A.B. in Classics, Bowdoin College 1977, summa cum laude; Ph.D. in Classics, University of North Carolina at Chapel Hill, 1983

Academic Positions: (Teaching) Assistant Professor to Professor of Classical Studies, University of Pennsylvania, 1985–present; Lecturer in Classical Studies, University of Pennsylvania, 1984–1985; Teaching Associate, Wesleyan University, 1984; (Administrative) Associate Dean for Arts and Letters, School of Arts and Sciences, University of Pennsylvania, 2003–2006; Associate Dean for Graduate Studies, School of Arts and Sciences, University of Pennsylvania, 1999–2002

Special Awards and Honors: M. Mark and Esther K. Watkins Professor in the Humanities, School of Arts and Sciences, University of Pennsylavania, 2015–; Don Fowler Lecturer, University of Oxford, 2014; Resident of the American Academy in Rome, 2013; Charles Beebe Martin Lecturer, Oberlin College, 2008; Phi Beta Kappa Visiting Professor, 2005–2006; Todd Memorial Lecturer, University of Sydney, 2004; Trinity College Dublin Classical Society Lecturer, 2003

Five Representative Publications: Augustan Poetry and the Roman Republic (ed. with Damien P. Nelis), Oxford 2013.; A Companion to Vergil's Aeneid and its Tradition (ed. with Michael C. J. Putnam), Malden, MA 2010. ; Latin Language and Latin Culture, Cambridge 2001.; Nomodeiktes: Greek Studies in Honor of Martin Ostwald, (ed. with Ralph M. Rosen), Ann Arbor 1994.; Vergil's Georgics and the Traditions of Ancient Epic, New York and Oxford, 1991.

SCS Service and Offices: Vice President, Program Division, 2011–2015 ; Director (at large), 2004–2007; Advisory board to the American Office of L’Année philologique, 2004–2007; Program Committee, 1994–1997; Ad hoc committee on the Program, 1992

Joseph Farrell's Response: The challenges and opportunities we face are many, and they are not confined to North America. Here are three initiatives that I hope SCS members would embrace, not just for the good of our profession, but for the good of society and of the world.

First, I believe the SCS has to become a more public advocate for the educational philosophy that most of its members share, which stresses the value not only of the materials we ourselves study, but of content-driven education in all fields. Of course, the SCS cannot change national policy alone. We would have to act in concert with other learned societies, and of course with the ACL and the regional classical associations. Nor would change come suddenly; the point is that we have to start teaching ourselves how to bring it about.

To be successful, we cannot rely only on the committed effort of like-minded professionals, but must enlist the support of a sympathetic, well-informed public. A few Classicists in recent years have found ways of addressing large general audiences through print, broadcast, and social media. Many others work less visibly, but not less importantly, to engage various constituencies on local and regional levels. I believe the effect of these highly beneficial activities could be multipliedin a context in which professionals and non-professionals could explore and celebrate their Classical interests in a more regular, more interconnected way. So, I recommend that the SCS begin creating a network of local Classical associations on a model similar to that of AIA local chapters. I am hardly the first person to raise this suggestion; the time is right to get to work on making it happen.

Finally, on a global scale, we have excellent relations with organizations like the Classical Association in the UK. This relationship has benefitted both parties; why should it not become a model for others in countries that have strong traditions in Classics? Equally, the SCS should actively foster the development of such traditions in countries that have recently taken a more committed interest in our material, particular China, or where such interest has long been in place, but our colleagues have now begun reaching beyond traditional borders, as in many parts of South America.

To repeat, the SCS cannot do these things alone, but if we want to meet challenges and create opportunities, they are things I believe we must do.

Vice President for Professional Matters

Barbara K. Gold

Edward North Professor of Classics and Humanities Coordinator, Hamilton College

Academic Positions: University of California, Irvine, Lecturer to Acting Assistant Professor, 1971-75; University of Virginia, Assistant Professor, 1977-78; University of Texas, Assistant Professor of Classics and Comparative Literature, 1978-86; Santa Clara University, Assistant to Associate Professor of Classics, 1986-89; Hamilton College, Associate Professor to Professor of Classics, 1989-present, Leonard C. Ferguson Professor of Classics, 1994-97; Associate Dean of Faculty, 1997-2001; Edward North Professor of Classics and Humanities Coordinator, 2008-present; Chair of Classics, 2014-present.

Education: B.A. University of Michigan, 1966; M.A., Ph.D. University of North Carolina, Chapel Hill, 1975.

Honors and Awards: NDEA Fellowship, 1967-68; Mellon Fellowship (Duke University), 1979; University Research Institute Fellowships and Grants (University of Texas) 1979-1984; Thomas Terry Award (Santa Clara University) 1988-89; NEH Summer Stipend, 1992; Best Single Issue of a Journal for American Journal of Philology 124.3; Teagle Foundation (to a faculty advisory board) for “A Longitudinal Study of Critical Thinking and Post-formal Reasoning: Assessing Undergraduate Outcomes within Disciplinary Contexts,” (2006-13); Dean’s Scholarly Achievement Award, Hamilton College (2014); Leadership Initiative Grant from the Classical Association of the Atlantic States, shared with colleagues from Skidmore and Middlebury, for a “Summer Institute for the Collaboration of Liberal Arts Colleges to Broaden and Strengthen the Contribution of Classics to a Diverse Student Audience” (2016)

Recent Publications: Blackwell Companion to Roman Love Elegy, editor (Wiley-Blackwell 2012); “Remaking Perpetua: A Female Martyr Reconstructed,” Sex in Antiquity: Exploring Gender and Sexuality in the Ancient World, ed. M. Masterson, N. Rabinowitz, J. Robson (Routledge 2015); Perpetua, A Martyr’s Tale (forthcoming 2016, Oxford University Press); A Guide to Latin Poetry, Blackwell Guides to Classical Literature (co-author, Genevieve Liveley, forthcoming with Wiley Blackwell); “Simone Weil: Receiving the Iliad” (forthcoming in Unsealing The Fountain, Oxford University Press, 2016).

SCS Service and Offices: Member, Placement Committee, 1979-83; Member, Committee on the Status of Women and Minority Groups, 1983-85, 1991-98, Chair, 1997-98; Member, Women’s Classical Caucus, Steering Committee, 1990-93, Co-Chair 1991-92; Vice President for Outreach, 2004-8; Member, TLL Fellowship Committee, 2010-13; Committee on Professional Matters, 2011-14; Subcommittee on Professional Ethics, 2011-14; Member, Membership Committee, 2014-present;

Other Service: Editor, American Journal of Philology, 2000-08; President, Classical Association of the Atlantic States, 2002-3; Faculty Advisory Committee, Teagle Foundation Multi-Year Assessment Grant, 2006-13; Founder and Chair, Classics Chairs of Liberal Arts Colleges (annual meeting at APA), 2003-present.

Barbara K. Gold's Response: The mission of the SCS Professional Matters Division is to oversee the social, ethical, and professional contexts of the discipline of Classics; its goal is “the promotion of equity in all aspects of the profession.” This is a tall order, one which no single person or committee can carry out. Ensuring inclusivity; setting fair conditions for all; providing humane and decent treatment for those members of our profession who are the most vulnerable (graduate students, contingent faculty); changing the demographics of Classics faculty and students - - every one of us should think about how to achieve these goals. I will work to ensure that members of the committees in the Professional Matters Division fully these address these concerns, making the profession aware of issues that arise (while maintaining confidentiality), encouraging change, and offering panels and workshops.

The Professional Matters Division, through its various committees (Professional Matters; Professional Ethics; Placement; Committee on the Status of Women and Minority Groups; Classics Advisory Service), is responsible for (inter alia) ensuring that job-seekers are treated fairly and given accurate and prompt information by those who are hiring; there is support for those in our profession working in less traditional areas of scholarship or who represent less traditional demographics; departments under fire receive support and advice. Most important, the Professional Matters Committee must answer each complaint and try to resolve on a case-by-case basis charges of unethical behavior in regards to hiring, working conditions, personnel actions, discrimination, or scholarship.

I would also urge Professional Matters committee members and the membership as a whole to respond to ongoing discussions arising from the membership, for instance, issues around social justice and the many problems concerning the large numbers of contingent faculty members (two SCS panels in the last several years have been devoted to this).

No one of us can set standards of behavior for everyone in the profession, but we can hope that a group of people who have thought about the problems facing us today and who perhaps have experienced some of these problems themselves can be sensitive to the issues brought before them and come up with some acceptable solutions. The longer I remain in our profession, the more deeply committed I become to seeing that we act in the most humane and ethical way possible, and that we give as much help as possible to those who suffer from the unethical behavior of others.

Marilyn B. Skinner

Professor Emerita of Classics, University of Arizona

Education: B.A. Seattle University (English) 1961; M.A. University of California, Berkeley (Latin) 1964; Ph.D. Stanford University (Classics) 1977.

Academic Positions: Instructor, Seattle University, 1964-70; Visiting Assistant Professor, Reed College, 1976-77; Lecturer, University of California, Los Angeles, 1977-78; Lecturer, Stanford University, 1978-79; Assistant to Associate Professor, Northern Illinois University, 1979-91; Visiting Associate Professor, University of Texas, Austin, Spring 1989; Visiting Associate Professor, Colgate University, Fall 1989; Professor, University of Arizona, 1991-2011; Professor Emerita, 2011-.

Special Awards and Honors: Whiting Foundation Dissertation Fellowship, 1975-76; NEH Fellowship for College Teachers, 1982-83; ACLS Travel Grant, 1987; Humanities Seminars Program Teaching Award, 2000; Women's Classical Caucus Best Published Article Award, 2003; Loeb Classical Library Foundation Award (in support of Feminism & Classics IV), 2003; College of Humanities Award for Distinguished Faculty Service, 2008; CAMWS Ovatio, 2010.

Representative Publications: Catullus in Verona: A Reading of the Elegiac Libellus, Poems 65–116 (Columbus: Ohio State University, 2003); Sexuality in Greek and Roman Culture (Oxford: Blackwell, 2005; 2nd ed., Oxford: Wiley-Blackwell, 2014); A Companion to Catullus, edited volume (Oxford: Blackwell, 2007); The New Sappho on Old Age: Textual and Philosophical Issues, co-edited with Ellen Greene, Hellenic Studies 38 (Cambridge, MA and London: Center for Hellenic Studies/Harvard UP, 2009); Clodia Metelli: The Tribune’s Sister (New York: Oxford UP, 2011).

APA/SCS Service and Offices: Campus Advisory Service (1989-91); Committee on Professional Matters (1991-94); Ad hoc Committee on the Future Organization and Location of the APA (1993); Editor of TAPA (1996-2000); Committee on Publications (1996-2000); Vice-President for Publications (2004-08); Chair, TAPA Editor Search Committee (2006); Board of Directors Task Force on Strategic Planning (2006-07); Board of Directors Executive Committee (2006-07); Task Force on Research and the Profession (2010–11); Friends of Classics Committee (2014-present).

Marilyn B. Skinner's Response: Because it is charged with monitoring the social, ethical, and professional contexts of our discipline, the Professional Matters Division directly impacts departments and individuals in ways that reflect current opportunities and challenges. The Campus Advisory Service continues to offer strategic guidance to a growing number of classics programs under administrative scrutiny. Statistical reports on faculty and curricula compiled by the Committee on the Status of Women and Minority Groups were indispensable to me when I was a department head and are even more necessary today; I hope resources will be found to support regular surveys. The Committee on Placement, which oversees the activities of the Placement Service, plays a decisive role in creating a fair and, to the greatest extent possible, humane climate for seeking positions in the present academic job market. I commend the recommendations already made by the Committee to ease candidates’ difficulties, including waiving the Placement Service enrollment fee, and would encourage its members to go on finding practical means to aid underemployed or unemployed faculty. Happily, the Society’s membership in the Coalition on the Academic Workforce and the recent Presidential Panel on “Contingent Faculty and the Future of Classics” indicate that SCS members are conscious of the manifold social problems created by growing reliance on adjuncts and are willing to promote improvements to working conditions beginning in their own units. Finally, though ethical violations are, in my experience, thankfully rare, the Professional Matters Committee and the Subcommittee on Professional Ethics must be prepared, in an increasingly fractious workplace, to mediate disputes and to implement the provisions of the SCS Statement on Professional Ethics if required. For my own part, I am ready, if elected Vice-President, to bring all my experience and skills to the task of furthering the Professional Matters Division’s various missions, which I regard as crucial for insuring that Classics will remain a vibrant and collegial field of study.

VICE PRESIDENT FOR PUBLICATIONS AND RESEARCH

Donald J. Mastronarde

Professor of the Graduate School and Emeritus Melpomene Distinguished Professor of Classics, University of California, Berkeley

Education: B.A. summa cum laude, Amherst College 1969; B.A. (1st class), Oxford University (Wadham College), 1971; Ph.D., University of Toronto, 1974

Academic Positions: University of California, Berkeley, Department of Classics: Acting Assistant Professor/Assistant Professor 1973-1979, Associate Professor 1979-1984, Professor 1984-2015 (Melpomene Professor 2001-2015), Professor of the Graduate School and Emeritus Professor 2016-; Director of the Center for the Tebtunis Papyri, 2001-2011; Harvard University, Department of the Classics: Visiting Professor, spring 2006

Special Awards and Honors: American Council of Learned Societies Fellowship, 1978 and 1996; John Simon Guggenheim Memorial Foundation Fellowship 1984; Charles J. Goodwin Award of Merit 1997 (for Euripides. Phoenissae, Cambridge 1994); National Endowment for the Humanities Fellowship 2001; Loeb Classical Library Foundation Fellowship 2009; Society for Classical Studies Distinguished Service Award 2016

Five Representative Publications: The Art of Euripides: Dramatic Technique and Social Context, Cambridge 2010; Euripides. Medea [Cambridge Greek and Latin Classics] Cambridge 2002; Euripides. Phoenissae [Bibliotheca scriptorum Graecorum et Romanorum Teubneriana] Leipzig 1988; “Actors on High: the Skene-Roof, the Crane, and the Gods in Attic Drama,” Classical Antiquity 9 (1990) 247-94; Contact and Discontinuity: some conventions of speech and action on the Greek tragic stage [University of California Publications: Classical Studies, vol. 21] Berkeley 1979

SCS Services and Offices: chair, Editorial Board for Monographs, 2001-2006; support person for GreekKeys and developer of GreekKeys Unicode, 2001-2015; representative to Thesaurus Linguae Graecae advisory board, 2003-2013; chair, APA/AIA Task Force on Electronic Publication, 2006-2007; member, Board of Directors, 2007-2010; Nominating Committee (co-chair in year 3), 2011-2014; Committee on Translations, 2011-2014

Donald J. Mastronarde’s Response: The Publications and Research Division has a very busy oversight agenda, divided between longstanding functions like TAPA, the TLL Fellowship, and support for L’Année philologique and newer initiatives like the Digital Latin Library, the Committee on Translations, and now the Communications Committee. Among the activities of the latter is planning how to fulfill more robustly the promise of the capital campaign (Gatekeeper to Gateway) by increasing access to the online research and teaching materials that classicists have created and are creating. Given the limited resources and volunteer personnel available for projects, the SCS has to choose carefully where to move in new directions. Should we not only list, and redirect to, appropriate resources, but also facilitate a review function (as contemplated in the Task Force report 10 years ago) to support proper recognition of digital scholarly efforts? Can we afford to move in the direction of open-access publication, building on what the DLL is developing for editions of Latin texts? Can we organize and contribute to conversations about long-term consortial support for online material (on the lines of JStor or ArtStor, but for scholarly websites), or about improving online access to the many article-length publications that are appearing in conference proceedings and collective volumes and thus generally absent from the corpora of online articles?

It is almost a permanent fact of life that our profession faces misunderstanding and threats of diminishment. In terms of research and publication, the best way to engage with the situation is to continue to emphasize the quality and generosity of what we do, by producing excellent scholarship in both traditional and new media and by making our work readily accessible to each other, to our students, and to the interested public around the world.

David Potter

Francis W. Kelsey Collegiate Professor of Greek and Roman History; Arthur F. Thurnau Professor; Professor of Greek and Latin, the University of Michigan

Education: Harvard University A.B. summa cum laude (Classics and History) 1979; D.Phil. Oxford (1984)

Academic Positions: Salvesen Fellow, New College, Oxford (1981-84); Visiting Assistant Professor, Bryn Mawr College (1984-86); Assistant Professor, Classical Studies (1986-91); Associate Professor, Classical Studies (1991-96); Professor, Classical Studies (1996-present); Director, Lloyd Hall Scholars Program, University of Michigan, (1999-04); Chair, Senate Advisory Committee on University Affairs (2008-09); Secretary, University of Michigan Faculty Senate (2015-).

Special Awards and Honors: College of Literature, Science, and the Arts Teaching Award (1992; 1995); John H. D’Arms Award for Graduate Mentorship in the Humanities (2005); Faculty Governance Recognition Award, the University of Michigan (2011); Visiting Research Fellowships, New College, Oxford (1989; 2015).

Five Representative Publications: The Victor’s Crown: Ancient Sport from Homer to Byzantium (London, 2011); Constantine the Emperor (Oxford, 2012); Ancient Rome: A New History, second edition (New York, 2013); The Roman Empire at Bay AD 180-395, revised edition (London, 2014); Theodora: Actress, Empress, Saint (Oxford, 2015).

SCS Service and Offices: Placement Committee (2011-14, Chair 2012-14)

David Potter’s Response: The SCS has traditionally provided support for major initiatives and guidance to younger scholars on developing their research profiles. Providing this help for younger scholars as well as support for large-scale research projects and databases such as L’Année philologique will continue to be major points of emphasis, as the Society seeks to realize the goal of its Statement on Research, which is to promote understanding of “the lasting impact” of the civilizations of Greece and Rome and “their continuing relevance to the modern world.” To realize its goal, the SCS needs to keep abreast of developments in the broader academic community. It should take an active role in ongoing public discussions of the value of humanistic education and the relevance of humanistic research both within the academy and for non-specialist audiences.

In my time at the University of Michigan, I have worked within the framework of faculty governance to promote better understanding of scholarly communication across disciplines. Working with colleagues in professional schools, the physical sciences and the arts, I contribute to our ongoing discussions of copyright, the impact of digital forms of communication on scholarly production, the management of large data sets, the cost structures underlying scholarly communication, and the nature of peer review. I believe that the most fruitful discussions of these and other topics are data-driven. To this end, as chair of the SCS’s Placement Committee, I worked with the Committee to create an institutional survey to evaluate the Placement Service and the value of the Annual Meeting in our employment practices. I also worked with Committee members to sponsor a panel on alternative careers for Philologists and Classical Archaeologists to promote open discussion on the way that our research skills can be transferred beyond university settings.

Looking ahead, while the SCS will continue to support existing research initiatives, it should enhance its profile as the “go-to” place for the dissemination of the results of our research and do a better job publicizing information about the state of our profession. Greater transparency about how our discipline is responding to changes in the contemporary academy is necessary to provide proper counseling to younger researchers and lessen the stress that many feel as they enter the profession. We need to support new approaches to research and transformational uses of technology while, at the same time, understanding the abiding value of traditional modes of communication.

EDUCATION COMMITTEE (one to be elected)

Sherwin Little

Administrator, American Classical League.

Education: B. S. in Education, University of Cincinnati, 1982. B.A. in Classics, University of Cincinnati, 1983. M. A. in the Teaching of Latin, University of Colorado, 1990.

Academic Positions: Indian Hill School District, Teacher of Latin and Greek, 1982-2012; Foreign Language Department Chair 1996-2002, and 2011-13. American Classical League, Administrative Assistant, 2013-2014; Administrator, 2014- .

Special Awards and Honors: Hildesheim Vase from the Ohio Classical Conference, acknowledging outstanding Latin program in Ohio, 1984, 2007. CAMWS Good Teacher Award, 2000. CAMWS Ovatio 2004. American Philological Association Pre-Collegiate Teaching Award 2011. National Board Certified Teacher, World Languages Other Than English, 2004.

Publications: (1996). (With Sparks, R., Ganschow, L., and Fluharty, K.) "An Exploratory Study on the Effects of Latin on the Native Language Skills and Foreign Language Aptitude of Students with and without Learning Disabilities". The Classical Journal, 91 (1996), 165-184; English Journal, (With Blase, D. and McFarlan, R.) "Bridging the Grammar Gap: An Interdisciplinary Approach". The English Journal 92. 3 (2003), 51-56.

SCS Service and Offices: Co-Chair, Joint Committee on Teacher Training Standards 2008-10; Gateway Campaign Committee, 2007-12, Membership Committee, 2014-16.

Sherwin Little's Response: Education encompasses every learner of Classical Languages, no matter their age, level or where they study. I strive to break down the idea that K-12 teachers are the only ones concerned with pedagogy, and that college or university teachers are the only ones concerned with scholarship. Every K-12 teacher is a consumer of scholarship and they are capable of scholarly work. Every university or college professor is involved with pedagogy as they guide students to become more proficient in the language skills.

SCS, through the Education Committee, can be an advocate for a clear understanding of this stand, allowing all of us to see any learner progressing along the continuum of language skills, and as those develop, the learner can develop the skills and habits which are the hallmarks of a scholar.

Among the many challenges we face as a profession, my number one hope is that we can change the belief in the profession that research into Classical Pedagogy is not a worthy pursuit and belongs in some other realm of academia. Without research-based data, we do not have evidence about what works and what doesn’t. All we have is anecdotal evidence which does not contribute to the understanding of a topic that a well-designed research study can deliver.

I believe that as the leaders in the profession, SCS and ACL should be delivering high-quality professional development for anyone teaching Classical Languages, no matter whether they are working with a student not yet in Kindergarten or with a Graduate Student. Our responsibilities to these students are the same although their specific needs are very different. How can we deliver scholarship to teachers of younger students and how can we help young professional scholars understand how to move their students along the proficiency continuum?

We must work to understand what it means to educate students of today, and not simply teach the way we ourselves were taught. How do we embrace the potential of technology which acknowledging the challenges? What can social media allow us to accomplish with our students, or allow our students to accomplish with each other? Millennials want to use their emerging language skills for their own purposes. We must embrace this challenge so that we still matter to these students.

Jon D. Mikalson

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

Education: Ph.D., Harvard University, 1970; B.A., University of Wisconsin, 1965

Academic Positions: W.R. Kenan, Jr., Professor of Classics, University of Virginia; Whitehead Professor of Classics, American School of Classical Studies, 1995-1996

Special Awards and Honors: James Rignall Wheeler Fellow, American School of Classical Studies, 1968-1969; NEH Fellow, Cambridge University, 1977-1978; Herodotus Fellow, Institute for Advanced Study, 1984-1985

Publications: Greek Popular Religion in Greek Philosophy, Oxford, 2010; Ancient Greek Religion, Oxford, 2010 and 2005; Herodotus and Religion in the Persian Wars, Chapel Hill, 2003; Religion in Hellenistic Athens, Berkeley, 1998; Honor Thy Gods: Popular Religion in Greek Tragedy, Chapel Hill, 1991

APA Services and Offices: Member, Committee on Thesaurus Linguae Graecae, 1984-1988; Member and Chair, Placement Committee, 1989-1993; Member, Committee on Professional Affairs, 1996-1999; Member and Co-chair, Nominating Committee, 2001-2004; Member, Pearson Committee, 2007-2010

Jon D. Mikalson's Response: "The Education Division of the Association is responsible for all of the Association’s activities in the fields of elementary, secondary, and post-secondary education.” Reading this “charge” on the current webpage brings to mind two points. Twice “the Association” is specified, and that must be, of course, the American Philological Association, the venerable and internationally recognized (former) name of our group. Much history and recognition, and not a little affection and loyalty were lost with the recent “rebranding” of the APA to the SCS, and I would urge the new Board of Directors to reconsider that decision. Secondly, it seems that the Education Committee, to promote effectively the classics in elementary and secondary education, needs some members who are Latin teachers at these levels. The realities of our elections make their election difficult, but the Association should consider having, for example, the presidents of the American Classical League and the National Junior Classical League as ex officio members of the Education Committee. I have enjoyed and benefitted from my personal and professional associations with Virginia’s Latin teachers through the Classical Association of Virginia since 1970, holding various offices and since the late ‘70’s serving as the Director of CAV’s Teacher Placement Service. We do have, however, another and a much broader audience to reach. In the mid ‘80’s we founded here at the University of Virginia the Classics Project of the Center for the Liberal Arts, and since that time our classics faculty have offered lecture series, summer seminars, and one-day weekend seminars on classical topics to hundreds of Government, English, and Social Studies teachers. Many of these teachers crave more information on and love to talk with adults about the classical subjects they teach, whether it be the Antigone, the Odyssey, Athenian democracy, mythology, or Roman history. This is a huge and important audience for us. They are the ones who bring the classics in one way or another to virtually all the students of our countries. The Education Committee should coordinate more with the Outreach Division to assist colleges and universities develop and promote innovative local programs to reach and support them.

PROFESSIONAL MATTERS COMMITTEE (one to be elected)

Alain M. Gowing

Professor of Classics, Adjunct in History, University of Washington

Education: University of North Carolina at Chapel Hill (BA, 1975), Bryn Mawr College (MA 1981, PhD 1988)

Academic Positions: University of Washington, Seattle WA, 1988-present; Graduate Program Coordinator 1997-2001 and Department Chair 2007-15; Episcopal Academy, Philadelphia PA (Latin and Greek) 1981-85; Tabor Academy, Marion, MA (Latin and Greek) 1976-80.

Special Awards and Honors: Morehead Scholar, Univ. of North Carolina at Chapel Hill, 1971-75; National Endowment for the Humanities award to conduct an NEH Summer Seminar for School Teachers, 1994-95

Five Representative Publications: ‘Memory as Motive in Tacitus,’ in Memory in Ancient Rome and Early Christianity, K. Galinsky, ed., 43-64 (Oxford 2015); “’Caesar grabs my pen’: Writing civil war under Tiberius,” in Citizens of Discord: Rome and its Civil Wars, B.W. Breed, C. Damon and A. Rossi, edd., 249-60 (Oxford 2010); Empire and Memory (Cambridge 2005); ‘Memory and silence in Cicero's Brutus,’ Eranos 98 (2000) 39-64; The Triumviral Narratives of Appian and Cassius Dio (Ann Arbor 1992).

SCS Service and Offices: Board of Directors, 2008-10; Co-chair (with Ruby Blondell) Local Arrangements Committee for 2013 annual conference; C.J. Goodwin Award of Merit Selection Committee, 2012-13; Membership Committee, 2013-present.

Alain M. Gowing’s Response: During my 2008-10 stint on the Board of Directors I became acutely aware of the important and even crucial work done by the Professional Matters Committee and the Professional Matters Division in general. Various other experiences – including eight years as a department chair, serving on many hiring and tenure/promotion review committees, editorial work, and shepherding a number of graduate students through an increasingly challenging job market – have only intensified my sense that the work of this Committee is central to the mission of the Society as a whole. In this respect my understanding of ‘professional matters’ is not theoretical. Issues of equality in the workplace regardless of rank or position, fair and respectful treatment of job applicants, and maintaining high scholarly standards are particular areas of concern for me. The SCS has several excellent mechanisms in place to address these issues, most within the Professional Matters Division (e.g., the Classics Advisory Service), and with the palpable shifts that have been occurring in higher education with respect to the liberal arts, it is likely that demands for the services and attention of the Committee and the constituent parts of the Division will only increase. It is incumbent upon us to ensure that all members, and especially those new or relatively new to the Society, be aware of the resources available to them and continue to be encouraged to bring their concerns and interests to the attention of the Committee.

Catherine Keane

Professor of Classics, Washington University in St. Louis

Education: Wesleyan University (B.A. 1992), University of Pennsylvania (M.A. 1996, Ph.D. 1999)

Academic Positions: Reed College (1999-2000), Visiting Assistant Professor; Northwestern University (2000-2001), Mellon Postdoctoral Fellow; Washington University in St. Louis (since 2001), Assistant Professor to Professor

Special Awards and Honors: Mellon Postdoctoral Fellowship, Northwestern University (2000-2001); Loeb Classical Library Foundation Fellowship (2004-2005); Washington University Center for the Humanities Faculty Fellowship (2012); Margo Tytus Visiting Fellowship, University of Cincinnati (2013)

Five Representative Publications: Figuring Genre in Roman Satire (APA Monographs Series/Oxford, 2006); A Roman Verse Satire Reader (Bolchazy-Carducci, 2010); Juvenal and the Satiric Emotions (Oxford, 2015); “Persona and Satiric Career in Juvenal,” in Classical Literary Careers and Their Reception, ed. P. Hardie and H. Moore (Cambridge, 2010); “Historian and Satirist: Tacitus and Juvenal,” in A Companion to Tacitus, ed. V. Pagán (Wiley-Blackwell, 2012)

SCS Service and Offices: Women’s Classical Caucus Steering Committee member (2009-2012); Committee on the Status of Women and Minority Groups member (2012-2014); Thesaurus Linguae Latinae Committee member (2014-2015)

Catherine Keane’s Response: First, credible advocates for a field are those who adhere to the principles they advertise. The SCS should be not just an intellectual haven, but a solidly ethical body. It must clearly communicate professional standards to its membership and respond firmly and fairly when grievances arise. This responsibility is also an opportunity: during this time of administrative sensitivity to data and the law, the SCS can find ways to be heard in institutional discussions of hiring practices, working conditions, and tenure and promotion procedures. Meanwhile, we should be constantly engaged in discussion of how to use the employment data currently being collected. What should the SCS do with what it learns? And how can it simultaneously lead in the ethics realm and advocate for our field? (The two should go hand in hand.) Second, if our field is to have a future, our younger members must be properly professionalized and inspired, starting with positive and humane experiences in a brutal job market. Candidates need to feel that their professional society is truly awake to their reality. The online “Advice for Candidates” is valuable but needs updates of various kinds: working links, additional resources, and more discussion of “new normals” (temporary positions, Skype interviewing, etc.). Resources on alternative careers and networking should be fed in regularly (especially for the benefit of job-seekers who have lost access to graduate career services). Without reaching monstrous proportions, the online guide can be revised to better represent candidates’ situations. For the same purpose, the CPM can learn much from the graduate program directors who meet annually to share philosophies and discuss ways of adapting to challenges and concerns. Third, both of the above agendas are served if we tirelessly support the mission of the Classics Advisory Service. Programs, alumni, and savvy allies should have easy ways to network so that advocacy initiatives can be mounted at the first signs of program starvation. Our membership is a rich resource. How can we use it keep fighting for more and better positions, more equity, and more career-changing funding opportunities?

PROGRAM COMMITTEE (two to be elected)

Simon Goldhill

Education: B.A., University of Cambridge, 1978; M.A., University of Cambridge 1982; PhD, University of Cambridge 1982.

Academic Positions: Junior Research Fellow, King’s College, Cambridge, 1981; College Lectureship, King’s College, Cambridge, 1985; Lectureship in Classics, University of Cambridge, 1988; Readership in Greek Literature and Culture, University of Cambridge, 1998; Professor of Greek, University of Cambridge, 2002. Freehling Professor of the Humanities, Michigan 1996; Visiting Professor, EHESS, Paris, 2004; Visiting Professor in the Council of Humanities and Old Dominion Professor of Classics, Princeton University, 2007; Schaffner Professor, Chicago 2009. Council, Arts and Humanities Research Council, Great Britain, 2015-8. Board, CHCI (Concortium of Humanities Centres and Institutes) 2016-9; Board, Profutura Fellowships, Swedish Collegium, 2014-9; Chair, European Research Council Starter Grants, 2009-11; Chair, European Research Council, Consolidator Grants, 2011-13.

Special Awards and Honors: Fellow, American Academy of Arts and Sciences, 2009; Robert Lowry Patten Award 2012 for the best book on a Victorian topic (for Victorian Culture and Classical Antiquity: Art, Opera, Fiction and the Proclamation of Modernity); the Runciman Award 2013 for the best book on a Greek topic, ancient or modern (for Sophocles and the Language of Tragedy). Gold Medal, History Section, Independent Publishers Book Awards, 2008, (for Jerusalem, City of Longing). Martin Lectures, Oberlin, 2010; Onassis Lectures, 2011-2; Webster Professor, Stanford, 2013; Stanford Lectures, Dublin, 1993; Danziger Lecture, Chicago 2000. Awarded an European Research Council Senior Grant ($2, 500, 000), project “Bible and Antiquity in 19th-century Culture”, 2012. Awarded the Leverhulme Programme Grant ($2, 000, 000), 2006 (project: “Abandoning the Past”). Awarded Arts Council Grant ($200, 000) (Project “Art and Law”). Kennedy Fellow, Harvard (1978-9).

Five Representative Publications: Reading Greek Tragedy (Cambridge, 1986); The Poet’s Voice (Cambridge, 1991); Who Needs Greek? Cultural Contests in the History of Hellenism (Cambridge, 2002); Victorian Culture and Classical Antiquity: Art, Opera, Fiction and the proclamation of Modernity (Princeton, 2011); Sophocles and the Language of Tragedy (Oxford, 2012).

SCS Service and Offices: none, alas, as yet.

Simon Goldhill’s Response: the Program Committee has a unique opportunity. Of course, it must maintain its tradition of upholding the highest standards of scholarly excellence in showcasing the best work from its members. It must always also be aware in its programming of how it can create the best intellectual reception for and discussion of such excellence. But it also has the opportunity actively to encourage new developments in interdisciplinary work, to nourish more engaged and open forms of discussion, and to ensure that the program is inclusive to the most cutting edge research, and engaged with the broader questions facing the humanities today. Above all, the committee has the opportunity to help make the program itself more than sum of its parts, by creative, innovative and sensitive organization. In my current role as the director of the largest and most active research center in Europe, and as someone who sits on the boards of many research organizations across Europe and the USA, I spend a great deal of time organizing, attending and evaluating academic projects from lectures, to workshops, to major teams of researchers on long-term projects. I would very much like to have the chance to use the experience garnered from this work in the service of the SCS. I think it is good to go into such a job with a practical idealism. My idealism is simple enough: that more – perhaps everyone – should enjoy the sessions of the SCS more. I am practical in thinking that careful experimentation with forms of some sessions can provide a greater intellectual excitement, greater engagement, and more genuine exchange for the participants in the annual meeting.

Andrew M. Riggsby

Lucy Shoe Meritt Professor in Classics and Professor of Art History, University of Texas at Austin.

Education: A.B. summa cum laude, Harvard, 1987; M.A., University of California, Berkeley, 1988; Ph.D., University of California, Berkeley 1993.

Academic Positions: University of Texas at Austin, Assistant Professor to Professor, 1993-present. Princeton University, Stanley Kelley, Jr., Visiting Professor for Distinguished Teaching 2013-14.

Special Awards and Honors: Association of American Publishers, Professional/ Scholarly Publishing Division Award for Excellence, Classics and Ancient History; National Endowment for the Humanities/Roger A. Hornsby Post-Doctoral Rome Prize; Solmsen Fellowship, Institute for Research in the Humanities, UW-Madison; National Humanities Center Fellowship [declined]; Phi Beta Kappa.

Representative Publications: Roman Law and the Legal World of the Romans (Cambridge University Press, 2010); Caesar in Gaul and Rome: War in Words (University of Texas Press, 2006); Crime and Community in Ciceronian Rome (University of Texas Press 1999); “Space,” pp. 152-165 in A. Feldherr, ed., Cambridge Companion to Roman Historiography (Cambridge University Press 2009); “Tyrants, Fire, and Dangerous Things,” pp. 111-28 in G. Williams and K. Volk, edd., Roman Reflections (Oxford Univ. Press 2015).

SCS Services and Offices: Committee on Ancient History; Committee on Publications and Research.

Andrew M. Riggsby’s Response: The Program Committee has been working in various ways to increase the formal diversity of the program, and I think nearly all these initiatives should be continued and incrementally expanded: devolution of judgment (to affiliated organizations or ad hoc conveners), different session formats (seminars, posters, author-and-responses, round-tables), outreach to scholars in other disciplines; sessions on professional rather than scholarly topics. This should be a matter of on- going experiment, but I would suggest, for instance, (a) trying Pecha Kucha-style rapid sessions, (b) and making sure we have appropriate showcases for large digital humanities projects. The new elements have tended to add structure in comparison to generic panels, but we should also consider opening some designated times/places for “self-ordering” or “unConference” style gatherings.

At the same time, I think considerable value remains in the old-fashioned system of traditional papers accepted on the basis of individually-read abstracts. As far as I can tell, it’s still (even increasingly) the most status-leveling part of the program process. It allows more room for serendipity, one of the main reasons still to have a general in- person gathering. Yet, we’re also a smaller group than, say, MLA, and so there’s a much greater chance that a particular piece of valuable work won’t fall into any pre-defined program cluster. Finally, the national meeting program is itself an excellent way for younger scholars and those in “minor” fields to discover colleagues and potential collaborators they didn’t know they had.

The Program Committee is also responsible for the diversity of the program in more substantive senses. Recent years have brought increasing awareness, across the SCS divisions, that our operations need to be of value to non-TT faculty. I don’t know that the Program Committee has a particularly distinctive contribution to make here, but it does seem to me that variety of offerings would be even more valuable to members operating under greater constraints at their home institution(s), and that overall expense must always be an issue. We should also consider formalizing the representation of this constituency on the Program Committee. Finally, as we devolve more assessment responsibilities to other entities and develop more deliberately structured sessions, it is all the more important for the Program Committee both in its own work and its supervisory capacities always to keep an eye the gender balance of panels.

Duane W. Roller

Professor Emeritus of Classics, the Ohio State University

Education: Ph.D. in Classical Archaeology, Harvard University, 1971; M. A. in Latin, University of Oklahoma, 1969; B. A. in Letters, University of Oklahoma, 1966.

Academic Positions: Karl Franzens Distinguished Chair of Cultural Studies, University of Graz, Austria, 2008; Professor of Greek and Latin, The Ohio State University, 1993-2007; Visiting Professor of History, University of Wroclaw, Poland, 2000; Visiting Professor of Classics, University of Calcutta, India, 1995; Associate (previously Assistant) Professor of Classics, the Ohio State University, 1986-93; Associate (previously Assistant) Professor of Classics, Wilfrid Laurier University, 1974-86; Assistant Professor of Classics, Franklin and Marshall College, 1971-4.

Special Awards and Honors: Loeb Classical Library Foundation, 2007-2008; Fellowship for University Teachers, National Endowment for the Humanities, 1993-4, 2002; Fulbright Senior Specialist Program, 2001-2006, 2015 to date; Kress Foundation Grant, 2001; Fulbright Lecturing Awards, 2007-2008, 1999-2000, 1994-1995; National Geographic Society Grant, 1991; Social Sciences and Humanities Research Council of Canada Awards (1980, 1985); Charles Eliot Norton Fellow, Harvard University, 1969-1970.

Five Publications:Ancient Geography: the Discovery of the World in Ancient Greece and Rome (London 2015); The Geography of Strabo (London 2014); Cleopatra: A Biography (New York 2010); The World of Juba II and Kleopatra Selene (London 2003); Messapia: An Archaeological Survey in the Heel of Italy (Chicago 2003).

SCS Service and Offices: Committee on Translation, 2016 to date.

Duane W. Roller's Response: Classics is a broad and diverse field and the papers accepted for the annual meeting should reflect this. Giving a paper at the meeting is especially important for younger scholars, who may be presenting their work for the first time. Yet every year many papers submitted to the meeting are rejected. It is difficult to believe that the Program Committee receives so many bad papers. The committee needs to be more embracing and diverse in the types of topics it accepts, and perhaps more forgiving of younger scholars who may not as yet have the same experience in preparing abstracts as those who have been around for a long time. I realize that there are time constraints, and one does not want to have quotas, yet something that seems different or new is not necessarily bad. If far more good paper abstracts are received than there is space on the program, then it is time to consider having more sessions. Panels can also be restrictive if one's topic does not fit into their themes. The Program Committee should not be a gatekeeper to keep people off the program, but an implementor to get people on the program, so that those of us attending the meeting have the widest choice of learning about what is happening in the field of classical studies. It is well known that many younger scholars won't even submit an abstract because they believe they have no chance of acceptance. This is a loss to the profession.

If elected to the Program Committee I will do my best to increase the acceptance rate for the meeting and to implement ways in which more papers can appear on the program. I will encourage younger scholars to be more vigorous in their submission; no one will always be accepted, or accepted most of the time, but people need to be encouraged to try. I would even suggest that those who have been accepted two or three years in succession step aside for a year or two in order to make space on the program for new material.

Ineke Sluiter

Professor of Greek, Leiden University, and Academy Professor (Royal Netherlands Academy of Arts and Sciences)

Education: Vrije Universiteit Amsterdam: B.A. 1980; M.A. 1984; PhD 1990

Academic Positions: Teaching and research positions at Classics Dept., Vrije Universiteit Amsterdam 1984-1997, eventually full-time and tenured; part-time Univ. Lecturer, University of Nijmegen (1988); University of Groningen (1990-1); Academy Researcher (1991-1996); Associate Professor, University of Pennsylvania (1998); Full Professor, Leiden University (1998-now)

Special Awards and Honors: Prize Academy Professors 2016 (€ 1 M); Spinoza Prize 2010 (€ 2.5 M); Member of Academia Europaea (since 2013), the Royal Dutch Academy of Arts and Sciences (KNAW) (since 2012); the Royal Holland Society of Sciences and Humanities (since 2001); Nellie Wallace lecturer, Oxford University 2010; Research award for programmatic research (funding for research team) € 500 K (NWO, Dutch Research Foundation 2003); Teaching Award Univ. of Leiden, awarded by Leiden Student Council (LSR) (2001); Member of the School for Historical Studies, Institute for Advanced Study, Princeton NJ (1996-7); Fulbright Senior Scholar Grant 1996-7; Senior Research Fellowship Royal Dutch Academy (1994-6); Fellow Harvard’s Center for Hellenic Studies Washington DC (1994-5); Visiting Fellowship Clare Hall, Cambridge (UK) 1993; Prince Bernhard Foundation Prize 1993; Research Fellowship Royal Dutch Academy (1991-4); Study Prize of the Praemium Erasmianum Foundation (for PhD thesis) 1990.

Five Representative Publications: ‘Ancient Etymology: a tool for thinking’, in: Montanari, F., S. Matthaios & A. Rengakos (eds.), Brill’s Companion to Ancient Greek Scholarship. Leiden, 2015, 896-922; ‘The Violent Scholiast. Power Issues in Ancient Commentaries’, in: M. Asper (ed.), Writing Science. Medical and Mathematical Authorship in Ancient Greece. Berlin: De Gruyter, 2013, 191-213; ‘Deliberation, free speech, and the marketplace of ideas’, in: T. van Haaften, H. Jansen, J. de Jong, W. Koetsenruijter (eds.), Bending Opinion. Essays on Persuasion in the Public Domain. (Rhetoric in Society). Leiden 2011, 25-47; ‘Textual Therapy. On the Relationship between Medicine and Grammar in Galen’, in: H.F.J. Horstmanshoff et al. (eds.), Hippocrates and Medical Education. Selected Papers Presented at the XIIth International Hippocrates Colloquium, Universiteit Leiden, 24-26 August 2005, Leiden 2010, 25-52; Valuing Others in Classical Antiquity (ed.) (with Ralph M. Rosen), Leiden: Brill 2010 [476pp.]

SCS Service and Committees: Research Committee (2010-2014)

Ineke Sluiter’s Response: The Program Committee has the important responsibility of putting together a program that reflects the vibrant dynamics and large scope of our field. The program should combine excellent forms of traditional research with eye-opening innovative approaches and questions; panels bringing together specialists on newly emerged materials, topics, or methods, and panels promising a different look (for instance, through its combination of perspectives) on familiar material. We should explore alternative forms of scholarly communication, outreach, ways to improve inclusiveness and accessibility: we want a yearly convention embodying a firm push-back against unnecessary gloom about the so-called ‘crisis in the Humanities’. I am especially interested in creating opportunities for younger scholars to share their ideas, forge networks, and find support in acquiring the 21st-cent. skills necessary to thrive in Academia.

PUBLICATIONS AND RESEARCH COMMITTEE (one to be elected)

Craige B. Champion

Associate Professor of History, Syracuse University

Education: PhD. Classics 1993, Princeton University; M.A. Classics 1986, Princeton University; B.A. History 1984, College of New Jersey

Academic Positions: Associate Professor of History, Syracuse University, 2001-2016; Assistant Professor of History, Allegheny College, 1995-2001; Visiting Assistant Professor of History, Reed College, 1993-1995

Special Awards and Honors: Excellence in Teaching Award, Syracuse University and University College, 2014; Daniel Patrick Moynihan Award for Excellence in Teaching, Scholarship, and Community Service, Maxwell School of Citizenship and Public Affairs, Syracuse University, 2004; Thoburn Award for Innovative Teaching and General Teaching Excellence, Allegheny College, 2001

Representative Publications: Cultural Politics in Polybius's Histories (Berkeley and Los Angeles: University of California Press, 2004); Editor, Roman Imperialism: Readings and Sources (Oxford and Malden, Mass.: Wiley-Blackwell, 2004); General Editor, The Encyclopedia of Ancient History, 13 vols. (Oxford and Malden, Mass.: Wiley-Blackwell, 2013); Chief Editor and Co-Translator, The Landmark Edition of Polybius' Histories, 2 vols. (New York: Pantheon Books, forthcoming); The Peace of the Gods: Elite Religious Practices in the Middle Roman Republic (Princeton: Princeton University Press, in press).

Craige B. Champion's Response: The academic discipline of Classics in the United States has had an enviable track record not only in terms of staying abreast of technological applications for pedagogy and scholarship, but also in breaking new ground in the development of digitized research and teaching tools. Two shining examples are the Perseus Project and the Barrington Atlas. SCS resources should be employed to ensure that the Classics profession in America continues to be a leader in digitized humanities. Many of the most exciting developments for the innovative and interdisciplinary use of computerized technologies are taking place at the grass roots level, as it were, in our fine teaching institutions; such as, for example, the Classics Department at Dickinson College's project on translating and digitizing classical Greek and Latin texts, with commentaries, for Chinese students and scholars. Projects like this are likely to stimulate interest in Greek and Roman antiquity in non-western cultures, and very well lead to unexpected and salutary new collaborative and comparative scholarly endeavors. SCS should recognize and support such projects. A related goal should be to support whenever possible high quality work in "responsible popularizing." It is vital for a thriving classics community that lay readers be informed about and interested in the legacy of ancient Greece and Rome. Finally, SCS should support scholarly work of the highest philological rigor, as it regularly appears in our flagship journal, TAPA. I do not think it is unrealistic to believe that the SCS can do all of these things, and my own academic career has unfolded in such a way that I should be able to give valuable input in these various areas, as I have served as a consultant for publishers of school textbooks, I regularly have written for the educated lay readership in the Wiley-Blackwell Companion series, I understand something of digitized humanities as a contributor to the Brill's New Jacoby Project, and I have published scholarly monographs with major university presses (California, Princeton).

Helma Dik

Associate Professor Department of Classics and the College, University of Chicago

Education: Ph.D., 1995, University of Amsterdam. Dissertation: Word Order in Ancient Greek. A Pragmatic Account of Word Order Variation in Herodotus. Doctorandus in Classics, 1989, University of Amsterdam (awarded cum laude).

Current Position: Associate Professor (2004-present) Department of Classics and the College, University of Chicago

Honors and Awards: Whitehead Professor, American School of Classical Studies at Athens, 2012-2013; Llewellyn John and Harriet Manchester Quantrell Award for Excellence in Undergraduate Teaching, 2006 (University of Chicago); Member, Institute for Advanced Study, 2000-01; Junior Fellow, Center for Hellenic Studies, 1996-97.

Representative Publications: Logeion, a lexicographical resource: logeion.uchicago.edu and Logeion for iOS; "Review Essay: On First Looking into the Digital Loeb LibraryD": CJ-Online: 2015.03.01; "‘Most likely to succeed’: Degree Adverbs Specifying Probability in Classical Greek." GRBS 54 (2014): 599-616; Word Order in Greek Tragic Dialogue, Oxford University Press. (2007) "On Unemphatic 'Emphatic' Pronouns in Greek: Nominative pronouns in Plato and Sophocles, Mnemosyne 2003.

Helma Dik's Response: The election questionnaire calls on candidates for office to reflect on “challenges and opportunities” for the field. Certainly the Publications and Research committee is greatly relevant here. I would like SCS to take a strong stand on open access to scholarship, on the one hand, and on the predatory pricing by certain large publishers on the other hand. We have a lot to learn from the sciences in this respect. While we should be vocal in advocating for faculty, students, and library budgets in the Humanities, the lucky few who are employed in their field of choice at the best-financed institutions should not be the only ones with access to important journals and databases; and SCS-supported or endorsed producers of such data ought not to have a monopoly on the questions users may bring to the data. Individuals can only go so far in choosing to make materials freely available and in seeking out open-access venues; SCS and its sibling societies can do much more as a collective. I hope to contribute to that conversation.

BOARD OF DIRECTORS (two to be elected)

Judith Evans-Grubbs

Betty Gage Holland Professor of Roman History, Emory University

Education: Emory University BA in English and Greek, 1978; Stanford University, Phd in Classics, 1987; American School of Classical Studies in Athens, regular member 1978-1979

Academic Positions: Sweet Briar College, Classical Studies Department: assistant professor 1987-1993, associate professor 1993-2000, professor 2000-2004 (Dept chair 1994-2004); Washington University in St Louis, Classics Department: professor 2004-2010 (Dept chair 2009-2010); Emory University, History Department: professor 2010-present; Director of Medieval Studies Program 2013-present.

Special Awards and Honors: NEH Summer Stipend 1988; National Humanities Center, Jesse Ball duPont Fellow 1993-1994; NEH Fellowship for College Teachers, 1997-1998 and 2004-2005; John Simon Guggenheim Fellowship, 2012-2013.

Representative Publications: Law and Family in Late Antiquity: the Emperor Constantine's Marriage Legislation (Oxford, 1995); Women and the Law in the Roman Empire: A sourcebook on marriage, divorce, and widowhood (Routledge, 2002); The Oxford Handbook of Childhood and Education in the Classical World, co-editor with Tim Parkin (Oxford and New York, 2013); "Abduction Marriage in Antiquity: a law of Constantine and its Social Context," Journal of Roman Studies 79 (1989), 59-83; "Between Slavery and Freedom: Disputes over Status and the Codex Justinianus," Roman Legal Tradition 9 (2013), 31-93.

SCS Service and Offices: Committee on Education, 1996-2000; Lionel Pearson Fellowship Committee, 2008-2011.

Judith Evans-Grubbs' Response: The biggest challenge facing the classics profession today is that facing all humanities programs in North American universities, indeed facing liberal arts education as a whole: surviving in a society that equates success with income and devalues intellectual achievements, while maintaining and perpetuating our academic integrity and the rigor of our discipline.

Classicists had to face these challenges much earlier than most disciplines, and developed effective strategies for fighting misconceptions about the importance of teaching ancient Greek and Latin and the study of classical culture. But we became accustomed to what an art historian colleague once called the "classicist cringe" and developed a circle-the-wagons mentality. While this successfully warded off attacks on classics programs, it also sometimes alienated us from faculty in other departments, because administrators played us against each other in a game of limited good. Now the wagon circle is much larger and the good even more limited. We need to join forces, as individuals and as an organization, with other disciplines and work together to advocate for the role of the humanities in a university that is not so much interdisciplinary as post-disciplinary. Classicists in the future will not just be teaching an occasional interdisciplinary class while in a Classics or History home. They will have to create a new space in broad-based "liberal studies" or "digital humanities" programs – and this space will be not only in the relatively small number of institutions that offer classics programs but in less prestigious universities, community colleges, libraries, and the world outside the academy. We must show them, as well as our colleagues in other departments and our administrations, that classicists can navigate and even take advantage of today's academic world by combining professional flexibility with the intellectual rigor produced by a strong training in Greek and Latin.

The SCS clearly recognizes the increasingly unstable academic world and knows that current graduate students and recent PhD's in Classics face very different prospects than those of us who are fortunate enough to hold secure tenured positions faced. We need to develop more annual meeting sessions like those recently devoted to supporting adjunct faculty and showcasing alternative careers for PhD's, and to expand the practice of joint SCS-AIA panels (my favorite sessions to attend) to involve other professional organizations in classics, history, literature, religion, philosophy and political science. We must continue outreach efforts both beyond and within the academy.

Anne H. Groton

Professor of Classics, St. Olaf College

Education: A.B. (Latin and Greek, distinction in Latin), Wellesley College, 1976; M.A., Ph.D. (Classical Studies), University of Michigan, 1977, 1982.

Academic Positions: University of Michigan, Teaching Assistant, 1977-80; St. Olaf College, Assistant Professor, 1981-91; Associate Professor, 1991-98; Professor, 1998-; Chair, Department of Classics, 1997-2012, 2014-; Director, Ancient Studies & Medieval Studies, 1992-2012, 2014-.

Special Awards and Honors: Phi Beta Kappa, 1975; First-Year & Predoctoral Fellowships, University of Michigan; Carl A. Mellby Memorial Lecture, St. Olaf College, 1985; NEH Fellowship for College Teachers, 1985-86; Associate Junior Fellowship, Center for Hellenic Studies, 1985-86; APA Award for Excellence in the Teaching of the Classics, 1995; Bernice L. Fox Classics Lecture, Monmouth College, 1997; CAMWS ovatio, 1999; Gertrude Hilleboe Award for Faculty Involvement in Student Life, St. Olaf College, 2007; Gail A. Burnett Lecture, San Diego State University, 2015; Ladislaus J. Bolchazy Pedagogy Book Award, 2016.

Five Representative Publications: Thirty-Eight Latin Stories, co-authored with James M. May (Bolchazy-Carducci, 1986; 5th ed. 1995); “Anger in Menander’s Samia,” AJP 108 (1987); “Rhyme, Women, and Song: Getting in Tune with Plautus,” Didaskalia 2.3 (1995); From Alpha to Omega: A Beginning Course in Classical Greek (Focus, 1995; 4th ed. 2013); Forty-Six Stories in Classical Greek, co-authored with James M. May (Focus, 2014).

SCS Service and Offices: Committee on the Performance of Classical Texts, 1991-94 (Chair, 1993-94); Committee on Education, 1999-2004; Joint Committee on the Classics in American Education, 2001-04; Committee on Awards for Excellence in the Teaching of Classics at the College Level, 2014-17 (Chair, 2016-17).

Anne H. Groton’s Response: Transitions can be unsettling. As the SCS gratefully bids farewell to Adam Blistein and welcomes Helen Cullyer as its new Executive Director, physically moving its headquarters from Pennsylvania to New York, one of the most important tasks of the Board will be to keep “business as usual” as usual as it can be under the circumstances. With the latest campaign now successfully concluded, it may also be an opportune time to reflect on what works well in the SCS and on what could use some tweaking. The host of generous donors to the SCS should feel confident that their money is being spent as prudently and effectively as possible, with wise oversight from the Board.

I think it is important for a member at large to approach service on the Board with an open mind and a willingness to listen to, learn from, and collaborate with others. The SCS represents educational institutions that are diverse not only geographically but also in terms of size, structure, student body, and mission. With the academic winds currently blowing at gale force against the humanities, many smaller, vulnerable classics departments are battling to stay afloat. At the same time we have, in some states and provinces, an alarming shortage of K-12 Latin and Greek teachers and very few licensure programs. In addition there is the on-going concern, already on the radar screen of the SCS, about the working conditions of contingent faculty, coupled with the elimination of tenure lines at schools facing financial pressures.

From my experience as Secretary-Treasurer of CAMWS, I know how easy it is to let these day-to-day worries dishearten us and sour our attitudes. Board meetings should not be gripe sessions or, even worse, therapy sessions. On the other hand, they should not be exercises in smug self-congratulation, either. They should be opportunities to discuss matters honestly, realistically, and efficiently, to devise creative solutions in the best interests of the SCS membership as a whole, and to celebrate together all the wonderful advances—scholarly, pedagogical, and technological—in our increasingly interdisciplinary and ever-relevant field. I would be honored to serve on the Board and would look forward to the chance to interact with colleagues from across North America.

Julia Dyson Hejduk

Reverend Jacob Beverly Stiteler Professor of Classics, Baylor University

Education: PhD and MA in Classical Philology, Harvard University, 1993 and 1991; BA in Classics, Princeton University, 1988.

Academic Positions: Baylor University: Reverend Jacob Beverly Stiteler Professor of Classics, 2016-; Professor of Classics, 2011-2016; Associate Professor of Classics, 2003-2011; University of Texas at Arlington: Associate Professor of Classics, 2000-2003; Assistant Professor of Classics, 1993-2000.

Special Awards and Honors: National Translation Award in Poetry (American Literary Translators Association), Longlist (semifinalist), 2015, and Outstanding Academic Title (one of four for Classics), Choice, 2015 (for The Offense of Love: Ars Amatoria, Remedia Amoris, and Tristia 2 [Univ. of Wisconsin Press 2014]); CAMWS President, 2011-12; CAMWS Ovatio, 2009; Mortar Board Circle of Achievement Professor, Baylor University, 2005 and 2004; CAMWS Southern Section President, 2002-2004; NEH Summer Institute, “Reading Virgil’s Aeneid in the Humanities Curriculum,” 1994; Derek Bok Center Certificate of Distinction in Teaching, Harvard University, 1992; Mellon Fellowship in the Humanities, 1988.

Five Representative Publications: The Offense of Love: Ars Amatoria, Remedia Amoris, and Tristia 2 (Univ. of Wisconsin Press 2014); “Death by Elegy: Ovid’s Cephalus and Procris,” TAPA 141 (2011): 285-314; “Jupiter’s Aeneid: Fama and Imperium,” CA 28 (2009): 279-327; Clodia: A Sourcebook (Univ. of Oklahoma Press 2008); King of the Wood: The Sacrificial Victor in Virgil’s Aeneid (Univ. of Oklahoma Press 2001).

SCS Service and Offices: Member, Development Committee, 2016-; Ambassador, 2014-2015; Member, Committee on the Status of Women and Minority Groups, 2010-13.

Julia Dyson Hejduk’s Response: How many professions can claim that every one of its members chose it for love? We know that Classics is a pearl of great price. The challenge is figuring out how to share that treasure as widely as possible, to encourage and protect those who seek it, and to foster cooperation and friendship at every level among those who have found it. In practical terms, what does this mean for the SCS, a largely volunteer organization with limited resources?

Those who know me will be aware of my affinity for (to put it charitably) plucking low-hanging fruit. As a Director, I would try to keep sight of our grand mission while advocating for relatively inexpensive, incremental improvements. For instance, more people will be able to come to the Annual Meeting if more papers are accepted; we could fill the program better by regularizing its time slots, so that rather than some papers getting a delivery-plus-discussion total of 21 minutes and others of 40 minutes, all would get 25 minutes (a system that has worked well at CAMWS meetings). I am delighted about the new travel grants for contingent faculty, the most vulnerable members of our profession; we could expand these even more. We could go further toward making our website a clearinghouse of information and inspiration: links to all colleges and universities with Classics programs; a prominent “Why Study Classics?” button to mollify/educate everyone from anxious parents to trigger-happy administrators; a site for uploading creative syllabi; stories of Classics alumni with jobs outside of academia.

Even as we start small, I think it’s also important to dream big. Somewhere there are people with large amounts of money, and the Directors—through conversations with members and discussions among themselves—should be ready with answers to the question, “What would we do with $10n?” What if we could help sponsor a Teach Latin for America, enlisting enthusiastic Classics graduates to plant Latin programs in school districts that lack them? Or engage underemployed MAs and PhDs in sustained outreach efforts to prisoners, veterans, or the elderly? You never know. In the meantime, we should strive to make the institution we have as helpful and welcoming a Gateway as possible.

Kirk Ormand

Professor of Classics, Oberlin College

Education: B.A., Carleton College, Classics, 1985; M.A., Stanford University, Classics, 1989; Ph.D., Stanford University, Classics, 1992; Exchange Scholar, Brown University, Classics, 1988-89.

Academic Positions: University of Rhode Island: Visiting Instructor of Languages, 1989; Massachusetts Institute of Technology: Visiting Instructor of Humanities, 1990; Connecticut College: Visiting Instructor of Classics, 1991-92; Oberlin College: Visiting Assistant Professor of Classics, 1992-93; Loyola University Chicago: Assistant Professor of Classics, 1993-1997; Oberlin College: Assistant Professor of Classics, 2001-2005; Associate Professor 2005-2012; Professor 2012-present; Chair 2005-2012.

Special Awards and Honors: John J. Winkler Memorial Prize, 1991; Gildersleeve Prize, American Journal of Philology, 1996. Solmsen Fellowship, Institute for Research in the Humanities, University of Wisconsin-Madison, 1998-99; Mellon 8 Research Grant, 2004-5; Elizabeth A. Whitehead Professor, American School of Classical Studies at Athens, 2007-08; WCC’s Barbara McManus Award, Women’s Classical Caucus, 2012; Oberlin College Teaching Award, 2013.

Five Representative Publications: Exchange and the Maiden: Marriage in Sophoclean Tragedy, (Austin, TX 1999); The Hesiodic Catalogue of Women and Archaic Greece (Cambridge 2014); “Foucault’s History of Sexuality and the Discipline of Classics,” in T. Hubbard A Companion to Greek and Roman Sexualities, (Malden, MA 2014) 54-68. Ancient Sex: New Essays (ed. with Ruby Blondell, Columbus, 2015); “Towards Iambic Obscenity,” in A. Suter and D. Dutsch, Obscenity in Ancient Greece and Rome (Ann Arbor 2015) 44-70.

SCS Service and Offices: Pearson Fellowship Committee of the American Philological Association, 2010-2012. Chair, 2012. Committee on the Status of Women and Minority Groups, American Philological Association. Terms 2002-2004, 2005-2007. Chair, 2004, 2005.

Kirk Ormand's Response: Classics has too long labored under the impression of being elitist, impractical, antiquarian, culturally limited and limiting. Our field is both more practical and more interesting than that. The most recent jobs outlook survey published by the National Association of Colleges and Employers lists the following skills among the five important, as rated by potential employers: a) decision making/ problem solving; b) verbal communication; c) planning, organizing, and prioritizing; d) obtaining and processing information. These skills, broadly speaking, are what we do. And yet, we have not succeeded in making that clear.

More importantly, the field of Classics has transformed itself in my lifetime, becoming increasingly geographically, chronologically, and culturally interdisciplinary. As a profession, however, we have failed to present an effective public face and to make these facts known. This is a priority.

At the same time, it remains a fact that the representation of racial and ethnic minorities among tenure-track faculty is appallingly low; and despite the fact that women outnumber men as students in undergraduate institutions nationwide, the percentage of PhD’s earned by women in Classics remains about 40%, the same percentage that the profession attained more than thirty years ago. This filter point happens at the level of graduate study: the most recent figures from the National Center for Research Statistics show that in 2014, women made up 54% of BA’s received in Classics; 45% of MA’s; and 42% of PhD’s. We need a revolution to combat these entrenched results, to encourage women and minorities to begin – and continue – the study of ancient Greek and Roman cultures and their interaction with N. Africa, the ancient West, the Near and even far East. And then we have to find those candidates jobs, provide adequate support for them, and make sure that the playing field is level when they come up for tenure.

How does the Board of Directors of the SCS bring about such a revolution? If I had an answer to this question, I would not be running for Board of Directors, I would be a candidate for Grand and Exalted Autocrat. What I can say is that, if elected, the issues I outline above will be my primary concerns, and that I will use my voice and vote to promote equity and openness in the field, and more effective public relations about our timely, dynamic discipline.

Patrice Rankine

Dean of the School of Arts and Humanities, Professor of Classics, University of Richmond

Educational History: Ph.D., Yale University, Classical Languages and Literatures, 1998; M.Ph., Yale University, 1996; M.A., Yale University, 1994; B.A., Brooklyn College, City University of New York, Ancient Greek, 1992

Professional Experience: Dean of the School of Arts and Humanities, Professor of Classics, University of Richmond, 2016-; Dean for the Arts and Humanities, Professor of Classics, Hope College, 2013-2016; Chair, Art & Art History, Hope College, 2013-2016; Professor, Greek and Latin Classics, Purdue University, 2013; Assistant Head, School of Languages and Cultures, Purdue University, 2007-2013; Associate Professor, Greek and Latin Classics, Purdue University, 2004-2013; Director, Interdisciplinary Program in Classics, Purdue University, 2004-7; Assistant Professor, Classics, Purdue University, 1998-2004; Instructor, Classics, Brooklyn College, 1996-8; Instructor, English, Bronx Community College, 1996-7; Instructor, Latin, New School for Social Research (New School University), 1997-8; Teaching Assistant, Classical Languages and Literatures, Yale University, 1994-6; Bibliographer, l’année philologique online, 1990

Awards and Honors: Enhancing Research in the Humanities Grant, Purdue University, 2013, $34,000; University Faculty Scholar Appointment, Purdue University, 2007-12, $50,000; Invited Professor, NEH Summer Institute, Classical Literature/Homer, with James Redfield, 2007, Grambling State University; NEH Summer Seminar Fellowship, Urban Brazilian Fiction, 2006; Frederick L. Hovde Award for Outstanding Faculty Fellow, 2005; Teaching for Tomorrow, Teaching Fellowship, Purdue University, 2004-5; Woodrow Wilson Foundation Career Enhancement Fellowship, 2001-2; Selected to teach for Purdue Study Abroad, Cambridge University, 2000, Fitzwilliam College; International Travel Grant to Nîmes, France, Purdue University, 2000; Excellence in Teaching Award, Purdue University, FLL, 1998-9; Andrew Mellon Dissertation Fellowship, Yale University, 1995; Andrew Mellon Graduate Fellowship, 1992-4

Five Recent Publications: Oxford University Handbook: Greek Drama in the Americas, co-editor with Kathryn Bosher, Fiona Macintosh, and Justine McConnell. Oxford University Press, 2015. (350,000 words) (2015); Aristotle and Black Drama: A Theater of Civil Disobedience. Waco: Baylor University Press, 2013. (323 pages); Ulysses in Black: Ralph Ellison, Classicism, and African American Literature. The University of Wisconsin Press. 2006. 272 pages; “From Anthropophagy to Allegory and back: A Study of Classical Myth and the Brazilian Novel.” In Greek Myth and the Novel Since 1989. Eds. Edith Hall and Justine McConnell, 2016.; “‘The World is a Ghetto:’ Postracial America(s) and the Apocalypse,” chapter for Houston Baker’s The Trouble with Post-Blackness, Columbia University Press, 2015.

Patrice Rankin's Response: My answer to how the Board of Directors should address opportunities and challenges facing classics in North America can be wrapped up in one word: engagement. We often think of engagement in terms of outreach, and this is important too. Outreach might include such low-lying fruit as having an accessible website, Twitter feed, Facebook page, and other high-traffic, social media sites. It includes interaction with students in K12 programs and their professors. As important as these aspects of the role of Classics today, however, engaging college leadership at every level matters: presidents, provosts, deans, and even career development centers. These are “sites” that we often neglect. These stakeholders influence the messaging of Classics programs, how students view the Classics in terms of market viability, and the degree to which we as classicists are at the table when important decisions are made. Because of my now longstanding place in academic leadership, I have been in a position to communicate our message to these stakeholders, as a kind of ambassador. Are classicists at the table when leadership questions are raised in the public imagination, such as the current presidential election process. Danielle Allen serves as one example of such engagement, but we have to find other examples, wherever they are, and promulgate these examples. Allen and others should be prominent figures in our media campaigns: sound bites, YouTube clips, and other media should be readily available as resources for our engagement with the public. Our outreach campaign not only needs to get younger, but it needs to become more diverse, both in human terms, and in terms of how we communicate. I would like to be part of the board because I believe my experiences and perspectives are unique. I would serve humbly and with an ear toward the perspectives of others.

GOODWIN AWARD COMMITTEE (one to be elected)

Emma Dench

McLean Professor of Ancient and Modern History and of the Classics, Harvard University

Education: BA (Hons.) First Class, Literae Humaniores, Oxford University, 1987; D.Phil., Ancient History, Oxford University, 1993.

Academic Positions: Hobart and William Smith Colleges: Intern in Classics (1987-8); Birkbeck College, University of London: Lecturer in Ancient History (1992-1998), Senior Lecturer in Ancient History (1998-2004), Reader in Ancient History (2004-05), Professor of Ancient History (2005-06), Stipendiary Research Professor of Ancient History (2007-09); Harvard University: Visiting Professor of the Classics and of History (2005-06), Professor of the Classics and of History (2007-2015), Visiting Professor of Business Administration, Harvard Business School (2015-16), McLean Professor of the Classics and of History (2015-).

Special Awards and Honors: Rome Scholar, British School at Rome (1991-2); Hugh Last Fellow, British School at Rome (1996); Cotton Fellow, Dr. M. Aylwin Cotton Foundation (1997-8); Member, School of Historical Studies, Institute for Advanced Study, Princeton (2002-03); Marquand Award for Excellent Advising and Counseling, Harvard University (2008); Harvard College Professorship (recognizing ‘outstanding contributions to undergraduate teaching, mentoring and advising’), Harvard University (2010-15); Loeb Classical Library Foundation Fellowship (2011-12); Everett Mendelosohn Award for Excellence in Mentoring Graduate Students, Harvard University (2015); Gray Lecturer, University of Cambridge (2016).

Five Representative Publications: Romulus’ Asylum: Roman Identities from the Age of Alexander to the Age of Hadrian (Oxford, 2005); From Barbarians to New Men: Greek, Roman, and Modern Perceptions of Peoples from the Central Apennines (Oxford, 1995); ‘Beyond Greeks and Barbarians: Italy and Sicily in the Hellenistic Age’, in A. Erskine (ed.), A Companion to the Hellenistic World (Oxford, 2003), 294-310; ‘The Roman historians and twentieth-century approaches to Roman history’, in A. Feldherr (ed.), The Cambridge Companion to the Roman Historians (Cambridge, 2009), 394-406; ‘The scope of ancient ethnography’, in E. Almagor and J. Skinner (eds.), Ancient Ethnography: New Approaches (New York, 2013).

SCS Service and Offices: Program Committee (2012-2015).

Emma Dench’s Response: The early twenty-first century offers unprecedented opportunities to spread the word about the exciting new discoveries, thoughtful and sometimes surprising reevaluations, and hard-won breakthroughs of our profession. The Charles J. Goodwin Award of Merit enables the Committee, as representatives of the broad professional community of Classics, to acknowledge, reward and promote excellence according to criteria that will sometimes overlap with those of the world at large and at other times will not. The Goodwin Award provides a much-needed occasion to celebrate classical scholarship in all its magnificent range. On a much more selfish level, I would, if elected, look forward to the opportunity to educate myself by reading deeply and widely across the discipline, which was very much my experience of the Program Committee.

Josiah Ober

Mitsotakis Professor in Humanities and Sciences, Stanford University

Education: Ph.D. University of Michigan, 1980; B.A. University of Minnesota, 1975

Academic Positions: 2006- present. Stanford University Mitsotakis Professor in Humanities and Sciences; 1990‑2006. Princeton University. Magie Professor of Classics. ; 1980‑1990 Montana State University. Department of History and Philosophy.

Awards/Honors: 2016. Society for Institutional and Organizational Economics. Douglass C. North Research Award (best book, last 2 years), for Rise and Fall of Classical Greece; 2015 Leventis Visiting Research Professor. University of Edinburgh; 2015 Seeley Lectures in Political Thought and Its History. Cambridge University; 2004-9 Center for Hellenic Studies (Washington DC). Senior Fellow; 2004-5 Center for the Advanced Study of the Behavioral Sciences Fellowship; 2000 Université Paris 1 Sorbonne. Professeur invité. Centre de recherche Gustave Glotz; 1997 Clare Hall, Cambridge. Visiting Fellowship; 1997 National Endowment for the Humanities Fellowship for University Teachers; 1996-97 John Simon Guggenheim Foundation. Fellowship; 1994 Charles Beebe Martin Classical Lectures. Oberlin College; 1989‑90 Center for Hellenic Studies Fellowship; 1989‑90 American Council of Learned Societies Fellowship; 1989 American Philological Association Charles J. Goodwin Award of Merit for Mass and Elite in Democratic Athens;

Publications: (all Princeton University Press); 2015. The Rise and Fall of Classical Greece. ; 2008. Democracy and Knowledge: Innovation and Learning in Classical Athens. ; 1998. Political Dissent in Democratic Athens: Intellectual Critics of Popular Rule. ; 1996. The Athenian Revolution. Essays.; 1989. Mass and Elite in Democratic Athens.

SCS Offices & Service; 2010-11 Nominating Committee; 2009 President; 2008-09 Professional Matters Committee; 2008-2011 and 1992-95 Board of Directors

Josiah Ober's Response: Classics in the 21st century remains a lively, serious, interdisciplinary field. The very best books and articles in our field advance our knowledge of the classical past and its heritage. Some of those very best works communicate to audiences beyond the community of classical students and scholars just how lively, serious, and interdisciplinary the field of classical studies really is. I suppose that it is works that not only add to classical knowledge, but also help to expand the ambit of those who care about it, are especially deserving of recognition.

NOMINATING COMMITTEE (two to be elected)

Antony Augoustakis

Professor of Classics, Department of the Classics, University of Illinois at Urbana-Champaign

Education: University of Crete, BA in Classical Philology 1994, summa cum laude; Brown University, PhD in Classics 2001

Academic Positions: 2001-11: Assistant to Associate Professor of Classics, Baylor University; 2011-15: Associate to Full Professor of Classics, University of Illinois at Urbana-Champaign

Special Honors and Awards: University of Illinois Langan Professorial Scholar (2016-19); SCS Teaching Excellence Award (2016); President of the Classical Association of the Middle West and South (2015-16); University of Illinois Centennial Scholar in the College of Liberal Arts and Sciences (2013-16); Visiting Fellow and Scholar in Classics, Corpus Christi College, Oxford (2008, 2014)

Publications: Statius’ Thebaid 8 (Oxford 2016), Oxford Readings in Flavian Epic (Oxford 2016), Flavian Poetry and its Greek Past (Brill 2014), Ritual and Religion in Flavian Epic (Oxford 2013), Motherhood and the Other: Fashioning Female Power in Flavian Epic (Oxford 2010)

SCS Service and Offices: Development Committee (2012-15); Friends of Classics Committee (2014-present); Secretary-Treasurer, Women’s Classical Caucus (2009-12); Editorial Board of Amphora (2010-13); Coffin Traveling Fellowship Committee (2007-10), Chair (2009-10); Minority Scholarship Committee (2004-7).

Antony Augoustakis’ response: The selection and recruitment of our colleagues in the profession who will hold key positions within the organization and will help it continue its vital role in the discipline of Classics is the area in which I hope to assist, if elected on the committee. Our profession has been changing, given certain undeniable challenges we are facing with budget cuts, decline in enrollments, scarcity of job opportunities in higher education. I strongly believe that we have always withstood the test of time, proving our continuing relevance under varied social and historical circumstances in the past two centuries. I trust that I am well equipped to serve on the Nominating committee with fairness and open-mindedness, as I have extensive experience of service in various capacities and especially in helping promote diversity in our profession.

Kathryn A. Morgan

Professor and Chair, Department of Classics, University of California, Los Angeles.

Education: B.A. Greek and Latin (summa cum laude), Bryn Mawr College, 1982; Ph.D. Classics, U. C. Berkeley, 1991.

Academic Positions: Professor of Classics, University of California at Los Angeles, 1995-present; Associate Professor, 1997- 2005; Assistant Professor 1995-1997. Assistant Professor of Classics, The Ohio State University, 1991-1995.

Special Awards and Honors: Visiting Spinoza Researcher, University of Leiden, Fall 2012; Stanley Kelley, Jr., Visiting Professor for Distinguished Teaching in Classics, Princeton University, 2007-2008; Loeb Classical Library Foundation Fellowship, 2005-2006; American Philological Association Distinguished Teaching Award, 2004; UCLA Distinguished Teaching Award, 2004; Visiting Senior Research Fellow, Jesus College, Oxford, 1999-2000; George A. and Eliza Gardner Howard Foundation Fellowship, 1999-2000; University of California President’s Research Fellowship in the Humanities, 1999-2000; Junior Fellow, Center for Hellenic Studies, 1995-1996.

Select Publications: Pindar and the Construction of Syracusan Monarchy in the Fifth Century B.C. (Oxford University Press, 2015); “Plato and the Stability of History” in Greek Notions of the Past in the Archaic and Classical Eras. History Without Historians, edd. Marincola, Llewellyn-Jones and Maciver, Edinburgh 2012: 227-252; Popular Tyranny. Sovereignty and its Discontents in Ancient Greece [edited book] (University of Texas Press, 2003); Myth and Philosophy from the Presocratics to Plato (Cambridge University Press, 2000); “Pindar the Professional and the Rhetoric of the ΚΩΜΟΣ,” CP 88 (1993): 1-15.

SCS Service: Teaching Excellence Awards Committee, 2008-2011; Program Committee, 2005-2007; Board of Directors, 2011-2014.

Kathryn A. Morgan's Response: I am excited by the prospect of serving on the Nominating Committee, a role that seems to me to a natural outgrowth of my previous SCS service. The Nominating Committee has a crucial role to play in ensuring the widest possible participation in the activities of the SCS: we need to make sure that scholars in the earlier parts of their careers are given opportunities to engage, that committee members come from diverse geographical areas, that both public and private institutions are represented. My perspective on Classics in North America is filtered through twenty-five years of service as a teacher, scholar, and administrator at two large public research universities with interdisciplinary departments. I have seen how exposure to Classics can be a life-changing and enriching experience for students from incredibly diverse backgrounds; my most passionate commitment is, therefore, to preserve and expand the ability of Classics departments to speak to these students and through them to our wider communities. The current slate of candidates for the Nominating Committee ensures that the Society will be well-served whatever the outcome of the election. I look forward to advancing its goals in whatever way I can.

Patricia A. Rosenmeyer

Professor of Classics, University of Wisconsin-Madison

Education: Princeton University, Comparative Literature Ph.D. 1987; King’s College, Cambridge University, Classics B.A. 1982; Harvard University, Classics B.A. 1980.

Academic Positions: Professor, University of Wisconsin-Madison, 2000-present; Associate Professor, University of Wisconsin-Madison, 1997-2000; Assistant to Associate Professor, Yale University 1990-96; Assistant Professor, University of Michigan 1986-90.

Honors and Awards: Loeb Classical Library Foundation Fellowship (2010); WCC Award (2004); NEH Summer Stipend (2000); Fellow, UW Institute for Research in the Humanities (1998); NEH Fellowship (1992-93); Visiting Scholar, Pembroke Center for Teaching & Research on Women (1990-91); ACLS Grant-in-Aid (1988-89); H.W. Dodds Dissertation Fellowship (1985-86); de Karman Fellowship (1984-85); Honorary Senior Scholarship, King’s College (1982); Marshall Scholarship (1980-82); PBK (1979).

Representative Publications: “Poetic Cargo: Meleager’s Message to Phanion (AP 12.53) Arethusa 47 (2014) 321-38; Epistolary Narratives in Ancient Greek Literature (co-ed. with O. Hodkinson) (Brill 2013); “Sappho’s Iambics”, Letras Classicas 10 (2011) 11-36; “Greek Verse Inscriptions in Roman Egypt”, Classical Antiquity 27 (2008) 333-57; Ancient Epistolary Fictions: the Letter in Greek Literature (Cambridge 2001).

SCS Service: APA/AIA Joint Committee on Placement (2005-08); Goodwin Award Committee (2005-08)

Patricia A. Rosenmeyer’s response: Many of us are confronting falling enrollment numbers in language courses as well as in general humanities courses; maintaining open dialogue through the SCS website, K-12 outreach, annual meetings, and conferences is helpful as we try to keep our humanities communities vibrant for future students and colleagues. The SCS is fortunate in having a group of dedicated and hard-working members who contribute according to their specific skills and interests, and engage in ongoing constructive discussions about the opportunities and challenges facing the profession today. The Nominating Committee has the unique ability to effect change within the SCS communitiy by inviting as diverse a pool of candidates as possible to stand for office. The more variety (age, status, gender, specialization, etc.) we can inject into the organizational leadership, the more constituencies we will be able to represent well, and the healthier the organization will be as a whole. I look forward to working with committee to identify and recruit an exciting slate of potential candidates.

Stephen White

Professor of Classics, University of Texas at Austin

Education: B.A. and M.A. University of Illinois l978 and l980; Ph.D. University of California, Berkeley 1987.

Academic Positions: Assistant Professor, Carleton College 1987; Assistant Professor to Professor, University of Texas at Austin since 1988; Department Chair 2007-13.

Awards and Honors: NEH Summer Stipend; ACLS Fellowship; Institute for Advanced Studies.

Representative Publications: Sovereign Virtue: Aristotle on the Relation Between Prosperity and Happiness (1992); “Socrates at Colonus: A Hero for the Academy” in Socrates on Reason and Religion (2000); “Io’s World: Intimations of Theodicy in Prometheus Bound” JHS 121 (2001); “Milesian Measures: Time, Space, and Matter” in The Oxford Handbook of Presocratic Philosophy (2008); “Philosophy After Aristotle” in Blackwell Companion to Hellenistic Literature (2010).

SCS Service and Offices: none.

Stephen White's Response: Seeing the annual slate of SCS nominees and reading through these statements is always heartening. The abundance of talents, vision, and energy on offer is a tribute to the vitality of our profession, and the wide range of backgrounds and expertise an encouraging sign for our prospects too. Such abundance also makes the task of this committee relatively straightforward, and the subsequent balloting virtually cost-free. So I don’t foresee any big challenges on this front beyond a call for clear-eyed diligence in finding willing candidates among our very capable ranks: members who can afford to give some of their time and energy to help chart our course and trim the sails through the next few years. To answer the question at hand, then, what should this committee do to address the challenges facing our profession today, or lurking just over the horizon: more of the same, and continually more of the new and different too. More of the same dedication, experience, and attention to our inherent and evolving disciplinary pluralism, and also more fresh voices and new hands to steer the good ship SCS, newly rechristened, steadily forward.