Elizabeth Heintges (Columbia University)
Collaboration on both a macro- and micro- scale: as we begin to reconnect with one another after a long year (and more) of isolation, this absolutely has the chance to be the moment where we put aside more individualistic models of scholarship or graduate education (which can ultimately contribute to narrowing) and think more collaboratively; strength through community-building [n.b.: collaboration as integral to STEM as well as in many non-academic fields; something we might consider integrating early on in undergrad education or grad training].
In particular, this is crucial for bridging divides between archaeology and philology or between Classics and other fields in the humanities. Team-teaching pedagogy colloquium led by ancient studies grad students from across sub-fields; collaborative work on collections with not just scholars in other sub-fields but also librarians, curators, and archivists whose contributions are often not valued.
Ways to build these bridges? In terms of training/education, possible examples of interdisciplinary majors for undergraduates (at my undergraduate institution, Classics-Religion and Classics-Theater were both well-established interdisciplinary majors that created close ties between these departments), interdisciplinary certificates for PhD students — individually tailored to encompass a wide array of possible methodologies or specialties, can help graduate students pursue interests that might not be represented by faculty within their home departments (and introduce them to scholars and preexisting work in the field). Part and parcel here is also recognizing that only a small number of PhD students will go on to obtain permanent positions in our field; as such, graduate programs could be more open to students' unique/cross-disciplinary interests—ones that may also open doors to other lines of work within/outside of the academy.
Can also create coalitions between smaller programs in the humanities (many of these are already in operation at smaller schools/ SLACs) in the form of team-taught courses, interdisciplinary majors (as mentioned above), workshops, etc. This not only broadens disciplinary boundaries in a responsible and respectful way, but channels academic energies throughout the humanities, rather than creating pool of excess labor (from employment Point of view) and perhaps helps stem the tide against the threats to the humanities — active conversations and shared work as a way to justify our continued existence.
Collaboration on micro-level can include affording opportunities to work with students and collaborative research with undergraduates (and I can speak to my own experience), thinking through how everyone in an academic community has a role, not just those in a position of relative power/privilege. We must also increase investment from undergraduates, in order to promote equity.
How does this all improve Classics? Collaboration deals with the oversupply problem and can build coalitions not just within academia but outside of it, so that undergrad/grad students feel empowered to pursue a variety of opportunities since recourse to "western Civilization" as a means of attraction is no longer sustainable.