pedagogy

By Liz Penland | June 8, 2018

Hackathons, events where software developers gather together to create in community a usable piece of computer programming in a short frame of time, are common occurrences in tech circles. One hosted this past February by the College of the Holy Cross, however, was the first time I’d seen this type of group work applied to translating ancient manuscripts.

By Ayelet Haimson Lushkov | May 28, 2018

A Day in the Life of A Classicist is a monthly column on the SCS blog, celebrating the working lives of classicists. In this month’s edition, we speak with Hamish Cameron, who is a digital humanist, game designer, and lecturer in Classical and Medieval Studies at Bates College.

I’m an ancient historian who specializes in the Roman Near East, ancient geography, and borderland theory. I am beginning to branch into the reception of the classical world in contemporary pop-culture, especially games and movies.

By Christopher Bungard | May 14, 2018

Our second post from the SCS’ Committee on Ancient and Modern Performance (CAMP) explores how to bring a translation to life on the stage through interdisciplinary work.  

By Ann Patty | April 6, 2018

In the third post in our independent scholars series, Ann Patty discusses her late in life discovery of Latin and her love of learning, teaching, and promoting Classics. 

I began to learn Latin as I approached the age of 60. After the recession of 2008 my highly leveraged company forced me into early retirement. I had been an editor and publisher for thirty-five years, an all-consuming career that kept my mind engaged and provided me with a community, a passionate purpose and a strong identity. Suddenly all those things were taken away. I retreated full-time to my country house, also forfeiting my identity as a New Yorker. I became an exile. I had participated in the chattering classes my entire adult life. On my rural plot of land in the Hudson Valley, the only chattering to be heard was that of chipmunks and squirrels. I needed words.

By Celia Schultz | March 12, 2018

Authors: Celia E. Schultz (University of Michigan), Carole E. Newlands (University of Colorado), Ruth R. Caston (University of Michigan)

By Andaleeb Badiee Banta | March 5, 2018

By Andaleeb Badiee Banta (Curator of European and American Art, Allen Memorial Art Museum, abanta@oberlin.edu) and Christopher Trinacty (Associate Professor of Classics at Oberlin College, ctrinact@oberlin.edu)

By Adrienne K.H. Rose | February 23, 2018

By Adrienne K.H. Rose

In her monthly column, Prof. Adrienne K.H. Rose explores issues surrounding translation within Classics. In her first edition, she addresses the challenges of picking the “right” Catullus translation. What does “right” even mean when choosing a translation for class?

Choosing the “right” translation of any Classical author for the classroom is a challenge for most teachers. What is “right” can often be dependent upon factors such as availability and pricing, particularly for students with a textbook budget. For a popular, much-translated poet like Catullus there is a wealth of English-language translations to choose from. Catullus is antiquity’s most modern poet.

By Sara L. Hales | February 15, 2018

Content Warning: The following post discusses classical narratives about sexual assault. Please note that the thoughts and opinions of SCS blog contributors are their own. 

Classics graduate student Sara L. Hales (University of Iowa) and Assistant Professor of Classics Arum Park (University of Arizona) explore how we read, discuss, and teach classical rape narratives in the midst of the #metoo movement.

By David Fredrick | December 30, 2017

Ongoing discussions in academic circles about the value and purpose of 3-D immersive technologies have lately been sharpened by the emergence of consumer-ready VR and inexpensive game engines, especially Unity. One side of that discussion asserts that, in an academic context, these technologies are primarily valuable to the extent that they advance serious scientific and data visualization research. Others maintain that game design and “play” more broadly are equally important, and can transform how we teach many subjects. One approach does not exclude the other, of course, but my own experience has convinced me of the exciting potential of the latter, play-based, mode. For classicists, interdisciplinary as we are, the 3-D interactive future of research and teaching beyond textbooks holds important opportunities, especially if we take an active, collaborative role in shaping that future.

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