2021 SCS Award for Excellence in Teaching Classics at the College and University Level: Award Citations

Congratulations to our 2021 award winners again! You can view the full award citations by clicking on the links below:

Deborah Beck

Richard Ellis

Wilfred Major

Brett Rogers 


Deborah Beck, Associate Professor at the University of Texas at Austin

The sound of a recorder introduces a student created podcast, Sophocles’ Antigone, in 2019. The host deftly introduces herself, credits the composer and musician, and then goes on to recap what has already happened in the Sophocles’ tragedy. The host gracefully alternates between delivering the Greek and a running translation and interpretation. Along the way, she references Bertolt Brecht’s 1948 Nazi-inspired Creon, reflects on her initial reading of Creon’s speech as “Teacher of the Day,” and offers a new more complex and nuanced reading of the speech.

This podcast project is just one example of Professor Deborah Beck’s creativity in designing engaging assignments with authentic audiences and issues. As part of the same course, each student is assigned to lead the class as “Teacher of the Day,” in which they choose what to focus on, lead the class in translating the text, and devise discussion questions and classroom activities. Her Classical Mythology course focuses on ethics and leadership, and she uses discussion boards, iClickers, and response papers to ask students to apply the ethics concepts from class to a modern or personal problem.

The podcast project also reveals her care in constructing each assignment so that students have a clear framework and model how to produce an elegant podcast. Her syllabus for upper-level Greek also organizes a series of papers—a close reading of a passage, a response to a scholarly article—that prepare her students to produce a final research paper.

Besides the creativity, engagement, and scaffolding that are so evident in her syllabi and in student comments, Professor Beck is known for her “laser focus on self-reflection in her teaching.” When a colleague was asked to teach the graduate level Greek survey for the first time, Professor Beck not only shared her syllabus, assignments, glossed passages, and in-class activities, but she also shared the notes she had left for herself how to revise each aspect of the course the next time she taught it. Similarly, she asks students to give feedback to the professor and to articulate goals for themselves. And after her grad students have presented a scholarly article to the class, she asks them “what can you learn from this for your own work?”

Finally, it is clear that Professor Beck cares about the big picture, how to be comfortable with shades of gray, how to have dialogue with those whose opinions differ from yours, how to change your mind in light of new information, and how to admit you are wrong without being defensive. Her August op-ed in the Austin American-Statesman reminds us that we may experience a “rush of feelings” as we return to school during a pandemic and the importance of relying on each other to understand the material we are studying together. One student comment sums up Professor Beck’s impact: “I appreciate the space you’ve created for discussions but also the manner that you place your reasoning and [show your] understanding for everyone’s point of view, and really what it means to be human.

We are honored to recognize Deborah Beck for her outstanding teaching with the SCS’s 2021 Award for Excellence in Teaching of the Classics at the College and University Level.

[back to top]

Richard Ellis, Continuing Lecturer at the University of California at Los Angeles

What sets Richard Ellis apart is his ability to care for his students, whether first generation or students of color, and to recruit students into Classics – not just as a major or minor, but as a way to enhance and integrate into other fields the student cares about. Professor Ellis connects with his students through comparative material, such as Walcott’s Omeros or The Warriors (1979) (paired with the Anabasis). He reaches out to his students. He will prepare his classroom with images of athletes on the walls for the first day of “Ancient Athletics”, throw a pizza party for a Xenophon class, take students to a Greek play, or meet for a weekly Sunday “Zoom brunch” during lockdown. When he knew that lockdown alienation was keenly felt, he designed collaborative assignments that required students to meet online. He is the kind of person who remembers every student’s sports team. One alumna, a first-generation college student, remembers his unstinting support: “People judge me based on looks, and when I speak Spanish, they automatically assume that I was not ‘good enough’ to be a student at UCLA. Professor Ellis helped me squash that fear of mine because he believed in me…He told me that I have no reason to be afraid of failure because I am successful. It is rare for a professor to make an effort to get to know their students and ensure that they are thriving.”

Professor Ellis works hard to help his students thrive. He is known for his engaging classes. His lectures have been described as “transfixing, hypnotic, and captivating”. One student remembers “his courses [made] me feel like I was 12 years old again, pouring over a family tree of the Greek gods and wishing I could sink fully into that world. All of a sudden, Greek was not an incomprehensible wall that barred that world, but an opening.” One of Professor Ellis’s many innovative assignments asks to write a Pindaric ode to a modern athlete: “hymn their victories and triumphs over fate with poetic grandeur! But don’t invite phthonos!” Students receive a list of Pindaric elements to mimic, from personification to “gnomic, proverbial statements about the nature of existence” and even a modest sample ode composed by Professor Ellis himself, in honor of David Beckham (“curler of balls, feigner of injuries…never was your hair out of place. May the withering/nemesis of the boastful, Alopecia, stay far away”). Not only was this assignment fun and engaging, it also had a high impact on student learning, as he notes: “Their creative ventriloquizing of Pindar played as important a part in preparing the sophistication of their final papers.” It is no surprise that students frequently comment that his classes drew them towards Classics.

We are honored to recognize Richard Ellis for his outstanding teaching with the SCS’s 2021 Award for Excellence in Teaching of the Classics at the College and University Level.

[back to top]

Wilfred Major, Associate Professor at Louisiana State University

Three simple goals define Professor Wilfred Major’s teaching and pedagogy: digital materials, accessibility, a willingness not just to tinker with his courses, but a full-throated openness to revision to expand the canon to the entire history of the Greek speaking world. Professor Major engages students where they are at, including texts that appeal to the entire range of human experience, giving them space to articulate their ideas, and regularly asking them to tackle research topics that have not been covered in the course. Two pedagogical projects are especially noteworthy, each inspired by a simple question.

The first question was by a student: “What happened to the Greeks? Did they become extinct?” We may laugh at such a question, or cry, but our profession frequently discontinues the story of Greek history and culture after the rise of Alexander, or at best with the Second Sophistic. Professor Major decided to take this student’s question seriously and rebuilt his Greek Civilization course in a brilliant and daring fashion. He extended the chronological parameters of the course into late antiquity and the Byzantine world to the Ottoman empire and independence. He expanded the topics covered to include texts that would appeal to doctors, engineers, filmmakers, scientists, and theologians. By opening up the chronological and generic parameters of the course, he reaches students with many varied interests and majors. As a result, his Greek Civ course surpasses Classical Mythology in enrollment.

The second question we have all heard, “Why is Greek so hard?” In response to this question, Professor Major has written an online Open Educational Resource, Ancient Greek for Everyone, that introduces Greek for a 21st century audience and makes it affordable and accessible for everyone. Beginning with the most frequently encountered vocabulary and grammar (e.g., -mi verbs and 3rd declension nouns), he has crafted an online textbook with an easy-to-read format, lucid explanations, illustrative examples, straightforward exercises, and readings from classical and biblical texts, with plans to add readings from other eras and genres as well. He has published a series of articles outlining the pedagogical principles of his approach to beginning Greek. And he has organized countless workshops at both national and regional classics conferences, opening up the conversation for many others to consider new ways to teach Greek.

 Professor Major’s students regularly praise his openness to listen to their ideas, his commitment to ask “impossible questions” (questions that have no answer), his skill at prompting small group discussion to let students to work out their position prior to full class discussion, and his willingness to guide student research on an immense range of topics—from the divine liturgy of John Chrysostom and Aristotle’s Categories and Prior Analytics to military manuals and Dante’s idea of allegory. As one student explains, “Dr. Major’s personality is open and lively which contributes to the fun and [the] relaxed classroom environment, but the biggest factor is his respect and empathy for students.”

We are honored to recognize Wilfred Major for his outstanding teaching with the SCS’s 2021 Award for Excellence in Teaching of the Classics at the College and University Level.

[back to top]

Brett Rogers, Professor at the University of Puget Sound

Brett Rogers believes that Plato’s Academy sought to accomplish something fundamental that we still value in the university today: to help students cultivate the critical tools for becoming responsible members of their community. His style of teaching encourages students not to opt out of the world, but to live more intensely in it, as he challenges them to become a better version of themselves. He actively seeks out relevant personal experiences, knowledge from other disciplines, and connections to students’ daily lives. Students remark on his masterly discussion leading. “He often pushed discussions,” notes an alumnus, “to more meaningful places with succinct Socratic questions, involved students by connecting the current topic to their own major and asked us to consider how the ancient text might apply to contemporary concerns”. Professor Rogers provides a safe space to discuss complex and challenging issues, treating sensitive topics with care and concern, and showing, as another student writes, that he “cared about our mental and emotional needs as students.”

One of Professor Rogers’ high impact techniques is to ask students to imagine themselves back in antiquity and think about course themes like “freedom,” timê, kleos or parrhesia. The essay prompts for his first-year seminar “Athens: Freedom and the Liberal Arts” include taking the role of a fictional Athenian woman and responding to Pericles’ exhortation to women in Thucydides 2.45 or reflecting on whether Plato’s Republic could be both free and just. Students role play as they perform their own Dionysia as a class, act out books 9-12 of the Odyssey, or create their own version of a Greek tragedy. Many comment on the two weeks they spend playing “Athens in 403,” a Reacting to the Past game. One writes about what he noticed as a writing advisor in the university writing center: “I watched [his students] write and deliver speeches, conspire with each other to effect in-game political change, and think critically about the role and power of rhetoric”. Another notes simply, “I learned how to write at the college level” from Professor Rogers.

Professor Rogers is dedicated to his students. At the start of his courses, he makes it clear that he will work as hard as he asks them to, and students notice. “The more energy you put into class the more energy he puts into you.” “Never have I met a professor more invested in student growth!” “He was intentional about connecting me to resources, validating my experiences as a first-generation student, and encouraging me to pursue my own research interests”. These efforts extend far beyond the classroom. Professor Rogers has directed several dozen senior theses and half a dozen summer projects, led a study abroad trip to Greece (described by a student as “one of the most impactful and challenging experiences of my time as an undergrad”) and served as advisor for board game clubs and role-playing clubs focused on Classical Reception. And everything is done with good humor, including his famous “fun outfits” on Fridays.

We are honored to recognize Brett Rogers or his outstanding teaching with the SCS’s 2021 Award for Excellence in Teaching of the Classics at the College and University Level.

[back to top]

Categories

Follow SCS News for information about the SCS and all things classical.

Use this field to search SCS News
Select a category from this list to limit the content on this page.

Announcing SOURCES IN EARLY POETICS, a new book series published by Brill

Online launch and roundtable: 16 March 2022 (1:30 PM – 3:00PM EDT)

View full article. | Posted in General Announcements on Wed, 02/02/2022 - 11:12am by .

The Department of the Classics at Harvard announces the following opportunities and initiatives designed to advance our community’s goals of diversity and inclusion:

Harvard Classics Scholars-in-Training Summer Program (for high school students (Remote) or undergraduates (In Person) Application deadline is Friday, February 25, 2022 by 11:59 p.m. EST.

View full article. | Posted in Summer Programs on Wed, 02/02/2022 - 10:55am by .

Final Reminder: Revised 9/23/21 with updated submission deadline of Friday, February 18, 2022.

As previously announced, Patrice Rankine and Sasha-Mae Eccleston will serve as guest editors of a future issue of TAPA with the theme of race, racism, and Classics (issue 153:1, to appear April 2023). Their detailed call for papers, along with submission instructions, follows.

Covid-19 and the global Movement 4 Black Lives have highlighted the extent to which racism is a public health emergency whose reach extends across the Black Atlantic and far beyond. In light of these deeply imbricated developments, this volume becomes even more timely.

Race and Racism: Beyond the Spectacular

"…the “cultural logic” of lynching enables it to emerge and persist throughout the modern era because its violence “fit” within the broader, national cultural developments. This synchronicity captures why I refer to lynching as “spectacular”: the violence made certain cultural developments and tensions visible for Americans to confront."

       Jacqueline Goldsby, A Spectacular Secret: Lynching in American Life and Literature

View full article. | Posted in Calls for Papers on Mon, 01/31/2022 - 1:37pm by .
ACLS logo

Please join us on Monday, February 14, 2022, at 4:00-5:30pm EST, for a career webinar for PhDs and graduate students on K-12 teaching (registration required).

ACLS will offer a virtual presentation for PhDs and graduate students to learn about teaching roles in K-12 schools during a Q&A with people representing K-12 independent and public schools.

We hope this will prepare anyone interested in applying to K-12 independent and public schools for Fall 2022 teaching roles, which are advertised primarily in winter. Teaching at public schools is a less immediate option because of certification and degree requirements which vary by state, so most of our panelists teach in independent schools, which don’t require certification.

View full article. | Posted in Conferences, Lectures, and Meetings on Fri, 01/28/2022 - 9:33am by .

In 2022 the Society for Classical Studies (SCS) will again award the David D. and Rosemary H. Coffin Fellowship for study and travel in classical lands.

The Fellowship is intended to recognize secondary-school teachers of Greek or Latin who are as dedicated to their students as the Coffins themselves by giving them the opportunity to enrich their teaching and their lives through direct acquaintance with the classical world.  It will support study in classical lands (not limited to Greece and Italy); the recipient may use it to attend an educational program in (e.g. American Academy, American School) or to undertake an individual plan of study or research. It may be used either for summer study or during a sabbatical leave, and it may be used to supplement other awards or prizes.

You can read more about this fellowship here: Coffin Fellowship Flyer or for full details and instructions please visit the David D. and Rosemary H. Coffin Fellowship page. Materials must be received no later than 5:00 p.m. (Eastern Time) on Thursday, February 17, 2022.

---

View full article. | Posted in SCS Announcements on Thu, 01/27/2022 - 8:16am by Helen Cullyer.

Digital Ancient Rome

An NEH Summer Seminar for K-12 educators

Digital Ancient Rome is an NEH Summer Seminar for K-12 educators that will give teachers an opportunity to learn about important examples of Roman art, architecture, and archaeology through a broad range of digital resources. One of the most exciting things for students who study ancient Rome is that so many physical aspects of its civilization survive to this day. It is not just an ancient history that we know through texts. The surviving material remains—small artifacts, sculpture, paintings, mosaics, public monuments, neighborhoods, and whole cities—tell a variety of stories about the ancient world, and they bring history to life in a way that students find compelling.  

Dates: July 18-29, 2022

Place: Gustavus Adolphus College, St. Peter, Minnesota

View full article. | Posted in Conferences, Lectures, and Meetings on Wed, 01/26/2022 - 8:40pm by Helen Cullyer.

Congratulations to our 2021 award winners again! You can view the full award citations by clicking on the links below:

Deborah Beck

Richard Ellis

Wilfred Major

Brett Rogers 

View full article. | Posted in Awards and Fellowships on Tue, 01/25/2022 - 2:11pm by Helen Cullyer.

Congratulations again to our 2021 winners! You can read the full award citations for each prize winner by clicking on the names below:

Jessie Craft

Mathew Olkovikas

Margaret Somerville


View full article. | Posted in Awards and Fellowships on Tue, 01/25/2022 - 1:48pm by Helen Cullyer.

CFS: Ancient Leadership Series for SAGE Business Cases

Since 2018, SAGE Business Cases (SBC) has been inviting authors to contribute to its Ancient Leadership series. This year’s series will explore ideas and examples of “Followership” through history, mythology, philosophy, and material culture.

View full article. | Posted in Calls for Papers on Mon, 01/24/2022 - 6:23pm by Helen Cullyer.
CAC logo in French and English

The Classical Association of Canada has extended its call for papers for its annual conference until February 7, 2022.

You can read more about the conference at this link: https://www.uwo.ca/classics/news/conferences/cac2022.html

The full CFP can be downloaded here: Call for Papers

View full article. | Posted in Calls for Papers on Mon, 01/24/2022 - 6:07pm by Helen Cullyer.

Pages

Latest Stories

SCS Announcements
SCS Announcements
Symposium Cumanum – Call for Proposal
Conferences, Lectures, and Meetings
JOIN TAPA FOR A VIRTUAL OPEN

© 2020, Society for Classical Studies Privacy Policy