Career Enhancement Fellowship for Junior Faculty

MISSION

The Career Enhancement Fellowship Program seeks to increase the presence of minority junior faculty members and other faculty members committed to eradicating racial disparities in core fields in the arts and humanities. The Fellowship, funded by the Andrew W. Mellon Foundation, supports the Mellon Foundation's mission to strengthen, promote, and, where necessary, defend the contributions of the humanities and the arts to human flourishing and to the well-being of diverse and democratic societies.

ABOUT THE PROGRAM

The Fellowship, funded by the Andrew W. Mellon Foundation, provides each Fellow with a six-month or one-year sabbatical grant; a research, travel, or publication stipend; and participation in an annual conference/retreat. A total of 30 Fellowships are awarded each year.

  • A stipend of up to $30,000 will be sent to the institution.
  • A grant of up to $1,500 for research, travel, or publication will be sent to the Fellow.
  • The Fellow’s institution is expected to supplement the Career Enhancement Fellowship stipend so that the Fellow receives his/her academic salary.
  • The Fellow’s institution is expected to provide yearly health and benefits coverage
  • The award cannot be transferred to another institution. It will be sent to the institution that the applicant indicates when applying for the Career Enhancement Fellowship.

Application instructions can be found here and the application can be found here.

ELIGIBILITY

WHO SHOULD APPLY?
  • Mellon Mays Undergraduate Fellowship Programs alumni
  • Minority junior faculty: African Americans, Latinos and Latinas, Native Americans, and Native Alaskans
  • Junior faculty with a demonstrated commitment to eradicating racial disparities, breaking down stereotypes, and promoting cross-racial understanding in their university communities.

APPLICANTS MUST MEET THE FOLLOWING CRITERIA:

  • currently in the third year of the tenure-track teaching appointment when applying (the award is distributed in the fourth year of the tenure track);
  • teaching in one of the designated fields (see fields here); and
  • able to accept the Fellowship in the upcoming academic year.

While all faculty members who meet these criteria may apply, strong preference is given to those who have been Mellon Mays Undergraduate Fellows.

Application deadline is October 26, 2018.

MORE INFORMATION

For more information about the program and application materials, contact:

careerenhance@woodrow.org

Ritu Mukherjee | Mellon Program Associate

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(Photo: "library" by Viva Vivanista, licensed under CC BY 2.0)

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AIA and SCS are pleased to announce the first-ever joint harassment policy for the AIA-SCS Annual Meeting. A joint AIA and SCS working group, including staff and officers of both organizations, developed the policy in response to events at the 2019 annual meeting and at other academic conferences, including the meeting of the Society for American Archaeology. The working group took into account feedback that AIA and SCS received via email, social media, and the annual meeting survey from members and attendees after the San Diego meeting. The group also considered policies and best practices in place at other scholarly societies. The policy has been reviewed by legal counsel representing AIA and SCS, and approved by the AIA Executive Committee and SCS Board of Directors.

The policy applies to all annual meeting attendees. Registrants will be asked on the registration form to check a box on that form indicating that they have read and will abide by the terms of the policy. We will also share the policy with our annual meeting hotels as part of ongoing collaborations designed to foster mutual respect among all involved in any capacity with the annual meeting.

View full article. | Posted in SCS Announcements on Tue, 09/03/2019 - 8:39am by Erik Shell.

In March of 2019, Jordan Peele's Us was released in theaters. Much like his previous project, Get Out (2017), Us took the horror world by storm. Unlike Get Out, whose direct references to U.S. racism were the foundation of the plot, Peele left Us intentionally vague; allowing for a flurry of online theories to be born as to what his intended meaning may have been. To those with a knowledge of ancient philosophy, however, Us appeared to be a modern horror version of Plato's allegory of the cave.

View full article. | Posted in on Thu, 08/29/2019 - 5:28pm by Justin Lorenzo Biggi.

As the new term approaches and gets underway, the SCS Blog is bringing you fresh perspectives and actionable ideas on teaching the languages, history, and material culture of the ancient Mediterranean.  Try something small — or something big — to kickstart your course!

τίς δ’ οὐχὶ χαίρει νηπίοις ἀθύρμασιν;

Who does not find delight in childish amusements?

Euripides, Auge fr. 272 TrGF

Anyone who has taught an introductory language class is familiar with the age-old challenge of keeping students active and engaged, especially when these courses tend to meet four to five times a week in the morning. This challenge becomes particularly acute for morphology-heavy beginning courses in ancient Greek and Latin, where “drilling” declensions and conjugations has long been a staple. In short: I don’t think I’m saying anything controversial in suggesting that it is easy for drudgery to reign in our beginning language courses.

View full article. | Posted in on Mon, 08/26/2019 - 7:06am by Amy Lather.

The new Classics Everywhere initiative, launched by the SCS in 2019, supports projects that seek to engage communities all over the US and Canada with the worlds of Greek and Roman antiquity in new and meaningful ways. As part of this initiative the SCS has been funding a variety of projects ranging from after-school enrichment programs to collaborations with artists in theater and dance. In this post, we focus on four projects that engaged new audiences by allowing them to explore what it was like to do and think as the Greeks and Romans did.

View full article. | Posted in on Thu, 08/22/2019 - 10:54pm by Mallory Monaco Caterine.
NEH Logo

August, 2019

Below is a list of the most recent NEH grantees and their Classically-themed projects. The NEH helps fund a number of SCS initiatives, and their support affects the field of Classics at a national and local level.

Grantees

  • Gregory Crane (Tufts College) - "Beyond Translation: New Possibilities for Reading in a Digital Age"
  • Matthew Panciera (Gustavus Adolphus College) - "Roman Daily Life in Petronius and Pompeii"
  • Sturt Manning (Cornell University) - "Medieval Monuments and Wooden Cultural Heritage on Cyprus: Building History with Tree-Rings"
  • Elise Friedland (George Washington University) - "Classical Washington: Greece and Rome in the Art and Architecture of D.C."
  • David Konstan (New York University) - "The Legends of Barbara and Katherine in the Greek Tradition (4th - 10th Centuries)"
  • Elizabeth Samet (United States Military Academy) - "The Nine Lives of Alexander the Great"
  • Jose Bermudez (Texas A&M University, College Station) - "Reconsidering the Sources of the Self in the Ancient, Medieval, and Early Modern Periods"

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View full article. | Posted in Awards and Fellowships on Thu, 08/22/2019 - 1:15pm by Erik Shell.

Many thanks to Bill Beck for his SCS blog post on funding opportunities for undergraduates, graduate students, teachers and aspiring teachers. In September, look out for more resources on funding, specifically on funding offered by North American institutions to students enrolled in their MA / PhD programs and terminal MA / MAT programs. This forthcoming resource has been a summer project of the SCS office and our summer interns.

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(Photo: "_DSC7061" by rhodesj, licensed under CC BY 2.0)

View full article. | Posted in SCS Announcements on Mon, 08/19/2019 - 10:20am by Helen Cullyer.

Below is an annotated list of funding opportunities for undergraduate students, graduate students, and current and aspiring teachers of classical philology, ancient history, and classical archaeology. This post is divided into three parts, corresponding to the different target populations, originally discussed separately here, here, and here. The first part is relevant to undergraduate students; the second part concerns funding opportunities for graduate students; the final section is of interest to current and aspiring teachers of classics.

I. Funding Opportunities for Undergraduates

Funding opportunities for undergraduates are organized into two categories: (1) funding for undergraduate study and (2) funding for current undergraduate students who intend to pursue graduate study.

Funding for Undergraduate Study

View full article. | Posted in on Mon, 08/19/2019 - 6:01am by Bill Beck.

I bought an old book the other day. 

Used to be, that wouldn’t have been the lede for any writing designed to grab your attention, but as pastimes go, it’s getting a bit less common, so maybe it will do. 

It’s not just that old books have been crowded into a corner of the market for attention by media unimagined only yesterday, but that there are natural cycles that have also been disrupted.  When I was young, we haunted second-hand bookshops and the like because we needed books––good books––ones that had been printed before we were born and long since gone out of print.  Now we’re rich:  everything seems to stay in print forever.  I used to snap up $2 hardcover copies of Henry James novels on the assumption that someday I’d read them.  Now I wonder what I would do with a tired old hardcover when I can count on crisp new paperbacks being deliverable to my door by Amazon in 24 hours any time I want one or e-versions to my iPad in seconds.  In the 1980s, when I wanted a decent copy of Boswell’s The Life of Samuel Johnson of my own to reread, I spent a month searching for one I could purchase––in Philadelphia no less.  My Henry James anxiety only dissipated during the glory years of bookstore superstores. 

View full article. | Posted in on Thu, 08/15/2019 - 8:56pm by James J. O'Donnell.

Williams Sanders Scarborough, an 1875 graduate of Oberlin College, was a pioneering African American scholar who wrote a university-level Greek textbook. Kirk Ormand, who now teaches at Oberlin, interviewed Prof. Michele Ronnick, who has recently published a facsimile edition of Scarborough’s Greek textbook, First Lessons in Greek (1881), with Bolchazy-Carducci press. Prof. Ronnick is the world’s leading expert on Scarborough. She found, edited, and published Scarborough’s autobiography in 2005, and has researched Scarborough’s time at Oberlin and as President of Wilberforce University.[1]  

Kirk Ormand: You are publishing a facsimile edition of William Sanders Scarborough’s First Lessons in Greek.Tell us a bit about why Scarborough’s book is important to the history of the profession.

View full article. | Posted in on Thu, 08/08/2019 - 9:01pm by Michele Valerie Ronnick.

Generic Interplay in and after Vergil

Symposium Cumanum 2020

Villa Vergiliana, Cuma

June 24–26, 2020

Co-directors: Brittney Szempruch (United States Air Force Academy) and John F. Miller (University of Virginia)

Although Vergil famously opens the Aeneid with a definitive statement of poetic intent—arma virumque cano—scholarship has long highlighted the poet’s propensity for the complication of firm generic boundaries. Amid a range of theoretical responses that have shaped the past nearly one hundred years (Kroll 1924; Cairns 1972; Fowler 1982; Conte 1986; Harrison 2007), the Vergilian corpus has emerged as some of the most productive ground for the in-depth study of generic flexibility (e.g. Nelis 2004; Seider 2016).

View full article. | Posted in Calls for Papers on Wed, 08/07/2019 - 10:12am by Erik Shell.

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