Lightning Session 2: Crossing Boundaries

How can instructors confront the "two cultures" dividing the sciences from the humanities, in order to ignite students' interest in the Classics? As a case study for further thought and discussion, I share my design of a vertically aligned undergraduate curriculum, which emphasizes ancient Mediterranean scientific and medical culture while promoting language study, close reading, ethical inquiry, research, and writing.

Smooth breathing marks make reading Greek more difficult, a problem often exacerbated by imperfect eyesight.

A call to action, this lightning talk elucidates the value of printing Greek without smooth breathing marks (except, perhaps, in cases of crasis) and delineates concrete steps we can collectively take to convince publishers to make this beneficial and equitable change.

This talk encourages classicists’ serious engagement with modern work on literary translation studies and the practice of literary translation of ancient texts. I use what I have learned as an assistant to a literary translation conference with international scope and my own literary translations of Pliny the Elder to assert the power of translation for and as deep scholarly activity.

Broadly defined, imposter syndrome is the overwhelming, internalized feeling of not belonging. Everyone has likely felt feelings of doubt at some point in their academic journeys; however, these feelings are heightened among minorities in the traditionally-exclusive field of Classics.

Walking down a campus building, hall you notice toga-wearing students outside a classroom excitedly planning something. Inside, you hear raucous debate. What is going on? Student reply that they are now in ancient Rome debating the fate of those who sided with the conspirator, Catiline. Later, you learn the instructor is implementing a Reacting to the Past game in a Roman History course.