(Re)considering the Graduate Proseminar
By Caitlin C Gillespie (Brandeis University)
The first semester proseminar is a standard feature of graduate programs. Students meet faculty, explore varying subfields, encounter unfamiliar resources, and perhaps utilize discipline-specific types of writing. This lightning talk considers the role of the proseminar and prompts discussion on strategies to organize a course that addresses the most pressing issues in our field and sets students up for success.
How to Ungrade in Beginning Latin and Greek and Motivate Student Learning
By Erika L Weiberg (Duke University)
Recent research on grading has shown that grades undermine student learning and discourage mistakes. Yet effective language learning requires making and learning from mistakes. In this talk, I share my strategies for ungrading in beginning ancient language classes. I argue that ungrading activates students’ internal motivation to learn, teaches them to embrace mistakes, and makes the languages more accessible.
Walking, Talking, and a Classical Precedent for Ambulatory Pedagogy
By Noreen Kupernik (Thaden School)
Research has shown that walking boosts creative output. How can we harness the benefits of walking in a Latin learning environment? This lightning talk offers and invites suggestions for incorporating ambulatory aspects into a production-based Spoken Latin curriculum, drawing inspiration from ancient pedagogical practices and modern research alike. Activities such as tours, dialogues, and gallery walks will be discussed.
Eco-Pedagogy in the Classics Classroom
By Kathryn M Caliva (Kenyon College)
Eco-pedagogy is an interdisciplinary educational framework focused on the intersection of social and environmental systems. This lightning talk presents the advantages of incorporating the eco-pedagogical goals of awareness, accountability, and resilience into classical literature courses and proposes using the relationship between ancient heroes and the natural world as a lens for discussing the impact of human activity on the environment.
Universal Design for Learning (UDL) in the Latin Classroom
By Elizabeth Palazzolo (Saint Anselm College)
This talk discusses applying Universal Design for Learning principles to language pedagogy, focusing on introductory-level Latin classes. A case study is used to show how providing multiple means of representation assists in acquiring new content, and how student mastery can be demonstrated via multiple means of action/expression; providing multiple means of engagement can also help attract and retain students.