Love in a time of expected learning outcomes: Proposing your first course
By Christopher Stedman Parmenter, The Ohio State University
One of the most bewildering aspects of the transition from graduate student or contingent faculty to the tenure-track is the new, supervisory role one takes over the curriculum. When on the job market, applicants are expected to think creatively.
Student-Lecturers: Narratives on Strategies and Challenges of Teaching a Classics BA Programme in Ghana
By Michael Okyere Asante, University of Ghana
Through a narrative inquiry of four student-lecturers consisting of three females and one male, this paper explores the strategies employed by university student teachers and the challenges they face in their role of widening access to the Classics at the University of Ghana. Studies have reported both challenges and positive results in widening access and introducing new and innovative pedagogies to Classics in schools and communities (Holmes-Henderson et al. 2018, Taylor et al.
Flipping the Latin Classroom
By Anthony Jude Smith, University of Florida
Building an environment that works for all students led me to the “flipped classroom” model in Spring 2023 for Latin 1.[1] My flipped classroom model for Latin integrates technological engagement with the burgeoning comprehensive input Latin learning method (and some more traditional approaches) and an element of choice to encourage students to be active participants in their learning.
Queering the Syllabus
By Ky Merkley, University of Illinois at Urbana-Champaign
Queer pedagogy, as a model of education, strives to deconstruct the normative student/teacher relationship in order to bypass the epistemological limits caused by the disparate power structures inherent in traditional teaching models (See Pinar 1998; Rico 2002). In a post-pandemic teaching environment, where student engagement has been a well-noted challenge, queer pedagogy presents one potential solution to issues of student engagement.