Supporting Collaboration with K-12 Latin Teachers (Current and Prospective): Notes from Nascent Initiatives in Tennessee
By Salvador Bartera, and Jessica Ann Westerhold, University of Tennessee Knoxville
Both authors have been working as non-tenure and tenure-line faculty at large state schools, in states where there is a shortage of Latin teachers. Two issues, in particular, have come to our attention: The lack of communication between K-12 and College teachers; The gap between MA Latin training and K-12 teaching. Latin programs continue to disappear. This means, first, fewer Latin students in colleges; second, fewer Latin teachers, with the result that K-12 programs gradually disappear (our district lost 4 teachers last year alone). It is a downward spiral that must be stopped.
A Classics Professor’s Guide to Mutually Beneficial Relationships with K-12 Latin Teachers
By Robert Holschuh-Simmons, Monmouth College
College and university professors often see little incentive in establishing and maintaining relationships with their colleagues in the K-12 ranks. For many, that approach is functional: in the higher education system, rewards are typically only in place first for research and teaching, and secondly for service at one’s institution or to higher-education-specific organizations.
Finding the ‘Heart-Shaped’ Connection: Looking at Latin Learning from Middle School to Post-Graduation
By Johanna Clark, Hunter College, CUNY
The divide between the various levels of education in Latin and the field of Classics can be seen most clearly in the discrepancies between adolescent Latin (7-12), college and post college instruction and programs. There is no lack of enthusiasm from students or teachers, yet there is a conflict between expectations and acquired skills. With inadequate training and paucity of experiences, graduate students will lack preparation for teaching or becoming scholars in the field.
ChatGPT vs. AP Exam vs. Classicist: Wrestling with Innovative Pedagogy in the Age of the Metaverse
By Colin Shelton, University of Arizona, and Allison Das, Kinkaid School
With the ancient and modern world just a click away, how has the internet of the 2020s impacted the Latin and Greek classroom? The authors of this paper bring two diverse and dynamic perspectives to questions like these. One author is the head of high school Latin at a preeminent college preparatory school. The other is a language program director in a PhD granting Classics department in a private R1 university. Our point of departure is the AP Latin exam – and how each of us has journeyed away from it in our own teaching.