classics collaboration across campuses: weaving penelope's tapestry penelope painter hal...
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Classics CollaborationClassics Collaborationacross Campuses:across Campuses:
Weaving Penelope's TapestryWeaving Penelope's Tapestry
Penelope Painter
Hal HaskellHal Haskell
Southwestern UniversitySouthwestern University
Susan FrostSusan Frost
Emory UniversityEmory University
Suzanne BonefasDirector, Technology Center
Associated Colleges of the South
Attic red figure skyphos, Chiusi, Penelope Painter:Penelope and Telemachos, ca. 430 BCE
Infrastructure
The Curricular Need
Weaving Penelope’s Tapestry
Weaving Penelope’s Tapestry
Small Liberal Arts Institutions:
>small liberal arts learning environment
>opportunities of large research university
studentsfaculty
breadth, depth, visibilityThe Curricular Need
Weaving Penelope’s Tapestry
Mellon Pilot Program, beginning in 1996.Rhodes College
/ InfrastructureThe Curricular Need
Weaving Penelope’s Tapestry
Small Liberal Arts Institutions:
Thucydides: alliance of individual city-states for a common purpose
Sunoikisis seeks to develop a set of common goals and achieve a degree of depth, breadth, and prominence that goes beyond the capacity of a single program.
SunoikisisSunoikisis
Weaving Penelope’s Tapestry
Small Liberal Arts Institutions:/ InfrastructureThe Curricular Need
Rebecca Frost Davis, “Collaborative Classics: Technology and the Small LiberalArts College,” C. Blackwell, R. Scafe, edd., Classics@ vol. 2 (The Center forHellenic Studies ay Harvard University)
Weaving Penelope’s Tapestry
/ Infrastructure
•Archaeological Field School Program in Turkey
Weaving Penelope’s Tapestry
•Archaeological Field School Program in Turkey
Weaving Penelope’s Tapestry
Teaching and learning across campuses?
Weaving Penelope’s Tapestry•Archaeological Field School Program in Turkey
Infrastructure
Weaving Penelope’s Tapestry•Archaeological Field School Program in Turkey
Teaching and learning across campuses
•faculty lecturingwithin expertise
•discussionduring class, withfaculty modelling
Synchronous classes
Asynchronousexchanges
•Upper level Latin and Greek literature courses
•Archaeological Field School Program in Turkey
Weaving Penelope’s Tapestry
COURSE CYCLE2000 Literature of the Early Empire2001 Literature of the Roman Empire, 70-180 C.E. Greek Lyric Poetry2002 Late Antique and Medieval Literature Hellenistic Literature2003 Literature of the Early Republic Homeric Poetry2004 Literature of the Late Republic Greek Comedy2005 Literature of the Early Empire Greek Literature of the Fourth Century
•Upper level Latin and Greek literature courses
•Archaeological Field School Program in Turkey
Weaving Penelope’s Tapestry
Attic red figure, after the Siren Painter,ca. 450 BCE
•Upper level Latin and Greek literature courses
•Sunoikisis Department Meetings
Course Preparation Seminars (summer)
Program Committee (fall)
•Archaeological Field School Program in Turkey
Weaving Penelope’s Tapestry
National professional meetings
•Upper level Latin and Greek literature courses
•Sunoikisis Department Meetings
•Archaeological Field School Program in Turkey
Weaving Penelope’s Tapestry
•Upper level Latin and Greek literature courses
•Undergraduate Research Symposium
•Sunoikisis Department Meetings
•Archaeological Field School Program in Turkey
Weaving Penelope’s Tapestry
Alicia Wilson, Furman University“Pandora and Eve: The legacy of two women”
•Upper level Latin and Greek literature courses
•Undergraduate Research Symposium
•Sunoikisis Department Meetings
•Study Abroad
•Archaeological Field School Program in Turkey
Weaving Penelope’s Tapestry
College Year at Athens
Athens
•Upper level Latin and Greek literature courses
•Undergraduate Research Symposium
•Sunoikisis Department Meetings
•Study Abroad
•Archaeological Field School Program in Turkey
Intercollegiate Center for Classical Studies in Rome
Weaving Penelope’s Tapestry
Athens
Rome
•Archaeological Field School Program in Turkey
•Upper level Latin and Greek literature courses
•Undergraduate Research Symposium
•Sunoikisis Department Meetings
•Sabbatical Replacements
•Study Abroad
Weaving Penelope’s Tapestry
•Archaeological Field School Program in Turkey
•Upper level Latin and Greek literature courses
•Undergraduate Research Symposium
•Sunoikisis Department Meetings
•Sabbatical Replacements
•Study Abroad
•Speakers Bureau
Weaving Penelope’s Tapestry
»Startup Funding (Mellon)
»Training (not top down)•Faculty / Student collaborative learning and research
Results. A faculty perspective:•“Virtual” department offering breadth, depth, andvisibility to Classics curriculum
•Interdisciplinary studies
Classroom
Field
•Faculty development
Weaving Penelope’s Tapestry
•Faculty recruitment
Sunoikisis aims to promote liberal arts learning, new technologies, and collaborative teaching and learning. Is it meeting its goal?
If so, how can institutions sustain the program beyond the grant period?
How can the value of similar programs be judged?
Our questions…
“The workshops contribute to my professional development…much more than I could learn on my own. It’s a magnificent way to get up to speed in areas we lack in our tiny departments…. I am better prepared as a classicist.”
A summer workshop participant
“In short, I learned more about Homer in the last three days than in the last twenty years.”
A faculty member describing the summer workshop
“The interaction among lecturers makes me feel more connected, which is positive for students to see.”
“You teach less from an authoritative model when there is live interaction among faculty. It’s a model of communal struggle, communal endeavor.” Comments about team teaching
“Classicists are cave dwellers--collegial but proprietary about what should be in our courses. Collaboration is a whole lot easier when the person is not right next door.”
- A scholar describing an unexpected gain
Sunoikisis succeeds because it is innovative, collaborative, and evolutionary. Combined with constantly improving technology, those traits will lead to new ways for intuitions to interact.
A preliminary finding
“It’s not just that you don’t have to do all the lectures. You spend more time on the lectures you deliver. You have bright colleagues out there and it raises the bar. The lectures are getting toward publishable papers.”
A scholar who collaborates across colleges
Questions we are considering:
Is technology integral to liberal arts learning? It is a “paramount issue of the day.”
Is the program sustainable beyond the funding period? Can other studies of sustainability help address this question?