Contents

• Message from President Laura McClure
• Report from Secretary-Treasurer Tom Sienkewicz
• Upcoming Deadlines
• 2017-18 CAMWS Award and Scholarship Opportunities
• Reports from Previous Award Winners
• New in The Classical Journal
• New in Teaching Classical Languages
• CAMWS News and Announcements
• News from Our Institutional Members
• Notices from Other Classical Organizations
• 2017-18 Committee Members
• CAMWS State, Provincial, and Regional Vice-Presidents
• Financial Contributors to CAMWS for 2017-18
• Membership
• CAMWS Members in the News
• Classics in the News
• Obitus Recentes
• Submissions

• CAMWS Website
• Donate to CAMWS
• The Classical Journal
• Teaching Classical Languages
• The CAMWS Newsletter
• CAMWS Facebook Page
• CAMWS Twitter Page
• Spring/Summer 2017 Newsletter

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The CAMWS sub-committee for the Ladislaus J. Bolchazy Pedagogy Book Award announces a call for nominations for the 2018 Award. The recipient of this $500.00 award will be announced at the annual CAMWS business meeting, where the recipient is encouragnged to accept the award in person. This prize has been named in memory of Ladislaus J. Bolchazy in recognition of his long career promoting classical scholarship and pedagogy.

The Subcommittee asks for your help in identifying distinguished works of pedagogy, including textbooks, handbooks, anthologies or other works primarily intended for the classroom in the field of classical studies (including, but not limited to, the languages, literatures, history, religions, philosophy, art, architecture, archaeology, economy, and reception of Greek and Roman antiquity) published by CAMWS members in 2015, 2016, or 2017. Preference will be given to language-based textbooks.The author of the nominated work shall be a member of the Association in good standing in the year of the nomination and for at least the previous year. Nominations may be made by any publisher or by any member of CAMWS in good standing, including the author.

Criteria:

• appropriateness for the target student audience
• clarity of presentation
• excellent quality
• effective pedagogical practice and design
• potential for broad impact

CAMWS Awards for New Teachers

CAMWS invites new K-12 teachers of Latin and ancient Greek to apply for the following awards, administered by the Subcommittee on the Manson Stewart Teacher Training and Travel Awards.

Student Loan Assistance for New Teachers Award

The Student Loan Assistance for New Teachers award, worth up to $1000.00 which may be awarded to one or more successful applicants, is designated to offset student loan debt for recent baccalaureate or M.A.T. recipients who are entering the teaching profession. This award is designed to ease the transition into employment and to enable young teachers to perform effectively despite financial constraints. Eligible candidates will be Latin teachers at the primary or secondary school level with student debt from a recent B.A. or M.A.T. degree. Applicants must be within the first five years of teaching and be teaching at least two sections of Latin or ancient Greek. Applicants must supply proof of student debt along with a letter of application, a CV providing information of education and relevant employment history, a statement (no more than 500 words) detailing the applicant's accomplishments within the field of classics, a statement (500 words) detailing the applicant's teaching aspirations at his or her teaching institution and a letter of recommendation from the school. This award can only be received once.

The award will be granted on both merit and need-based factors. Merit will be evaluated on the basis of the applicant's graduation GPA, major field GPA, narratives of achievements in classics and teaching aspirations and the strength of the principal's recommendation. Need will be evaluated on the basis of total student debt. Preference will be given to an applicant with greater debt when other factors between applicants are evaluated equally.

Apply here on-line.

New Teacher Start-Up Funds Award

The New Teacher Start Up Funds Award is a start-up grant for new teachers designed to offset the costs of materials and supplies purchased for classroom instruction. Funds from the Award may be used to reimburse purchase of texts and research materials, classroom supplies, or classroom technology (including computer software or subscription fees for online materials) to be used in classroom instruction; the award may not be used for purchase of computer or tablet for personal use, however. The total amount of this award is $500 which may be awarded to one or more successful applicants. Eligible applicants are new primary and secondary school Latin teachers within the first five years of their profession. Applicants must submit a receipt of purchase for classroom materials, a letter of application that details the use of said materials for classroom instruction, and the educational goals to be met by classroom utilization of these materials, a letter of support from the principal, and a current CV providing information of education and relevant employment history. This award can only be received once.

• Award for reimbursement of pedagogical and classroom materials.
• May not include computer or tablet for personal use.
• Books, promotional materials, art supplies for class enrichment activities, software or database subscriptions with clear classroom applicability.
• Must be for durable goods, not consumable items (e.g., refreshments for a party).
• Award will be given on basis of merit and need; merit will be evaluated on
• strength of narrative of how resources will be used (statement in letter of application uploaded as PDF or cut and paste)
• strength of educational goals to be met with resources (statement in letter of application uploaded as PDF or cut and paste)
• strength of the principal's recommendation.

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As a preventive measure against accidently leaving anyone in the heart of Lazio on one of our many field trips outside Rome, each member of the 2017 American Academy in Rome Classical Summer School was assigned a Roman emperor, whose name upon getting back to the bus we would shout out, one-by-one, in the chronological order of their reigns ("Augustus!" "Tiberius!" and so on). Being alphabetically last of twenty-something members I was assigned 3rd c. C.E. emperor Macrinus. That's me pictured with his bust above.

I'm embarrassed to admit that I had never heard of Macrinus before this summer. His life and reign is now just one of many, many reminders from this summer that Romanitas extends far beyond, both before and after, the rather slender part of Roman history in which my scholarly interests rest. My conceptions about Roman culture and identity were challenged every day when, either in expertly led tours of sites and museums or in classroom lectures and seminars, we studied the various and complicated forces that have shaped not only ancient Rome but also our understanding of it today. A recurrent theme of the summer that I found particularly interesting was the influence of the Italian Fascist era on the preservation efforts of the monuments and spaces we cherish today. This was one among many areas of expertise of our wonderful magistra, Genevieve Gessert, whom I had the very good fortune to meet before she steps down from her directorship of the Summer School next year.

One truly unique experience from this summer was the virtual reality tour, headset and all, of the Roman Forum (because, clearly, four visits to the real Roman Forum were insufficient) led by Bernard Fischer, Professor of Informatics at Indiana University Bloomington. The American Academy in Rome attracts just such talented visitors and residents into their vibrant intellectual and artistic community, and some of my fondest memories of this summer were my conversations with the resident artists, scholars, and musicians. This is not even to mention my colleagues, now friends, of the Summer School, whose company made even cramped tombs and the universal dearth of air conditioning in Rome enjoyable.

I sincerely thank the American Academy in Rome and all of the instructors and guest lecturers of the Classical Summer School for a remarkable experience. This experience would not have been possible without the generosity of CAMWS. The Mary A. Grant Award every year provides a fortunate student with the financial means to have the same vivid encounter with the Ancient World as I did this summer.

Lastly, I would like to mention that Mary Grant was a longtime Associate Professor of Latin and Greek (1921-1960) at the University of Kansas, where I recently received an M.A. in Classics. I am, therefore, in especially great debt to Professor Grant's lifetime service to the study of Classics.

Michael Woo

University of Michigan

Ann Arbor, MI

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Benario Award Winner Andrew Carroll

While I have visited the eternal city many times as a tourist, an archaeologist, and even tour guide this was my first time being in Rome as a student. I have been teaching Latin and archaeology for many years now and have greatly missed the chance engage my learner-self. This summer I took my laptop and mouse instead of my trowel and plumb bob and attended a course in best practices in Digital Archaeology and 3D modeling at the American Academy of Rome. For over a decade I've been on the trowel's edge when working with artifacts, but I had decided to take a break from playing in dirt and wanted to expand my skill set for handling artifacts after sending them to the laboratory. It just so happened that this was the first summer that the American Academy was offering this series of short one week courses in digital skills. I was thrilled to be a part of the pioneer class. On the first day, Dr. Laura Banducci and Dr. Rachel Opitz, our instructors, retrieved us from the gate and showed us to our classroom in the Casa Rustica. We jumped right into our lessons and selected a brick stamp to learn how to model digitally.

For the rest of the week, everyday we would take different artifacts and create 3D models. We spent a lot of time getting the lights right and positioning our objects. The right preparation was important in order to get high quality images because we learned that taking our time at this point would make our lives easier later. Once we had taken our photos, the subsequent steps were automated in the Agisoft program. These steps took time, so in between them we had lively discussion in our diverse student group about the theories behind digital archaeology. We covered topics from ethics of data preservation to the DIY attitude of archaeologists as well as looking at different ways small finds can be used in archaeological reporting.

Living at the academy also allowed me to explore an area of the city that I had not really seen before. It allowed me to learn more about the growth of the modern state of Italy, something I know precious little about. I visited the Museo della Republica Romana e della Memoria Garibaldina, and took leisurely strolls reading the wayside panels that peppered these streets far from the ancient centers I knew so well. It never ceases to amaze me how much history is packed into Rome. Before I knew it, the week was over and I had to pack my bags to travel back home, but leaving the city would not be the end of my interaction with digital archaeology.

The course length was helpful, since it fit perfectly into the summer conference schedule for teachers. I returned excited to share what I had learned and started many conversations at the ACL's Summer Institute about digital technology in the Latin/Classics classroom. Upon returning to Denver I began working with the Denver Museum of Nature and Science and we have started a program to make 3D modeling of their artifacts. Using these artifacts I am teaching my high school students how to model objects and manage a digital database. I plan to share initial thoughts on this type of collaboration in January at the Annual Meeting of the AIA/SCS in Boston. I hope you will stop by the poster session to see how things have progressed.

I am so thankful for the Benario Award as it allowed me to visit the American Academy and participate in this class. I hope that the American Academy continues to offer classes like this to the wider population of classical scholars, and I hope that CAMWS continues to fund the non-traditional scholars who want to participate in these types of classes.

Andrew Carroll

Regis Jesuit High School

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This summer, I was able to spend two weeks at the British School at Athens (BSA) to participate in their postgraduate training course with Professor John Bennet on Linear B and Mycenaean Greek. In the Aegean, writing was developed as a means of economic accounting for palatial administrations. The Linear B script of the Late Bronze Age Mycenaean centers is closely related to the earlier Linear A of Minoan Crete, but it is a different language - the earliest written form of Greek. The fact that the Linear B script is non-alphabetic, but instead syllabographic and ideographic can make it seem inaccessible. Although two weeks is not nearly enough time to master Mycenaean Greek grammar and the corpus of surviving documents, this course provided an excellent introduction to the script itself as well as to ways in which it can be used by non-specialists.

This program brought together a truly international group of students with a wide array of primary research interests - from Bronze Age Social Structure to Trade to Homer to Indo-European Linguistics to Mystery Cults to Roman Geographers - but all with a common interest in Linear B and how we can relate the information within these Mycenaean texts to our respective fields. Our seminars were not confined to a traditional classroom, but also took place in the National Archaeological Museum in Athens, and on-site at the major Mycenaean palaces of Pylos, Mycenae, and Tiryns, which allowed us to immerse ourselves not only in the texts, but also in their physical and cultural contexts.

One of the highlights of the program was the practical session where we made our own tablets, fired them in order to better understand the effects of their depositional contexts and accidental preservation through burning, and practiced drawing, transliterating and analyzing the content of our homemade tablets. In making our tablets, we experimented with different types of clay and writing instruments. Rather than simply memorizing the syllabary, we acquainted ourselves with the script, in part, through learning to write our own and each other's names in Linear B, each making both an individual tablet and a summation tablet of the group's information. My third 'tablet' was actually a modified version of a real label, which would have been attached to a basket full of tablets detailing rations to particular locations. Learning to identify our individual scribal hands and content clues were important parts of finding joins in our broken fired tablets. Even though they were burned in a controlled environment, we still couldn't completely reassemble them!

As an aspiring Mycenaean archaeologist, this course helped me become comfortable using an important class of evidence with which I had previously had very little experience. Furthermore, my short presentation at the end of the Linear B course allowed me to closely examine a group of houses at Mycenae, which are relevant to my dissertation, from an angle that I would not have been able to otherwise. Overall, this BSA summer course was a fantastic experience, and one that I would not have been able to participate in without the aid of the Benario Award. I am very grateful for this opportunity, and I would like to thank CAMWS for their generosity and support.

Sarah Hilker

University of North Carolina at Chapel Hill

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Four very grateful and exciting reports have come back from the 2017 recipients of the CAMWS Excavation and Field School Award. Our recipients experienced excavations in Transylvania, Pompeii, Sicily and Turkey; we offer excerpts from their reports below. Great thanks are due to all the CAMWS membership, who support these awards with their dues, and especially to those individuals who have made specific contribution to the fieldwork award fund. These prizes are making a real difference in the lives of our students, our colleagues, and those they will teach. Please do invite your students and colleagues to consider applying! Applicants may be undergraduates, graduate students or teachers at all levels of instruction. Details are at https://camws.org/awards/excavation.php ; the deadline is January 30, 2018.

Elizabeth Wilcox, the recipient of the Peter Knox EFSA prize, traveled from Austin Peay to Transylvania to help excavate a Roman imperial settlement at Rapoltu Mare; excerpts from her report reflect an evocative landscape, a wealth of techniques, and the contribution to her future plans. She writes:

Upon arrival to Rapoltu Mare in Transylvania, Romania, the village was warm and inviting. On the walk to the families we would be staying with, we saw that the village was abloom with household gardens and children catching fish in the stream. It was easy to see what drew the Romans here to lay claim to the land and its resources. The mountain which overshadowed our work area, Mount Uroi, had a Dacian fortress, under whose stone platform both human and animal remains were found. Our excavation work consisted of removing baulks from between trenches, recording stratigraphy and collecting soil samples, sieving all dirt for artifacts and eco-facts, recording drawing and photo via droid-copter. The first layer found during my work was a roof collapse, consisting of many broken tiles:

Since this was a field school, we were briefed on the strategies for the layers of digging, such as the depths and types of tools used for the layers. We were expected to interpret the collapse, how the walls fell, and the porch area; we also worked at analyzing different soils. In addition to our excavation work, we conducted some phosphorus analysis with blotting paper and a diluted solution of Hydrochloric acid. These tests were used to indicate the amount of human occupation of the strata uncovered. Each sample was collected and recorded the specific GPS location and depths. Along with phosphorus analysis, we were also trained on the Stand-Alone, which would take GPS measurements with elevation levels to be recorded for usage by the GIS program. After taking many measurements, we would then enter the data and create a three-dimensional map. The training I found most fascinating was the applied Geophysics Workshop. Although I had already conducted GPR research at my University, I had not scanned areas that were known to be inhabited by people in the first century A.D. We used a 500 Noggin system which penetrates variations in pedology and geology down to two meters (ca. 7 feet) in depth; this let us build a picture of what lies under the surface, and so plan our excavations more strategically. I could write so much more about this program and how it has clarified my career path in archaeology, but that would be a lengthy paper. I will say that this experience has given me a broader perspective on the field as a whole, and on my own strengths in interpreting GPR data for better archeological planning. I have been accepted to the University of Leicester for Classical Mediterranean Masters of Arts, which is a part of the Archaeology and Ancient History college at Leicester. I thank the Classical Association of the Middle West and South for funding this opportunity. You have helped make dreams come true!

Esther Knegt, from Brock University, participated in two excavations: the Marzamemi Maritime Heritage Project off the coast of Sicily, focused on a 6th century AD Roman wreck, and the Burgaz Harbours Project at Bodrum, Turkey. She writes:

I arrived in Sicily with little diving experience and no field experience at this point in my education. The director of the project, Justin Leidwanger, provided me and other new divers with ample instruction and training on how to properly excavate and handle the artefacts that were uncovered. I was paired with experienced divers when working on the site and was able to learn from and witness seasoned underwater archaeologists. My days were divided into diving in the morning and working at the museum, Rudini, in the afternoons. In Rudini, the artefacts are catalogued, properly conserved, and studied for future use. Working in the museum allowed me to be a part of many steps of the archaeological process and I benefited immensely from the instruction I received from the staff at Rudini.

After excavating in Sicily I travelled to Turkey to participate in the Burgaz Harbours Project. On this excavation I was able to do research in the Conservation Lab in the Bodrum Research Centre at the Institute for Nautical Archaeology. I also worked at the Bodrum Museum of Underwater Archaeology. At both of these locations I analyzed and studied ceramics, in particular, amphora from shipwrecks. I helped look at fabric construction and classification of sub-groups of amphora types. It was fascinating to visit the INA and become acquainted with scholars and archaeologists. Both these excavations helped me enhance my skill set as an archaeologist and allowed me to get better acquainted with how fieldwork is conducted. I hope to be able to work for both these projects in the following year and continue with the research questions that I had started to explore. I am thankful to both the Marzamemi Maritime Heritage Project and the Burgaz Harbours Project for teaching me all these skills, but also to CAMWS for helping me fund these amazing opportunities. The summer was easier to plan and enjoy, allowing me to make the most of my education without having as great a financial burden as I would have without the support I received.

Jordan Bonadurer, an undergraduate from Southern Illinois University Carbondale, writes:

Thanks to the contributions of the Classical Association of the Middle West and South, my 'office' for the Summer of 2017 was the Villa della colonne a Mosaico in Pompeii, Italy. Before my internship with the Via Consolare Project I already knew that I loved studying the Classical world, but it was through excavation that I developed a passion for hands-on interaction with artefacts and gained first hand knowledge of archaeological practices.

This season the Via Consolare Project (VCP) opened four trenches, two of which I worked on. The first trench (which was reopened from the 2016 season) was directly above a street level shop and was connected to the 'core' of the Villa della colonne a Mosaicos. The investigation of this area brought a clearer understanding of the function of the space, and its position in the phases and chronology of the Villa, as well as the urbanization and expansion of Pompeii. I was able to assist in almost all aspects of the excavation of this archeological area: removing backfill, utilizing planning frames and EDM, sifting and hand sorting finds, following stratigraphic units while trowelling, assisting in photography and documentation, and preparing discard fractions and flotation samples.

I was able to contribute in a similar way to a second trench located in the fauces of the Villa that led into the viridarium of the space. One unique aspect of this trench was its close proximity to tourists. I often was questioned by visitors about a myriad of Pompeii-related topics, and had pictures taken of me. While this was a bit distracting at times, I found that I really enjoyed being an 'archeology spokesperson' as well. At the close of the season, I helped to create the data entry spreadsheet for the season report on brick and tile analysis.

It is difficult to summarize the immense impact that the Via Consolare Project had on me this summer. Before June, I had never even picked up a trowel or been to Europe, but by the end of the season I felt competent in my abilities as an intern of the project. Most shocking to me, perhaps, was how intensely I responded to being able to touch, feel, and interact with ancient artefacts. Pottery washing became an activity I loved to do, as it let me touch and respond to a piece of Pompeian history.

Being in the Villa (and the city of Pompeii,) also gave me a similar experience. Every day as we trekked up the Porta Marina, I couldn't help but be struck by how many individuals had once walked in my same path - the thousands of modern tourists, the earlier excavators, and the Pompeians who lived and died there. Even though I'm now back at my university in Southern Illinois, I still feel the same connection to the ancient world that I felt in Italy. When I see a picture of a Roman artefact or translate a bit of Latin, I now have a context that I completely lacked before. This summer not only provided me with an opportunity to learn archeological practices, but to be completely immersed in the world I love to study.

Kaoru Yui from Mount Allison University in New Brunswick participated in the excavations at the Temple of Venus in Pompeii, led by Dr. Ilaria Battiloro. This year marked the pioneer year of the three-year long excavation program. The goals of the season were to uncover the Samnite phase, in order to reconstruct the use and dedication of the building; to supply documentation of previously unrecorded work; and to aquaint participants with methods of excavation, lab procedures and topography. Kaoru reports:

We uncovered two trenches this year; trench II South was previously excavated, and trench A was discovered for the first time this year. Thirteen students were split into two groups and stayed at the same trench for five weeks. I worked in trench A. Evidence of contamination and artificial cuts of soils proved that trench A was, in fact, previously excavated, though not published. Eventually, we were able to reach the whole new layer after excavating about 60 centimeters deep. From those of new stratigraphic unit, we found many pottery pieces, painted plasters, and tiles, as well as animal bones and teeth, lead shotguns, loom weights, bronze coins, mosaic tesserae, marble, and metal objects. Potteries included common wares, cooking wares, amphorae, thin-wall pottery, unguentaria, Italian and Etruscan sigillata, African ware, black glazed pottery, red glazed pottery, and gray ware. We uncovered three walls that are north-south oriented, and parts of pavements adjoint the walls. Through the five weeks of excavation, I learned how to identify different stratigraphic units by reading the features of soils such as colour and compaction, and three different recording procedures; photograph, drawing, and written forms. Also, I learned the appropriate way to use tools and a proper way to maintain the safeties while working at the site.

Along with the excavation work, all of the students spent one day in a week at the pottery lab to study how the findings are treated and recorded after we excavated them. We also had a few lectures on topography and a hands-on session of handling a prism and a total station to take elevation points. As part of the lectures, we also had a tour of the other sites in Pompeii and weekend trips to nearby archaeological sites.

This Temple of Venus Excavation Program not only gave me the opportunity to experience the archaeological excavation but also the chance to realize how important the technologies is for the field of archaeology. Moreover, it gave me an opportunity to talk to the actual archaeologists, topographers, and conservators who work on the site. I believe this experience, especially working at the pottery lab, will help me to pursue my future goal to be an antiquity conservator. Without participating this program, I would never be able to achieve these valuable experiences. Thank you again for giving me the great financial support to achieve this opportunity. To participate the same program next year again, I will be practicing archaeological drawing techniques under the supervision of Dr. Battiloro this year.

Sandra Blakely

Chair, Subcommittee for the Excavation / Fieldschool Award

Department of Classics

Emory University

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The 114th meeting of CAMWS will be held on April 11-14, 2018 in Albuquerque, New Mexico at the Hotel Albuquerque at the invitation of the University of New Mexico . Single and double room rates at the Hotel Albuquerque are $125 plus taxes. Please use this link to book a room on line. Please reference code 1804CAMWSA if contacting the hotel by email at [email protected] or by phone at 866-505-7829 or 505-843-6300.

From the Local Committee:

• Here is a Slide Show inviting you to Albuquerque.
• Here is a Albuquerque Restaurant Guide.
• Here is a New Mexico Travel Guide.

Local Committee Members (L to R): Lorenzo Garcia, Jr., Monica Cyrino, Osman Umurhan, and CAMWS President Laura McClure

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The Reborn Identity: Religion and Politics in Ancient Greece and Rome

Nicholas D. Cross (Queens College, CUNY)   and Nicholas Wagner (University of Minnesota),

co-organizers and co-presiders

1. The Panionion: Where Religion and Politics Intersected in the Early Ionian League. Nicholas D. Cross (Queens College, CUNY)
2. Immortal Efforts: Divine Audiences in Cicero's Post Reditum Speeches. Nicholas Wagner (University of Minnesota)
3. Caelestes Honores: Emperor Worship among Corinth's Earliest Christians. Joshua M. Reno (University of Minnesota)

Fashioning Ancient Women on Screen

Stacie Raucci (Union College),  organizer and presider

1. Historicizing Women's Costumes: Anachronisms and Appropriations. Margaret Toscano (University of Utah)
2. Costuming Lucilla in 20th and 21st -Century Screen Productions. Hunter H. Gardner (University of South Carolina)
3. Accessorizing the Ancient Roman Woman on Screen. Stacie Raucci (Union College)
4. Response. Monica S. Cyrino (University of New Mexico)

Classics and White Supremacism

Victoria Pagán (University of Florida),  organizer and presider

1. The Summer of Our Discontent: Rethinking the Intersections of Ancient History and Modern Science in Contesting White Supremacy. Denise McCoskey (Miami University)
2. White Supremacists Respect Classical Scholarship...If It Was Written Before the 1970s. Rebecca Futo Kennedy (Denison University)
3. How to Save Western Civilization (for Men): White Supremacy and the New Kyrieia. Donna Zuckerberg (Eidolon, Editor)

Aching Amor: Embodied Emotions in Roman Elegy

T. H. M. Gellar-Goad (Wake Forest University) and

  Jessica Westerhold (University of Tennessee-Knoxville),

co-organizers and co-presiders

1. The Lexicon of Loneliness in Propertius. T. H. M Gellar-Goad (Wake Forest University)
2. Credula Spes: Tibullan Hope and the Future of Elegy. Laurel Fulkerson (Florida State University)
3. The Aesthetics of Revulsion in Propertius' Depiction of Acanthis. Mariapia Pietropaolo (University of Missouri)
4. Subaltern Women, Sexual Violence, and Trauma in Ovid's Amores. Jessica Wise (Colorado College)
5. Simulating Sadness: Ovid's Affective Strategies from Exile. Jessica Westerhold (University of Tennessee-Knoxville)

Age and Aging in Roman New Comedy

Serena S. Witzke (Wesleyan University), co-organizer and presider and

Caitlin Hines (University of Toronto), co-organizer

1. Renewing Old Methodologies: An Updated Reconstruction of Afranius' Vopiscus. Caitlin Hines (University of Toronto)
2. The New and the Old in Plautus' Casina. Emilia Barbiero (Dartmouth College)
3. Relating to Others, Relating to Oneself: Psychological (Im)maturation of Young Men in Love in Greek and Roman New Comedy. John Esposito (University of North Carolina at Greensboro)
4. "Nice Figure, a Little Over the Hill": 'Elderly' Women in Roman New Comedy. Serena S. Witzke (Wesleyan University)
5. Respondent. Anne Groton (St. Olaf College)

Presidential Panel

Constructions of Girlhood in Graeco-Roman Antiquity:
Trends, Challenges, Critical Approaches

Andromache Karanika (University of California, Irvine), organizer and presider

1. Girls to Women, Heroines, and Monsters: Female Subjectivity in Transition. Lisa Maurizio (Bates College)
2. Marking Life Transitions in Middle Republican Latium. Anne Weis (University of Pittsburgh)
3. Bodies of Work: Young Female Dancers in the Roman World. Fanny Dolansky (Brock University)
4. Looking for Non-Elite Girls in the Roman Empire. Lauren Caldwell (Trinity College)
5. Girls and Trauma in New Comedy. Sharon James (University of North Carolina at Chapel Hill)
6. Agamemnon's Daughters in the Twenty-First Century. Sophie Mills (University of North Carolina at Asheville)

Wonder Woman and Warrior Princesses

Anise K. Strong (Western Michigan University), organizer and presider

1. Gender-flipping the katabatic hero: Starbuck as Aeneas in Battlestar Galactica (2003-2009). Meredith Safran (Trinity College)
2. Same Sex, Different Day: the Amazon Communities of Wonder Woman (2017) and Xena: Warrior Princess. Grace Gillies (University of California, Los Angeles)
3. Paradise, Bodies, and Gods: The Reception of Amazons in Wonder Woman. Walter Penrose (San Diego State University)
4. Respondent. Anise K. Strong (Western Michigan University)

GSIC Panel

Demystifying the Publishing Process

Samuel Hahn (University of Colorado Boulder), organizer and presider

1. Submitting to a Journal, in First-Person. Mitchel Pentzer (Emory University)
2. Refereeing Articles and Manuscripts for Academic Journals and Book-Presses. Lorenzo F. Garcia, Jr. (University of New Mexico)
3. Best Practices from an Editor's Perspective. Antony Augoustakis (University of Illinois at Urbana-Champaign)

Ovid in China

Laurel Fulkerson (Florida State University), organizer and presider

1. Globalizing Classics: Ovid through the Looking Glass. Lisa Mignone (Brown University)
2. Translating Ovid into Chinese. Jinyu Liu (DePauw University)
3. Laughing at the Boundaries of Genre in Ovid's Amores. Caleb Dance (Washington and Lee University)
4. Ovidian Scenes on 18th-century Chinese Porcelain. Thomas J. Sienkewicz (Monmouth College)
5. Respondent. John F. Miller (University of Virginia)

Popular Classics

Vincent E. Tomasso (Trinity College), organizer and presider

1. Textual Poachers: Scholars, Fans, and Fragments. Daniel Curley (Skidmore College)
2. The Elite and Popular Reception of Classical Antiquity in the Works of Cy Twombly and Roy Lichtenstein. Vincent E. Tomasso (Trinity College)
3. Replication, Reception, and Jeff Koons's Gazing Ball Series. Marice Rose (Fairfield University)
4. The Passion of Cleopatra (2017): Anne Rice's Sequel to The Mummy (1989). Gregory Daugherty (Randolph-Macon College)

Travels, Treasures, and the Locus Terribilis: Myth in Children's Media

Krishni Burns (University of Illinois at Urbana-Champaign), organizer and presider

1. Midas, Mixed Messages, and the "Museum" of Dugald Steer's Mythology. Rebecca Resinski (Hendrix College)
2. Fairy-Tale Landscapes in the d'Aulaires Book of Greek Myths (1962). Alison Poe (Fairfield University)
3. Spiritual Odysseys in Children's Television. Krishni Burns (University of Illinois at Urbana- Champaign)
4. Domesticating Classical Monsters on BBC Children's Television: Gorgons, Minotaurs and Sirens in Doctor Who, the Sarah Jane Adventures and Atlantis. Amanda Potter (The Open University)

Oedipus and His Heroic Counterparts

Emma Scioli (University of Kansas) organizer and presider

Vered Lev Kenaan (University of Haifa), organizer and presider

1. Oedipus, Odysseus and the Return of Memory. Vered Lev Kenaan (University of Haifa, Israel)
2. The Tragedy of Hoemdiplet: Freud's Fusion of Oedipus and Hamlet. Richard Armstrong (University of Houston)
3. Manus Cruentae: The Bloody Hands of Oedipus and Theseus in Statius' Thebaid. Emma Scioli (University of Kansas)

War is Women's Business: Women and War Trauma in Greco-Roman Epic and Tragedy

Katherine R. De Boer (Indiana University Bloomington), organizer and presider

Erika Weiberg (Florida State University), organizer

1. A Story with No Ending: Penelope and Ambiguous Loss in the Odyssey. Erika Weiberg (Florida State University)
2. War, Maternal Ponos, and Communal Trauma in Athenian Tragedy. Angeliki Tzanetou (University of Illinois at Urbana-Champaign)
3. Arms and the Woman: Female Combatants in the Aeneid. Katherine R. De Boer (Indiana University Bloomington)
4. Melancholy Becomes Andromache: War Trauma and Hallucinatory Mourning in Seneca's Troades. Mary Hamil Gilbert (Birmingham Southern College)
5. Respondent: Alison Keith (University of Toronto)

From the Theater of Dionysus to the Opera House

Carolin Hahnemann (Kenyon College), organizer and presider

1. What Happened to Euripides? Iphigenia among the Taurians and Handel's Orestes. Robert Ketterer (University of Iowa)
2. From Medea to Norma. Duane Roller (Ohio State University)
3. Elements of Sophocles' Oedipus the King in Verdi's Don Carlo. Carolin Hahnemann (Kenyon College)
4. Opera as Social Medicine in Mikis Theodorakis' Antigone. Sarah B. Ferrario (Catholic University of America) and Andrew Simpson (Catholic University of America)

National Greek Committee Panel

Greek Pedagogy: Seeds for STEM

Timothy F. Winters (Austin Peay State University), organizer and presider

1. The Roots of the STEMs. Anthony Hollingsworth (Roger Williams University)
2. Squaring the Circle: STEM Resources for the Greek Language Classroom. Georgia Irby (The College of William and Mary)
3. The 2017 College Greek Exam. Albert Watanabe (Louisiana State University)
4. Hybrid Vigor: Networking with Online Partners in Small Language Classes. Karen Rosenbecker (Loyola University of New Orleans)

Casting Die: Classical Reception in Gaming

William S. Duffy (St. Philip's College) and Matthew Taylor (Beloit College),

co-organizers and co-presiders

1. Imagining Classics: Towards a Pedagogy of Gaming Reception. Hamish Cameron (Bates College)
2. 20-sided monsters: The Adaptation of Greek Mythology to Dungeons and Dragons. William S. Duffy (St. Philip's College)
3. Civilization and History: Ludological Frame vs. Historical Context. Rosemary Moore (University of Iowa)
4. Touching the Ancient World through God of War's Kratos. Matthew Taylor (Beloit College)
5. Games and Ancient War: Serious Gaming as Outreach and Scholarship. Sarah Murray (University of Toronto)

A Panel in Honor of James Sherman Ruebel (1945-2016)

Michele Valerie Ronnick (Wayne State University), organizer and presider

1. Biography of James S. Ruebel, CAMWS President (2001-2002). Ward W. Briggs, Jr. (University of South Carolina)
2. A View from Ball State's Honors College: An Interview with Professor Dom Caristi, Jim's Friend and Colleague. Theodore Tarkow (University of Missouri)
3. Ruebel (and Others) Join the Corps. Scott Aran Lepisto (Hillsdale College)
4. Caesar, the Geographoi and Lewis and Clark: The Use of Animals in Describing New Lands. Kenneth F. Kitchell, Jr. (University of Massachusetts-Amherst)
5. Apuleius in the Work of African American Novelist, Charles W. Chesnutt (1858-1932). Michele Valerie Ronnick (Wayne State University)

CPL Panel

The Promotion of Latin Teaching and Learning

David B. Wharton (University of North Carolina at Greensboro), organizer and presider

1. From Flop to Flip: Individualizing the Elementary Latin Curriculum. Kristina Meinking (Elon University)
2. You Don't Know the Language If You Don't Know the Words: Learning Vocabulary in an Oral, Communicative Classroom. Matt Panciera (Gustavus Adolphus College)
3. Trends, Problems, and Prospects for the Promotion of Latin Teaching. David B. Wharton (University of North Carolina at Greensboro)

Workshop

"The Classics Tuning Project": Articulating the Competencies and Skills of a Classics Student

John Gruber-Miler (Cornell College), organizer

Robert Holschuh Simmons (Monmouth College), presider

Lisl Walsh (Beloit College), presenter

Sanjaya Thakur (Colorado College), presenter 

Workshop

Cui donat lepidum novum libellum? Introducing a Bit of Active Latin into Your Current Advanced Latin Classroom

John Gruber-Miller (Cornell College), presider

Ronnie Ancona (Hunter College and CUNY Graduate Center), organizer and presenter 

Workshop

Pedagogy Of...

Devon Harlow (University of Southern California), orgnizer and presider

Jody Valentine (Pomona College), presenter 

Workshop

Intersectionality in the Classroom: Inclusive Teaching Strategies

Erica Meszaros (University of Chicago), organizer and presider

Amy Pistone (University of Notre Dame), presenter

Workshop

NCLG/CPL: Tirones/Mentores

Mary L. Pendergraft (Wake Forest University), organizer and presider

Hugh Himwich (Albuquerque Academy), presenter

John Fraser (Bosque School), presenter

Keely Lake (Wayland Academy), presenter

Generosa Sangco-Jackson (Oak Hall Academy), presenter

Workshop

If Not AP, Then What? A New Option for Secondary Teachers

Robin Anderson (Phoenix Country Day School), organizer and presenter ,

TBA, presider

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• Kristina Meinking, "Competency and Collaboration: An Approach to the Second Semester Latin Course"
• Matthew Panciera, "An Old Teaching Dog Tries Some New Tricks: Changing a Traditional Latin Classroom"
• Paul Nitz, Review of Díaz Ávila and Rouse, Alexandros, to Hellenikon Paidion"
• Rachel Ash, "Teaching Vocabulary with Movie Shorts"
• Georgia Irby, "Reading Science in the Greek Language Classroom"
• John Piazza, "Review of Beginner Latin Novels"
• Rebecca Harrison, "Learning (and Teaching) Latin Verb Tenses"
• Special Issue: "Perspectives on the Revised Standards for Classical Language Learning"
• Articles from teachers, methods course instructors, and authors of the Standards

Teaching Classical Languages welcomes articles offering innovative practice and methods, advocating new theoretical approaches, or reporting on empirical research in teaching and learning Latin and Greek. Contact John Gruber-Miller, Editor, Teaching Classical Languages, Cornell College, Mount Vernon, IA 52314, [email protected].

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The CAMWS Executive Committee has the right to issue public statements concerning important matters related to the organization. Occasionally the Committee receives requests from CAMWS members or non-members to issue official public statements on a particular issue. To ensure that the Committee handles all such requests fairly and in a timely fashion, the following Policy on Public Statements has been adopted.

CAMWS may issue a public statement when an issue is identified as consistent with the organization's Mission Statement:

"The Classical Association of the Middle West and South, Inc., is a professional organization for anyone interested in the classical world, including classicists at all levels of instruction, that promotes the knowledge and appreciation of classical antiquity through support of pedagogy, original research and public outreach."

These goals include the preservation of historical documents and artifacts, fostering communication and exchange among teachers and scholars, defending the fair and professional treatment of all members of the profession, and advocacy for the study of Classics and the humanities in general.

Anyone may petition the Executive Committee to issue a formal public statement about an issue of concern. Such requests should be forwarded to the President or Secretary-Treasurer. Requests must provide a clear and compelling reason for the proposed course of action, and demonstrate how it falls within the mission of CAMWS and conforms to the stated policies of the Association.

The President will refer the matter for discussion to the Executive Committee, who must approve any public statement to be issued on behalf of CAMWS. When, however, a speedy response is necessary, at his or her discretion the President may issue a statement upon recommendation in consultation with the Secretary-Treasurer only. As with other decisions of the Executive Committee, only the President or the Secretary-Treasurer is authorized to issue the statement in the appropriate venues.

Policy approved by the Executive Committee, August 24, 2017

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Austin Peay State University is pleased to invite submissions for Philomathes: A Journal of Undergraduate Research in Classics. This on-line journal publishes original research projects carried out by undergraduate students in any area of Classics. Submissions are welcome from current undergraduates and those who have recently completed their undergraduate education (within one year of graduation). The deadline for submissions for issue 2.1 is November 10, 2017 with a publication date scheduled for April of 2018.

Undergraduate research has become a prime component of university study in Classics as in other disciplines. We are glad to provide an opportunity to recognize some of the best undergraduate research. We invite submissions from current undergraduates and those who have recently completed their undergraduate education (within one year of graduation).

Please see the web site, http://www.apsu.edu/philomathes for information on publication policies and submission guidelines.

We look forward to receiving submissions from your students in all areas of Classical Studies. Please feel free to share this information with your colleagues at your own institution and others.

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sponsored by The Department of Classics at Monmouth College

The backstory of DC Comics' Wonder Woman is heavily inspired by characters, places, and events from classical mythology. DC's Wonder Woman is portrayed as appearing in a variety of different places and times in history, all while maintaining her essential identity as the Amazon Princess Diana. Entries for this contest should take a "Wonder Woman" from classical history, mythology, or literature and come up with some pretext for setting her in a place and time outside of her native one. In that new context, this "Wonder Woman" should use her "super" powers/skills that are apparent from her portrayals in the classical world to solve some problem that was confounding the people of her new context. This contest is open to any student enrolled full-time in high school (anywhere in the world) during the current school year. An award of $250.00 will be given to the author of the best entry written in English on the specified theme. The entry may be a short story, a play, a poem, or an original literary work of any other sort. This contest was established in 1985 by the Department of Classics at Monmouth College in Monmouth, Illinois, to honor Bernice L. Fox, to promote the study of Latin and the Classics in high schools, and to recognize the good work of high school students. Judging The entry should make frequent, specific, accurate, and appropriate references to events from historical or other classical sources, and to the circumstances of the context into which you are placing your "Wonder Woman." Papers will be judged on accuracy to ancient sources, appropriate use of those sources, skillfulness in incorporating your "Wonder Woman" into your chosen context, originality, quality of material, thematic development, appropriateness, correctness of English style, and effectiveness of presentation. About Bernice L. Fox Bernice L. Fox taught courses in English, Latin and Greek at Monmouth College from 1947 to 1981, and served as chair of the Department of Classics from 1970 until her retirement in 1981. Throughout her long and dynamic career, she worked tirelessly to promote the Classics in Illinois high schools and colleges. She is also the author of Tela Charlottae, the Latin translation of E. B. White's Charlotte's Web. In 1991, Monmouth College conferred on her the honorary degree of Doctor of Humane Letters. She died in 2003.		Contest Guidelines Entries must be typed, double-spaced, and on 8-1/2 x 11-inch paper. Printing on both sides of a page is acceptable. No electronic submissions. The entry must fit the theme of this year's contest. No minimum or maximum length is required. The entrant's name and school must not appear on the entry. Contestants should place a personal identification code (a randomly selected nine-character series) on the top left-hand corner of every page of the entry and on a separate 8-1/2 x 11-inch sheet of paper, which also contains the following information: author's name, date of birth, and personal identification code; school name, address, and phone number; and teacher's name. No more than ten entries will be accepted from any individual school, and only one entry per student will be accepted Failure to follow these guidelines will result in disqualification. All entries must be postmarked no later than March 15th, and mailed to the following address: Dr. Robert Holschuh Simmons Monmouth College 700 E. Broadway Ave. Monmouth, IL 61462. All entries become the property of Monmouth College. The winner will be announced on or close to April 15th on the contest website. Every entrant will receive a certificate of participation from Monmouth College. For further information, including a list of previous winners, please consult the contest website. Send any questions to Dr. Simmons at rsimmons@ monmouthcollege.edu.

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Renaissance and Baroque Art in Rome and Naples
Dates: June 16-28, 2018
Director: Andrew Casper, Miami University, [email protected]

This tour will explore major achievements and developments in Renaissance and Baroque Art (1300-1700) in Rome and Naples. Focusing on these two cities will allow tour participants to study both major (and possibly familiar) works and monuments in Rome as well as some lesser known (but no less significant) sites in Naples. This will allow for an especially rich examination of key artistic developments in painting, sculpture, and architecture that fall within and outside of the conventional canon, but all of which constitute some of the most celebrated, innovative, and influential artistic achievements in the Western world. Despite their differing political histories the chosen cities of Rome and Naples share mutual commonalities and influences in their respective artistic cultures that will ensure some cohesion to the various sites and monuments that we will visit. The itinerary will be sure balance visits to locations such as chapels and churches where individual works are in situ, and can thus be considered in their original physical context, as well as to museums and galleries that will allow for a more comparative analyses among numerous works of art gathered in one place. We will also sample the cultural, culinary, and leisure offerings in Italy that for centuries have been and continue to be celebrated by residents and visitors alike. $2895, single supplement $400.

Greece and Rome in Washington, DC: Classical Influences on Our Founding Fathers
Dates: June 17-22, 2018
Director: Elise Friedland, George Washington University, [email protected]

Our nation's capital is revered for its urban design, public architecture, and civic sculpture-all of which are inspired by ancient Greece and Rome. Washington, DC presents an urban landscape that echoes - to some degree and in a way that no other American city does - the streets and public squares of the ancient world, where ancient Greeks and Romans once conducted business, politics, and religion. 18th and 19th century Americans lived in a classical world, and there is a large body of scholarship on classica Americana, how Greek and Roman culture influenced and was adopted and adapted by the Founding Fathers of the United States in nearly every area: government, law, higher education, art, and architecture. This five-day study tour will survey Greek and Roman influence on the Founding Fathers and early America from the late 1700s through the early twentieth century, focused on the art and architecture of DC. A study tour textbook will provide an intellectual history of early America that will serve as the backdrop for the major focus of the tour, the buildings, sculptures, and other works of art in DC that adopt and adapt Greek or Roman monuments as well as the ancient monuments on which they were based. Tour participants will become familiar with the ancient and early American symbols that permeate DC and gain a new appreciation for the role of the ancient world in our nation's cultural, social, political, and educational history. Major sites will include the Capitol Building including Statue of Freedom, Pedimental sculpture, Apotheosis of George Washington in Rotunda dome, and Brumidi Corridors; Greek Revival buildings (Treasury Building, Old Patent Office, Old City Post Office, Frieze on Old Pension Building, now National Building Museum); National Archives, National Gallery of Art, Jefferson Monument, and many others. $1050

Ancient France: Gallic, Greek, and Roman
Dates: June 26-July 8, 2018
Directory: Raymond Capre, Montclair State University, [email protected]

This tour of Southern France will explore the interaction of three cultures: Gallic, Greek, and Roman, through a study in the archaeology and history of France beginning with the civilization of the iron age Gauls and the establishment of Greek cities at the end of the seventh century BC through the advent of Republican Roman colonization and the campaigns of Caesar to the end of Roman Hegemony. The archaeological sites, accompanying museums, and the grand Catholic cathedrals of the region we shall visit are located on the ancient trade routes that developed into the Roman road system in Gaul, most notably the Via Domitia. This excursion will allow the participant to see many lovely cities in the south of France, as we shall stay in one night in Toulouse, three in Arles, one in Narbonne, one in Montpellier, two in Nîmes, and three in Aix-en-Provence. Other cities visited include Carcassonne, Marseille, Vaison-la-Romaine, Orange, Avignon, and Les Baux. The south of France is one of Europe's gems in terms of its culture and cuisine. This tour will provide an unforgettable experience of this region. $2995, single supplement $475.

Comprehensible Input and the Latin Classroom: A Study Tour in Italy
Dates: July 10-21, 2018
Director: Keith Toda, Parkview High School, Lilburn, GA, [email protected]

This 12-day tour is designed to teach Comprehensible Input pedagogy to Latin teachers and to demonstrate how Comprehensible Input methodology can be applied to the teaching of Roman authors. The tour will include travel to sites relevant to Roman authors and textbook readings. Workshop sessions will alternate with visits to sites and museums such as the Colosseum, Capitoline Museums, Vatican City, Pompeii, and Capri. Workshop topics include an overview of Comprehensible Input theory, demonstration of Comprehensible Input techniques/strategies, such as Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS), circling, dictations, Movie Talk, embedded readings, Personalized Questions and Answers (PQAs), and numerous activities related to pre-reading, reading, and post- reading activities. Other topics will include Sequencing and Scaffolding of a Comprehensible Input Lesson, Grammar in a Comprehensible Input classroom, and Teaching Upper Level Authors/the AP Syllabus with Comprehensible Input . The program features 3 days in Rome and the remainder in Campania at the Harry Wilks Study Center at the Villa Vergiliana. $2895, single supplement $400.

City of God, Barbarian Kingdoms: Italy in Late Antiquity
Dates: July 11 - 22, 2018
Directors: Thomas Landvatter and Beth Platte, Reed College

We may think of the "Fall of the Roman Empire" as a disastrous time, when barbarians swept through the once-great Roman Empire and ushered in a dark age. And indeed, the city of Rome suffered greatly during the period of Late Antiquity, from 200-800 CE. In this tour, we will explore this history of Late Antique Italy through its urban centers and geography of power. We will begin in Rome with the magnificent displays of imperial power of the Severan Dynasty and the tetrarchy, including Rome's Constantinian churches. We'll explore the impact of Christianity through visits to the Vatican; the Celian, a posh neighborhood that became a center of elite Christian display; and a day trip to the Benedictine monastery of Monte Cassino, founded in the 6th century. From Rome, we will travel to the Byzantine outpost of Ravenna, stopping in Spoleto, the 6th century capital of a Lombardic Duchy, and the Temple of Clitumnus, the site of an early church. In Ravenna, we will visit the 6th century mausoleum of Theoderic and other Ostrogothic and Byzantine monuments. The highlights of Ravenna will be the 6th-century churches of San Vitale and Sant' Apollinare and the 5th-century Mausoleum of Galla Placidia, with some of the most beautiful Byzantine mosaics in the world. $2995, single supplement $475.

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Vergilian Society Call for Proposals for Symposium Cumanum, June 2019.

This is one of two calls for proposed symposium topics. The Vergilian Society is soliciting proposals for the twenty-fifth annual Symposium Cumanum, to take place at the Harry Wilkes Study Center at the Villa Vergiliana in Cuma at the end of June, 2019. We will consider a proposal on any theme pertaining to Vergil and his times, although preference may be given to a subject that has not been treated recently. Descriptions of previous symposia can be found on the Vergilian Society website,(http://www.vergiliansociety.org/symposium_cumanum/pub-lications_previous_symposia/).

Each proposal should be prepared by the person who is intending to direct the symposium, or by the lead person if co-directors are envisioned. The successful director will have logistical assistance from the Vergilian Society's Italian staff and from the executive committee; a set of guidelines is available to assist in planning.

Proposals should be 250-300 words in length, giving a brief rationale for the theme, some thoughts on what kinds of subjects are likely to be treated, and the names of several scholars who have worked on this theme and might be approached to participate. As international meetings, our symposia attract participants from all over the world, but since the Vergilian Society is an Italian-American cultural association, we are especially interested in seeing solid participation from scholars in these two countries.

Proposals should be submitted electronically by Wednesday, January 31, 2018 to the president of the Vergilian Society, James O'Hara, at [email protected].  Informal enquiries are also welcome at that email address.

Vergilian Society Call for Proposals for Symposium Campanum, October 2019

This is one of two calls for proposed symposium topics. The Vergilian Society invites proposals for topics for the fourth annual Symposium Campanum, to take place at the Harry Wilks Study Center at the Villa Vergiliana in Cuma, Italy in mid-October, 2019. These October Symposia differ in focus from our summer Symposium Cumanum: we will consider proposals on any aspect of the history, archaeology, art and architecture, and geology of Italy and Sicily from the remotest antiquity to the Renaissance. For information about earlier Symposia Campana, see: http://www.vergiliansociety.org/symposium_cumanum/.

Each proposal should be prepared by the person who is intending to direct the symposium, or by the lead person if co-directors are envisioned. The successful director will have logistical assistance from the Vergilian Society's Italian staff and from the executive committee; a set of guidelines is available to assist in planning.

Proposals should be 250-300 words in length, giving a brief rationale for the theme, some thoughts on what kinds of subjects are likely to be treated, and the names of several scholars who have worked on this theme and might be approached to participate. As international meetings, our symposia attract participants from all over the world, but since the Vergilian Society is an Italian-American cultural association, we are especially interested in seeing solid participation from scholars in these two countries.

Proposals should be submitted electronically by Wednesday, March 28, 2018 to the president of the Vergilian Society, James O'Hara, at [email protected]. Informal enquiries are also welcome at that email address.

Call for Papers for the 2018 Symposium Cumanum:

rerum cognoscere causas: Learning in the Late Republic and the Augustan Age

June 26-30, 2018

Co-Directors: T.H.M. Gellar-Goad (Wake Forest University) and Christopher B. Polt (Boston College)

The Vergilian Society invites proposals for papers for the 2018 Symposium Cumanum at the Villa Vergiliana in Cuma, Italy. Learning and teaching were fundamental to Roman literature from the start: Livius Andronicus, the primus auctor of Latin letters, was first a teacher whose pedagogic experiences profoundly shaped his own writing (Feeney, Beyond Greek). Instruction becomes a special interest in the culture and literature of the late Republic and Augustan periods, when attitudes towards education find complex, fluid, and multivalent expressions (Bloomer, The School of Rome). This symposium aims to interrogate the varied, shifting roles that teaching and learning play in this pivotal period, especially with reference to the literary milieu in which Vergil was educated and to which he contributed.

While teaching and learning were esteemed in the time of Vergil, and while didactic verse represents the most familiar incarnation of poetic teaching and learning, this distinct form of literature long lacked recognition as a formal genre (Sider, "Didactic poetry: The Hellenistic invention of a pre-existing genre"). Indeed, its ambiguous status has increasingly exercised the attentions of scholars, who struggle to define what sets didactic literature apart (Effe, Dichtung und Lehre; Dalzell, The Criticism of Didactic Poetry). What motivated ancient poets to become professed teachers and compose defined lessons in such an ill-defined "genre"?

Poetry occupies an ambiguous role in teaching and learning. Vergil ranks among history's most influential teachers, even with his non-didactic work: grammatici used his Aeneid as a core school-text for elite Roman boys and many viewed it as a source of prophetic learning (the sortes Vergilianae). Vergil's authority as epic teacher led Dante to select him as tour guide in Hell and resulted in an early modern "cult of Vergil" as supreme didact, especially among the Jesuits (Haskell, Loyola's Bees). But Vergil also learned at the knees of others: Ennius, Lucretius, and Philodemus, whose Epicureanism profoundly influences Augustan-age poets. Scholars have noted Vergil's debt to prose authors such as Varro (Thomas, Vergil; Horsfall, The Epic Distilled), who offered both material and methodological approaches adapted to new purposes.

Recent years have also seen the development of frameworks for the philosophical, ethical, and cultural implications of didactic (Nelson, God and the Land; Kronenberg, Allegories of Farming from Greece to Rome), but its boundaries and generic status remain contested (Itsumi, "Didactic Poetry: A Generic Tradition?"), as have the relationship between prose and poetry that claims to teach (Atherton, Form and Content in Didactic Poetry; Hutchinson, "Read the Instructions") and the dynamics between teacher and student in ancient literature and culture (Schiesaro et al., Mega nêpios). 

This symposium aims to continue these investigations and to open up new fields of inquiry related to ancient teaching and learning. Papers might focus on topics including (but not limited to):

• interactions between Vergil and his didactic predecessors/successors
• the teacher-student relationship in Vergil's Georgics and elsewhere
• Roman cultures of learning and ancient learning communities
• translating Greek teachings for Italian audiences
• how ancient education practice informs poetic production
• ethical and philosophical implications of teaching through poetry
• contact between "scientific" work and didactic literature
• didacticism outside traditionally didactic poetry
• the later reception of Vergil and other ancient authors as educators

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College of William & Mary, Williamsburg, Virginia,

April 19-21, 2018.

We seek papers that raise broader issues and themes that will engage all AAH attendees regardless of their primary specialization.  As always with the AAH, all sessions are plenary.

Papers will be 20 minutes in length, with time for discussion. Please send abstracts (.pdf or .docx) of no more than 500 words to [email protected] by Monday, December 4, 2017.  Limited references may be provided in-text only; no bibliographies please. Name your submission file in a way that indicates the panel to which you are applying.

We anticipate holding sessions on the following themes:

Travel in Ancient History

Recent decades have seen a growth of interest in the study of travel in antiquity, a topic that is integral to geography and cartography and was itself an important strand in many literary genres. This panel will attempt to draw together the threads of this trend by examining the phenomenon of travel in antiquity from as broad a range of perspectives as possible. Some of the topics that papers might address are the logistics of ancient travel, cartographical tools that helped guide travel, the role of travel in historical and biographical events, the role of travel in interstate politics and economy, travel as a means of acquiring social capital and defining identities, ideologies of travel and their relation to reality, travel and pilgrimage in the practice of ancient religions, the historiography of travel, and travel as an element of historiographical methodology.

Colonialism and Ancient Mediterranean Religions

Historical and cultural studies over the last few decades have embraced the study of colonialism in the ancient world. Theoretical approaches to this concept have included colonial and post-colonial theory, empire theory, as well as ethnicity and other types of identity studies. The impact of colonialism on religious practices of the ancient Mediterranean world, however, has not yet been thoroughly explored. Questions to be considered in this panel may include the following. How are the religious practices and beliefs of a colonizing state viewed by the indigenous population and vice versa? To what degree are the religious practices of the colonizing state affected by indigenous practices? How do the religious practices of a colony relate to those of its "mother" state? Is there evidence for "resistance" to colonialism in religious practice? This panel aims to bring together scholars of religion, history, philology, and archaeology to explore case studies and theoretical models for understanding the impact of colonialism on ancient Mediterranean religions.

Ancient Democracy

We seek papers that explore all aspects of ancient democracy. Topics might include (but are not limited to) the use of non-literary sources, such as epigraphy and papyri, to understand ancient political systems, the evolution of democracy in the Hellenistic and Roman periods, or the intersection of democracy and economics. Papers that focus on areas and time periods beyond the scope of Classical Athenian democracy are especially welcome.

Food, Drink and Identity

In recent years scholarly contributions in the area of ancient food culture have begun to provide fresh perspectives on social, political, military and religious identity in the Greco-Roman world. We seek papers that will continue to build upon these recent advances by viewing ancient food, drink and identity through a wide interpretative lens, from the Greek Bronze Age to the Late Roman Empire, including the ancient Near East. Comparative approaches with other cultures and time periods will be especially welcome, as will be papers that treat the topic through any number of sources, including, but not limited to, historiographical, inscriptional, legal and archaeological.

New Directions in Achaemenid Persian Studies

The study of the Achaemenid Persian empire has grown into a thriving field of ancient history, with fruitful connections to related disciplines including Assyriology, Egyptology, Judaica, and Greek history. This panel seeks to stimulate conversations on the future of Achaemenid Studies, and welcomes papers on new evidence, approaches, and projects of importance to the field. Topics may include (but are not limited to) the evidence of the Persepolis archives, Babylonian temple archives, the archaeology and art history of the Achaemenid empire, and the textual evidence for Persia's relations with Mediterranean neighbors.

Imperial Encounters in Ancient Anatolia

Ancient Anatolia was a meeting place of empires, the site of complex encounters between the political, cultural, religious, and economic systems of foreign conquest-states and diverse local populations. This panel will explore the interactions between imperial powers and the people and landscapes of Anatolia in the longue durée, and welcomes papers on aspects of this theme from the Hittite Bronze Age to the Persian, Hellenistic, and Roman eras.

Archaeology and Epigraphy

Recent years have witnessed a sea-change in the way we access and make use of inscriptions from antiquity - from the digitization of material (e.g. The Herculaneum Graffiti Project), to mapping (Imperium Romanum on Googlemaps), to crowd-sourcing that helps produce critical editions (the Ancient Lives project). This panel invites submissions that employ or publicize new approaches to inscriptions, illustrating the benefit of new methodologies and practices. We also invite interdisciplinary papers, especially archaeological inquiries that provide context on the display, meaning, and function of inscriptions as monuments.

Call for Posters

This year's AAH meeting will also have space and time set aside for posters. Please send abstracts as above. For more information email [email protected] or visit http://associationofancienthistorians.org/2018meeting/call.html.

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http://www.ascsa.edu.gr/

STUDY IN GREECE 2018-2019

ASCSA PROGRAMS AND FELLOWSHIPS

The American School of Classical Studies at Athens, one of America's most distinguished centers devoted to advanced teaching and research, was founded in 1881 to provide American graduate students and scholars a base for their studies in the history and civilization of the Greek world. Today, over 135 years later, it is still a teaching institution, providing graduate students a unique opportunity to study firsthand the sites and monuments of Greece. The School is also a superb resource for senior scholars pursuing research in many fields ranging from prehistoric to modern Greece, thanks to its internationally renowned libraries, the Blegen, focusing on all aspects of Greece from its earliest prehistory to late antiquity, and the Gennadius, which concentrates on the Greek world after the end of antiquity. (Note: For the 2018-2019 academic year, the Blegen and Gennadius libraries may be closed for up to six months between January and June for reorganization; members of the School will continue to have access to other facilities of the School and other libraries in Athens).

FUNDING FOR GRADUATE STUDENTS FOR STUDY AT THE ASCSA

(FULL ACADEMIC YEAR AND SUMMER PROGRAMS)

REGULAR MEMBER FELLOWSHIPS: Up to twelve fellowships are available for the School's Regular Members. Fellowships provide a stipend of $11,500 plus room and board at Loring Hall on the School grounds and waiver of School fees. Regular Member fellowships are awarded for the entire nine-month program. All awards are made on the recommendation of the Committee on Admissions and Fellowships and are based on the results of the qualifying examinations and materials submitted with the application. Fellowships include the Heinrich Schliemann and the John Williams White Fellowships in archaeology, the Thomas Day Seymour Fellowship in history and literature, and nine Fellowships unrestricted as to field - the Virginia Grace, the Michael Jameson, the Philip Lockhart, the Lucy Shoe Meritt, the Fowler Merle-Smith, the Martin Ostwald, and the James Rignall Wheeler. The Bert Hodge Hill is unrestricted, but with a preference for a student in art history, and the Emily Townsend Vermeule is unrestricted, but with a preference for Bronze Age archaeology. $50 application fee. DEADLINE: JANUARY 15, 2018.

STUDENT ASSOCIATE MEMBERSHIP: Advanced graduate students who plan to pursue independent research projects, who do not wish to commit to the full Regular Program. DEADLINE: ROLLING. 

ADVANCED FELLOWSHIPS: Several fellowships for the full academic year at the School with a stipend of $11,500 plus room, board, and waiver of School fees are available to students who have completed the Regular Program or one year as a Student Associate Member and plan to return to the School to pursue independent research, usually for their Ph.D. dissertation. Advanced Fellowships awarded by the School: the Samuel H. Kress Fellowship in art and architecture of antiquity; the Gorham Phillips Stevens Fellowship in the history of architecture; the Ione Mylonas Shear Fellowship in Mycenaean archaeology or Athenian architecture and/or archaeology; the Homer A. and Dorothy B. Thompson Fellowship in the study of pottery; and three Fellowships unrestricted as to field: the Edward Capps, the Doreen Canaday Spitzer, and the Eugene Vanderpool Fellowships. DEADLINE: FEBRUARY 15, 2018.

FULBRIGHT FELLOWSHIPS: Contact the Institute of International Education, at 809 United Nations Plaza, NY 10017 or http://us.fulbrightonline.org for application and stipend information. Candidates must submit ASCSA application for Student Associate Membership by due date for Fulbright application. Student Associate membership is the only category eligible for the Fulbright grants. DEADLINE: OCTOBER 11, 2017.

SUMMER SESSION: Six-week session to explore the sites and museums in Greece for graduate and undergraduate students, and secondary school and college teachers. Fee of $4,900 includes tuition, travel within Greece, room, and partial board. Scholarships available. $25 application fee. DEADLINE: JANUARY 15, 2018.

SUMMER SEMINARS: Two 18-day sessions designed for those who wish to study specific topics in Greece and visit major monuments with exceptional scholars as study leaders, and to improve their understanding of the country's landscape, archaeology, material culture, history, literature, and culture. Enrollment is open to graduate and advanced undergraduate students, and to high school and college instructors of classics and related subjects. Each seminar is limited to twenty participants. Fee of $2,750 includes tuition, travel within Greece, room, partial board in Athens, and museum and site fees. Scholarships available. DEADLINE: JANUARY 15, 2018.

FUNDING FOR GRADUATE STUDENTS AND POSTGRADUATES FOR STUDY AT THE ASCSA (FULL ACADEMIC YEAR)

THE M. ALISON FRANTZ FELLOWSHIP: Ph.D. candidates and recent Ph.D.s for work in the Gennadius Library. A stipend of $11,500 plus room, board, and waiver of School fees. DEADLINE: JANUARY 15, 2018.

THE JACOB HIRSCH FELLOWSHIP: For projects carried out in Greece, U.S. or Israeli citizens, Ph.D. candidate, writing a dissertation or recent Ph.D. revising a dissertation for publication. A stipend of $11,500 plus room, board, and waiver of School fees. DEADLINE: JANUARY 15, 2018

FUNDING FOR GRADUATE STUDENTS OR POSTGRADUATES FOR STUDY AT THE ASCSA (SHORT-TERM FELLOWSHIPS)

ARCHAEOLOGICAL INSTITUTE OF AMERICA (AIA) ANNA C. AND OLIVER C. COLBURN FELLOW: Ph.D. candidates and recent Ph.D.s whose field is classical archaeology. Contact the AIA, Boston, MA for information. Simultaneous application to both the AIA and the ASCSA is required. Applications completed on website: www.archaeological.org and http://www.ascsa. edu.gr/index.php/admission-membership/student-associate-membership. Stipend of $5,500. DEADLINE: JANUARY 15, 2018.

THE HARRY BIKAKIS FELLOWSHIP: North American or Greek graduate students researching ancient Greek law or Greek graduate students working on a School excavation. The $1,875 fellowship is awarded periodically. School fees are waived. DEADLINE: JANUARY 15, 2018

COTSEN TRAVELING FELLOWSHIP FOR RESEARCH IN GREECE: Short-term travel-to-collections award of $2,000 for senior scholars and graduate students for projects and research at the Gennadius Library. At least one month of residency required. School fees are waived. DEADLINE: JANUARY 15, 2018.

THE GEORGE PAPAIOANNOU FELLOWSHIP: Ph.D. candidates or recent Ph.D.s researching Greece in the 1940's and the post-war period. Fellows are required to make use of and refer to the George Papaioannou Papers housed at the Archives of the Gennadius Library. Open to all nationalities. Stipend of €1,000. School fees are waived for a maximum of two months. DEADLINE: JANUARY 15, 2018.

THE HENRY S. ROBINSON CORINTH RESEARCH FELLOWSHIP: Ph.D. candidate or Ph.D. for research on a doctoral dissertation or primary publication specifically on Corinth, requiring the use of the resources, archaeological site, and collections at the ASCSA excavations at Ancient Corinth. Open to all nationalities. The Robinson Fellowship may not be held concurrently with another School fellowship. One or more grants for up to three months, maximum amount of stipend is $4,000. School fees are waived. DEADLINE: JANUARY 15, 2018.

WIENER LABORATORY RESEARCH ASSOCIATE APPOINTMENTS: Short-term funding for Ph.D. candidates and postdoctoral scholars from colleges and universities worldwide pursuing archaeological research related to the ancient Greek world at the Wiener Laboratory. Variable amounts up to $7,000. Term variable, up to nine months. DEADLINE: JANUARY 15, 2018

TRAVELING AND EXCHANGE FELLOWSHIPS FOR GRADUATE STUDENTS AND POSTGRADUATE STUDY 

COULSON/CROSS AEGEAN EXCHANGE, Program of the Council of American Overseas Research Centers (CAORC): Short-term fellowships for Greek nationals and scholars to pursue research in Turkey under the auspices of the American Research Institute in Turkey (ARIT). Stipend of $250 per week plus up to $500 for travel expenses. Submit online application to ASCSA. DEADLINE: MARCH 15, 2018.

MULTI-COUNTRY RESEARCH FELLOWSHIPS, Council of American Overseas Research Centers (CAORC): Ph.D. candidates and postdoctoral scholars with research in the humanities, social sciences, or allied natural sciences requiring travel to several countries with an American overseas research center. Consult CAORC website for application and deadline: www.caorc.org.

THE PAUL REHAK MEMORIAL TRAVELING FELLOWSHIP: Regular members and Student Associate members already attending the School for the entire academic year. Grant of $1,000 or grants of lesser amounts. School fees are waived. The purpose is to allow individuals to travel in Greece and Magna Graeca to conduct a research project during the current academic year from September 1, 2016 to July 1, 2017. DEADLINE: MARCH 1, 2018.

FUNDING FOR SENIOR SCHOLARS FOR STUDY AT THE ASCSA

KRESS PUBLICATIONS FELLOWSHIPS: Postdoctoral scholars working on assigned material from excavations at Ancient Corinth, Ancient Agora, Lerna, and affiliated projects of the ASCSA to support research for publication of the excavated material. Grants for at least three months (up to $10,000) to a maximum of nine months (up to $30,000). DEADLINE: JANUARY 15, 2018.

NEH FELLOWSHIPS: Awards for postdoctoral scholars and professionals in the humanities. Terms: Two to four fellowships, five to ten months in duration. Maximum stipend for a five-month project, $21,000; for a ten-month project, $42,000. School fees are waived. U.S. citizens or foreign nationals being U.S. residents for three years before application deadline. Applicants must hold their Ph.D. or equivalent terminal degree at the time of application. Submit online application to ASCSA. DEADLINE: OCTOBER 31, 2018.

WIENER LABORATORY PROGRAMMATIC POSTDOCTORAL FELLOWSHIP (2018-2021): Project proposals are welcomed from any archaeological project affiliated with the ASCSA. Both current and former permit holders are eligible to apply. A specific candidate for the fellowship must be named in the application who has received their PhD and has a demonstrable record of research and publication directly relevant to the project. Stipend of $35,000 per year for three-year term. DEADLINE: JANUARY 15, 2018.

For more information about each program or fellowships, please visit http://www.ascsa.edu.gr /index.php/admission-membership/fellowships-and-grants

ASCSA programs are generally open to qualified students and scholars at colleges or universities in the U.S. or Canada; restrictions may apply for specific fellowships and programs. The American School of Classical Studies at Athens does not discriminate on the basis of race, age, sex, sexual orientation, color, religion, ethnic origin, or disability when considering admission to any form of membership.

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Sponsored by the American Association for Neo-Latin Studies (AANLS)

Organized by Quinn Griffin, Grand Valley State University

The AANLS invites proposals for a panel of papers on current research in Neo-Latin texts from around the world to be held at the annual meeting of the Society for Classical Studies (SCS) in San Diego in early January 2019. Our intent is to illustrate the diversity and richness of Neo-Latin Studies; to underscore the importance of contemporary research in the complex, international phenomenon of Neo-Latin literature; and to give scholars an opportunity to share the results of their research and their methodologies with colleagues in the many disciplines that comprise Neo-Latin studies.

We welcome papers on all aspects of the study of literary, historical, scholarly, legal, scientific and technical works written in Latin in the Renaissance and early Modern Period (to about 1800). We also welcome papers dealing with more recent Neo-Latin works.

Abstracts should be sent (and arrive no later than midnight EST on Saturday, February 24, 2018) to Professor Quinn Griffin at [email protected]. Abstracts should be a maximum of 650 words (not including a brief bibliography).

In accordance with SCS regulations, all abstracts for papers will be read anonymously by three referees. Please follow the instructions for the format of individual abstracts that appear on the SCS web site. In your cover letter or e-mail, please confirm that you are an SCS or AIA member in good standing (and please note your membership number), with dues paid through 2019.

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The Committee on Ancient and Modern Performance (CAMP) of the Society for Classical Studies invites proposals for a panel to be held under the Committee's sponsorship at the 150th Annual Meeting of the SCS (January 3-6, 2019; San Diego, California). Submissions, which should not exceed 500 words in length, should include:

1. the title of the proposed panel;
2. a general outline of the proposed topic;
3. a brief explanation of the topic's relevance to the performance of ancient or modern drama;
4. and, where appropriate, a brief bibliography.

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Laura McClure, University of Wisconsin, President (2018), Chair

Andrew Faulkner, University of Waterloo, President Elect (2018)

Alden Smith, Baylor University (TX), Immediate Past President (2018)

Thomas J. Sienkewicz, Monmouth College (IL), Secretary-Treasurer (2022)

Antonios C. Augoustakis, University of Illinois at Urbana-Champaign, Editor, Classical Journal (2021)

John C. Gruber-Miller, Cornell College (IA), Editor, Teaching Classical Languages (2019)

Timothy S. Heckenlively, Baylor University (TX), Editor, CAMWS Newsletter (2018)

Keely Lake, Wayland Academy (WI), Chair, CPL (2019)

Mathias Hanses, Penn State University, Chair, Finance Committee (2020)

Roger T. Macfarlane, Brigham Young University (UT), Chair, Membership Committee (2018)

Nicoletta Villa-Sella, The Linsly School (WV), Chair, Steering Committee (2018)

Hunter H. Gardner, University of South Carolina, Member-at-Large (2018)

David Schenker, University of Missouri, Member-at-Large (2019)

Sophie Mills, University of North Carolina at Ashville, Member-at-Large (2020)

Regional VP: Stacie Raucci, Union College, NY (2019)

Regional VP: Christina Vester, University Of Waterloo (2020)

Manitoba, Pauline L. Ripat, University of Winnipeg (2020)

Ontario, Fanny L. Dolansky, Brock University (2018)

Saskatchewan, John R. Porter, University of Saskatchewan (2018)

Regional VP: T. Davina McClain, Louisiana Scholars' College (2019)

Alabama, P. Andrew Montgomery, Samford University (2020)

Louisiana, Wilfred E. Major, Louisiana State University (2018)

Mississippi, Jonathan B. Fenno, University of Mississippi (2018)

Texas, Deborah Beck, University of Texas at Austin (2018)

Regional VP: Daniel W. Leon, University Of Illinois At Urbana-Champaign (2018)

Illinois, Hilary Lehmann Kox College (2020)

Indiana, Christopher W. Bungard, Butler University (2020)

Michigan, Anise K. Strong, Western Michigan University (2019)

Regional VP: Christopher Nappa, University Of Minnesota (2020)

Minnesota, Erik K. Dugdale, Gustavus Augustus College (MN) (2020)

North Dakota, Rocki Wentzel, Augustana College (SD) (2018)

South Dakota, Rocki Wentzel, Augustana College (SD) (2020)

Wisconsin, Adriana Brook, Lawrence University (WI) (2020)

Regional VP: Gwen L. Compton-Engle, John Carroll University, OH (2018)

Ohio, Garrett A. Jacobsen, Denison University (2018)

West Virginia, E. Del Chrol, Marshall University (WV) (2019)

Regional VP: Marcia H. Lindgren, University Of Iowa (2019)

Iowa, Monessa Cummins, Grinnell College (2018)

Kansas, Craig Jendza, University of Kansas (2020)

Missouri, Amy L. Norgard, Truman State University (2018)

Nebraska, Mark A. Haynes, Creighton Preparatory High School (NE) (2019)

Oklahoma, John H. Hansen, University of Oklahoma (2019)

Regional VP: Osman S. Umurhan, University Of New Mexico (2018)

Arizona, Arum Park, University of Arizona (2020)

Colorado, Reina E. Callier, University of Colorado, Boulder (2020)

Nevada, Thomas Garvey, The Meadows School (2019)

New Mexico, Luke Gorton, University of New Mexico (2018)

Utah, Seth A. Jeppesen, Brigham Young University (2019)

Wyoming, Laura A. De Lozier, University of Wyoming (2018)

Regional VP: Hunter H. Gardner, University Of South Carolina (2018)

Florida, James P. Sickinger, Florida State University (2019)

Georgia, Amy K. Leonard, Grady High School (2019)

South Carolina, Andrew Alwine, College of Charleston (2019)

Regional VP: Keyne A. Cheshire, Davidson College (2020)

North Carolina, T. H. M. Gellar-Goad, Wake Forest University (2019)

Virginia, Erika Zimmermann Damer, University of Richmond (2020)

Regional VP: Ryan Sellers, Memphis University School, TN (2019)

Arkansas, Maureen R. Stover, Mt. St. Mary's Academy (2018)

Kentucky, Kathleen Quinn, Northern Kentucky University (2019)

Tennessee, Ed Long, Clarksville High School (2020)

Awards & Scholarships John Breuker, Jr. Joel P. Christensen Rickie E. Crown G. Edward Gaffney Katherine A. Geffcken Charles A. George Nicolas P. Gross Rebecca R. Harrison Liane Houghtalin Eleanor W. Leach Jacob E. Nyenhuis Stephanie M. Pope Osman S. Umurhan Bolchazy Fund Helena R. Dettmer Charles A. George Anne H. Groton Dr. Stanley A. Iverson Eddie R. Lowry, Jr. Dr. Martha J. Payne CPL Wisconsin Latin Teachers Association Excavation/Fieldschool Prize Laura Gawlinski Martha J. Payne Monessa F. Cummins Charles A. George Peter M. Green General Fund Joel P. Christensen Jenny S. Clay Ann Raia Colaneri Paolo Custodi James H. Dee Lisa Ellison Kristopher F. B. Fletcher Alison Futrell Charles A. George Rebecca R. Harrison Sharon L. James James G. Keenan Dennis P. Kehoe Sherwin D. Little Alexander C. Loney Stephanie A. McCarter and Dr. Daniel S. Holmes Laura K. McClure Thomas McGinn Jon D. Mikalson Sophie Mills Stephen A. Nimis Jacob E. Nyenhuis Martha J. Payne Christine G. Perkell R. G. Peterson John R. Porter Thomas J. Sienkewicz Kathryn A. Simonsen Zoe Stamatopoulou Marcia M. Stille David W. Tandy Theodore A. Tarkow Margaret M. Toscano

Knudsvig Fund Stanley A. Iverson Other Charles A. George Ruebel Fund Mark Morford Total Donation Amount: $4234

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Individual membership in CAMWS for the fiscal year July 1 through June 30 may be purchased for $65 ($30 for student, retiree, first-time teacher, or new CAMWS member; $45 for contingent faculty). Joint spouse/partner membership is available for $90, retired spouse/partner membership for $50. A life membership costs $1200 for an individual and $1600 for joint spouse/partner.

A membership includes a one-year subscription to The Classical Journal as well as on-line access to the Loeb Classical Library. Please indicate on the membership form whether you would prefer to receive CJ electronically (via JSTOR) or in print. For an extra $5 you may receive the journal in both formats. Please note that membership in CAMWS provides electronic subscription only to the current volume of CJ. CAMWS members wishing to have access to back issues of the journal can do so at a special rate through JStor. Please contact Tom Sienkewicz at [email protected] for additional information.

The CAMWS Newsletter is sent electronically to all members with e-mail addresses. If you would like to receive a print version in addition, you may indicate that on the membership form.

As part of your CAMWS membership, you are automatically subscribed to Classical Journal On-Line from which you will received frequent reviews of new books in the classical field, unless you indicate on the membership form that you opt out of this subscription. 

Membership in CAMWS also includes on-line access to the Loeb Classical Library. (Please note that it may take two or more weeks following payment to process this on-line access.) CAMWS members can also request a complimentary subscription to Greek Keys.

Please note: Individual memberships or subscriptions to CJ sent to an address outside the United States or Canada are subject to a $20 postage surcharge. Individual subscriptions automatically include membership in CAMWS.

You may use the CAMWS membership form to join ACL or SALVI, subscribe to any of eight other scholarly journals, order a copy of Herbert Benario's CAMWS: A History of the First Eighty Years, purchase various CAMWS merchandise (including 6-inch 'Roman' rulers, a CAMWS YoYo, shot glasses or koozies) and/or make a tax-deductible contribution to CAMWS.

An individual must be a current member of CAMWS in order to 1.) submit panel, workshop or individual paper proposals for the annual meeting, 2.) register for the annual meeting; 3.) apply for any CAMWS awards or scholarships, including CPL awards; or 4.) hold a CAMWS office or serve on a CAMWS committee. If you are already a CAMWS member and wish to order CAMWS memorabilia or subscribe to other journals, please use this Miscellaneous Order Form.

How to Join or Renew Your Membership

Please use this electronic membership form: www.camws.org/membership/memberinfo. Payment by credit card is possible through the CAMWS web site (A $3 processing fee will be added to each credit-card transaction.) or you can print out this membership form and mail it to CAMWS with a check or money order drawn on a U.S. bank or a bank that uses U.S. routing codes to:

CAMWS
Monmouth College
700 E. Broadway
Monmouth, IL 61462

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If your institution or organization becomes a member of CAMWS, it receives the following benefits:

• One CAMWS award for an outstanding student to be chosen by your institution. The student receives a congratulatory certificate stating that your school has designated the student as a recipient of a CAMWS Award for Outstanding Accomplishment in Classical Studies for the current academic year, plus a free membership in CAMWS for the following academic year. As CAMWS members, these students would have full access to the on-line Loeb Classical Library. To designate your student honoree(s), please complete the on-line award designation form and submit it no later than May 1st for each academic year. For a list of previous recipients, see CAMWS Award For Outstanding Accomplishment in Classical Studies.
• The option to choose up to two additional student award recipients ($30 each). Payment required by May 1st of each academic year.
• A certificate stating your institution's support of CAMWS
• Eligibility for your students to compete in the CAMWS Sight Translation Contests (required for colleges and universities)
• Publication of institutional announcements free of charge in the CAMWS Newsletter and on the CAMWS website.
• 20% discount on ads in the annual meeting program and in The Classical Journal.
• For K-12 Institutional Members, one complimentary registration at the CAMWS Annual Meeting (not including the banquet)
• Inclusion on the list of CAMWS Member Institutions, which will be
• printed in the program of the CAMWS Annual Meeting (if membership is received prior to the printing of the meeting program)
• printed in the CAMWS Newsletter (if membership is received by May 1st)
• posted on the CAMWS Website (with hotlinks to the websites of institutional members)

Institutional membership also supports CAMWS awards and scholarships and efforts to promotion Classics in the CAMWS region.

 

Becoming an Institutional Member

 

Any educational institution or organization can become a member of CAMWS by paying an annual fee of either $60 (for a K-12 school or a college or university offering a B.A. in Classics), $75 (for a college or university offering a M.A. only in Classics) or $110 (for a university offering a Ph.D. in Classics). The cost of additional student honorees is $30 per student (maximum two).

 

To become an institutional member (and/or to order up to two additional student honorees), you can use this on-line form: camws.org/membership/institutionform.php.

 

Payment can be made by check via groundmail or online by credit card or Paypal account A $3 processing fee will be added to each credit-card transaction.

 

You many also become an institutional membership of CAMWS by printing this Institutional Membership Form and sending a check or money order to:

 

CAMWS

Monmouth College

700 E. Broadway

Monmouth, IL 61462

 

If your institution requires an invoice to pay by check, please send an email to [email protected] to request an invoice.

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In October, the BBC covered the archeological rediscovery of garum and its revival on modern restaurant menus: " The ancient condiment that came back from the dead".

September brought two public reflections on the contemporary relevance of Greek and Roman literature and culture: Mary Beard's New York Times review of Emily Katz Anhalt's Enraged: Why Violent Times Need Ancient Greek Myths, and Rebecca Futo Kennedy's Eidolon article on teaching race and ethnicity.

In August, the Archivist's Notebook blog published a wonderful biography of John Wesley Gilbert, the first African-American to participate in the regular program (1890-91) of the American School of Classical Studies at Athens.

In July, DigitalTrends covered the British Museum's publication of the first ever 3D scan of the Rosetta Stone.

Also in July, the DailyMail covered CAMWS member Travis Rupp's dual contributions to the field as teacher of Classics and reviver of ancient beers for Avery Brewing Company, both in Boulder, CO.

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• Robert F. Boughner,  University of the Sciences (PA), August 30, 2017
• Clarence Jackson Gump,  Waite High School, Toledo, Ohio, April 20, 2017
• Edwin L Brown, University of North Carolina at Chapel Hill, March 27, 2017
• Thomas D. Worthen, University of Arizona,  October 5, 2016

Listed here are those individuals whose deaths have come to the attention of CAMWS since the last Business Meeting. A full listing of deceased members may be found on our Necrology of CAMWS Members page. You are invited to leave comments, anecdotes, and other loving remembrances of these CAMWS members on the CAMWS Necrology Blog.

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The CAMWS Newsletter is published three times per year, in the fall, winter, and spring/summer. The deadline for the winter edition will be January 15, 2018. Send submissions by email:  [email protected] or [email protected]. Send submissions by regular mail to:

Dr. Timothy Heckenlively

CAMWS Newsletter Editor

Department of Classics

Baylor University

One Bear Place #97352

Waco, TX 76798

If you have questions, email or call 254-710-1399.

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