NEWSLETTER

Despite the cold temperatures outside, CAMWS activity has been heating up as we prepare for the 115th annual meeting in Lincoln, Nebraska in April. The CAMWS Program Committee reviewed a strong field of submissions last autumn and I was excited to see the quality and diversity of panels, workshops, roundtables, and individual abstracts put forward by our membership. Anne Duncan and the Local Organizing Committee have also been busy organizing practicalities and hospitality for us during the meeting, and I’m very much looking forward to what promises to be a warm welcome in Lincoln! UNL will be offering a lunch for attendees on the Friday afternoon and we’re excited that this year CAMWS is able to offer subsidized childcare at the Lincoln Children’s Museum. More information on the meeting, including the program, is available on the CAMWS website ( https://camws.org/camws2019lincoln). If you haven’t yet signed up to attend the meeting, please do so soon. We’re looking forward to seeing you there!

It is extremely important to CAMWS that we ensure a welcoming and safe environment for all who attend our meetings. The Executive Committee recently endorsed the SCS ethics statement ( https://classicalstudies.org/ about/scs-statement-professional-ethics), which underlines the importance of upholding academic freedom and high ethical standards. We have also approved our own code of conduct for meetings, which makes clear the inclusive and respectful behavior we expect of all who attend our meetings ( https://camws.org/codeofconduct). Recent events remind us that these basic principles of respect need to be actively promoted and defended and I would encourage everyone to read carefully our new code of conduct and provide feedback if you have any.

I’d like to close this update by drawing your attention to the message in this Newsletter from John Miller, Chair of the Development Committee, concerning the CAMWS Teacher Training Initiative. John and the Development Committee have worked hard on this initiative over the past two years and it is a priority for CAMWS moving forward to help ensure the future of Latin teaching. Please consider supporting this initiative in any way that you can – every little bit helps!

I’m looking forward to seeing you all in Lincoln!

February may be the shortest month, but it is one of the busiest in CAMWSland. This is especially true for the many dedicated members of the nine subcommittees of the Steering Committee on Awards and Scholarships. Members of CAMWS should be proud to belong to an organization which focuses so much of its resources and energy on a variety of awards and scholarships offered to a wide range of individuals, including teachers as well as high-school, college and graduate students. 

Members of the Bolchazy Pedagogy Book Prize Subcommittee and the CAMWS First Book Award Subcommittee have spent several months reading the books nominated for these prizes. The Teaching Awards committee has had the formidable but rewarding task of reading nominating materials submitted by a good number of impressive candidates for the Kraft Award for Excellence in Secondary School teaching and the CAMWS Award for Excellence in College Teaching.

Such a large number of applications for Semple, Grant, and Benario Travel Awards have been received that that committee has requested funding for an additional travel award and the CAMWS Executive Committee has approved that request. 

The Excavation/Field School Award Subcommittee extended the deadline for applications for its awards to February 15th in order to give as many people as possible the opportunity to apply for funds to participate in summer excavation and field school opportunities.

Hundreds of high-school and college Latin students took the CAMWS Latin Translation Exam in November and the School Awards subcommittee, aided by a posse of volunteer graders, has been busy sorting exams and determining the winners of cash prizes, books and certificates of commendation. 

The Manson A. Stewart Teacher Training and Travel Awards Committee is just beginning the task of determining recipients of Manson A. Stewart Teacher Training Awards, Manson A. Stewart Travel Awards, CAMWS New Teacher Awards, and our newest award, the James Ruebel Undergraduate Travel Award. These awards demonstrate CAMWS’ commitment to supporting current teachers, as well as the next generation of Classical scholars and teachers. 

The Subcommittee for CAMWS Undergraduate Awards recently funded two Faculty-Undergraduate Collaborative Research Grants and is now busy determining the recipients of the Manson A. Stewart Undergraduate Awards. 

In addition to all these awards and scholarships several other awards should be mentioned, including the Presidential Award for Outstanding Graduate Student Paper (deadline February 28th) and the Ovationes, which are determined sub rosa by the Merit Committee. 

The CAMWS Committee for the Promotion of Latin awards Travel Grants For High School Groups as well as BIG and Caristia grants.

This year CAMWS is also sponsoring the College Greek Exam and hopes to make this exam another component in its outreach and promotional activities.

Finally, I draw your attention to the Special Service Award for classicists or non-classicists who have made special contributions to the promotion of Latin and Classical studies, especially at the state and local level, in CAMWS territory. So, if you have someone in your community who is a great advocate for the classics, please consider nominating that person for this honorific award. 

Ovationes and Special Service Awards are usually made at the annual Friday evening banquet. The recipients of all the other awards are announced at the annual Business Meeting.

If you would like to read more about the work done by these various committees and their chairs, I direct you to the Committee Charters and to the CAMWS Manual of Job Descriptions, which was recently approved by the CAMWS Executive Committee.

Meanwhile, please make your plans to attend the 115th annual meeting of CAMWS in Lincoln, Nebraska. Here are some Meeting Highlights and use this form to register for the meeting. I look forward to seeing you in Lincoln.

Help Support Teacher Training

Two years ago CAMWS launched the Teacher Training Initiative, a fund drive to support K-12 Latin teacher training and professional development. The effort got off to a promising start with generous donations of CAMWS members, following the lead of the Consulares and other officers of the organization. 

The Development Committee now asks you to make a gift in the second phase of this campaign, whose aim remains to invigorate an area at the core of the identity of CAMWS. Recent conversations with CAMWS leadership suggest that this fund would be best spent on totally new initiatives to attract students into the profession. One compelling idea is to send master teachers to visit high school Latin classes and college campuses to talk to students about careers in teaching K-12 Latin. Via the CAMWS website we could build upon such trips by circulating informational materials to an even wider audience. This is but one of the ideas under discussion for making an immediate, substantial impact now with the CAMWS Teacher Training Initiative.

To make this happen we need the continued financial support of the CAMWS membership. Please consider a donation to this important cause. You can contribute via the CAMWS Website by clicking the link Donate to CAMWS and selecting Teacher Training Initiative, or by sending a check (marked Teacher Training Initiative) to the CAMWS Office, Department of Classics, Monmouth College, 700 East Broadway, Monmouth, IL 61462.

Thank you for your consideration.

John F. Miller

Chair, CAMWS Development Committee

Thursday, February 28, 2019

Submission Deadline for the Presidential Award for the Outstanding Graduate Student Paper at CAMWS 2019.

Application Deadline for spring administration of the CAMWS College Greek Exam (extended from Jan. 31).

Monday, March 25, 2019

On-Line Registration Deadline for CAMWS 2019 in Lincoln.

Wednesday, April 3, 2019

115th CAMWS meeting begins in Lincoln, Nebraska at The Cornhusker at the invitation of the University of Nebraska.

Saturday, April 6, 2019

115th CAMWS meeting ends.

Wednesday, May 15, 2019

Deadline for receipt of copy for the spring/summer issue of CAMWS newsletter sent to [email protected]

AT THE INVITATION OF

April 3-6, 2019

THE CORNHUSKER HOTEL

LINCOLN, NE

The 115th annual meeting of the Classical Association of the Middle West and South will take place April 3-6, 2019 in Lincoln, Nebraska at The Cornhusker at the invitation of the University of Nebraska. The Local Committee has prepared this Slideshow inviting you to Lincoln as well as this Visitor's Guide and wants you to remember that "Lincoln is better than you're thinkin'!"

The meeting includes 97 paper sections in 11 sessions running from Wednesday evening, April 3, through Saturday afternoon, April 6, 2019. There are twelve organized panels on topics like Digital Discoveries and Collaborative Tool Development in the Classics and Time in Augustan Literature and five pedagogical workshops, including Critical Digital Classics Pedagogy and Beyond the Gloss: A Conversation about Translation in Classics. Topics of the fifteen round table discussion topics include Environmental Humanities and Classics: Creating an Eco-Classical Caucus and Beginning to Speak Latin. The Graduate Student Issues Committee is offering a panel ( Finding Funding: Three Perspectives on Grant Writing) and a workshop ( Creativity in the Classroom: Strategies for Engaging Undergraduates).  

The program begins on Wednesday evening, April 3, 2019, with an open reception hosted by CAMWS Consulares. Honored guests at this reception are first-time attendees at CAMWS and Lifetime CAMWS members. This is followed by plenary panel entitled Ovidius a nostris temporibus ad futurum, organized by the nascent International Ovidian Society. Both the panel and the reception which follows are sponsored by the Women’s Classical Caucus.

Events on Thursday, April 4, 2019 include a celebration of the sesquicentennial of the Society for Classical Studies and the centennial of the American Classical League. On Thursday evening there will be receptions hosted by four universities and a happy hour in lingua Latina hosted by the Paideia Institute. CAMWS members are also welcome to participate in a game called Theseus Must Die! ACL will sponsor a plenary lecture entitled “ Latin Teacher Training: Does It Have a Future Tense?” followed by a reception.

 

On Friday, April 5, 2019, the program includes a workshop entitled “ Let’s Learn Latin!” run by Ascanius: the Youth Classics Institute, the Presidential panel entitled Aphrodite: Literary Representations and Transformations, and a lunch hosted by the University of Nebraska Lincoln where all the afternoon sessions are held. The evening events at the Cornhusker Marriot are highlighted by the Ovationes and the Presidential address entitled “Plain Truths: Classics, Nebraska, and the Fiction of Willa Cather.”

The meeting concludes on Saturday, April 6, 2019. Events include the annual Business meeting and a panel entitled Learning Disabilities in the Classics Classroom and a workshop entitled Mentoring New Teachers, Promoting the Profession, both sponsored by the CAMWS Committee for the Promotion of Latin.

REGISTRATION

Please use the On-Line Registration Form to register for the meeting. On-line registration will remain open until March 25, 2019. After that date only on-site registration (at higher rates) will be available.

HOTEL INFORMATION

The Cornhusker Hotel

The Cornhusker no longer has rooms available. Please see below for information about the overflow hotel.

Embassy Suites

Our overflow hotel is only a short walk from the Cornhusker Marriott. Book your reservation by calling the Embassy at 402-474-1111 and requesting the CAMWS Overflow 2019 block. The group code is CAM.

These rates are good until March 1st. After this date, any remaining guest rooms will be released back to the hotel to sell. Anyone calling after that point will be told that the block is unavailable and offered the hotel's standard nightly rate.

SHUTTLE DISCOUNT

OMALinNK offers shuttle service between Omaha Eppley Airfield (OMA) and Lincoln. The reduced rate for conference participants is $50 each way. Book via their website ( www.omalink.com) or call 402-475-LiNK (5465) and mention the CAMWS discount. Groups may be eligible for additional discounts. The preferred booking deadline is March 15.

NEW THIS YEAR

CAMWS is planning a display of recent books by CAMWS authors at the 2019 meeting in Lincoln. If you have had a book published in the last three years and would like your book included, you are welcome to bring along a copy to add to the display or have a copy mailed from the press in advance to the CAMWS office at the following address: CAMWS Author Book Display, c/o Monmouth College, 700 E. Broadway, Monmouth IL 61462. The covers of those books received at least a month in advance of the meeting will also appear in the program as part of the advertisement for this display. You do not have to attend the meeting to have your book displayed.

INFORMATION FOR ADVERTISERS AND EXHIBITORS

INFORMATION FOR PRESIDERS AND PRESENTERS

 

CONTINUING EDUCATION UNITS

Teachers who would like to earn Continuing Education Units (CEU's) for attending the meeting do not have to do anything in advance. When they arrive, they should simply ask at the CAMWS registration desk for a CEU application form. Before leaving the meeting, they should return the completed form to the CAMWS registration desk.

CHILDCARE

Subsidized childcare by licensed providers will be available for CAMWS attendees at the Lincoln Children's Museum, a short walk from either the Cornhusker or the university. If you will be in need of childcare at CAMWS 2019, please send a message to [email protected] describing your need (number of children, ages, and days/times) and we will send you more information.

ADDITIONAL INFORMATION

Please be aware that submission of an abstract implies a commitment to present the paper in person in Lincoln. In the rare instance that a paper must be read in absentia due to extenuating circumstances, the author is expected to arrange for a reader at the appropriate session and also to register for at least one day of the meeting.

Here is a draft of the minutes of the 2018 Business Meeting in Albuquerque. These minutes need to be approved by the membership at the 2019 meeting in Lincoln but are open for revision and correction until then.

CAMWS endorses the Statement on Professional Ethics of the Society for Classical Studies and this Code of Conduct at Meetings.

CAMWS Code Of Conduct At Meetings*

 

The Classical Association of the Middle West and South is an international organization, with representation in the United States and Canada, whose mission is to support and advance Classical Studies. Our meetings are open to members of CAMWS and to those interested in Classical Studies from around the globe. We are committed to providing a safe, productive, and welcoming environment for all who participate in our meetings. All participants, including but not limited to attendees, speakers, volunteers, exhibitors, CAMWS staff, service providers, and others present at the meeting, are expected to abide by this CAMWS Code of Conduct at Meetings. This Code applies to all CAMWS meetings, including those held jointly with other organizations. It should be noted that CAMWS supports, and has formally endorsed, the Statement on Professional Ethics of the Society for Classical Studies ( https://classicalstudies. org/about/scs-statement-professional-ethics).

Expected Behavior

Unacceptable Behavior

Consequences

Reporting Unacceptable Behavior

 

*This document is adapted from the Ecological Society of America’s Code of Conduct for their events ( https://www.esa.org/esa/code-of-conduct-for-esa-events/).

Approved by the CAMWS Executive Committee on January 20, 2019.

 

[1] Please note that presence at CAMWS meetings and events allows CAMWS to record still images, video, or audio of any attendee and include them on the CAMWS website, in other social media and in print publications.

Kurios, Kuria And The Status Of Athenian Women

by Naomi T. Campa

Abstract: A term that has not been studied for the question of Athenian female citizenship is the adjective kurios. Rather than focus on the substantivized and technical use of the term as a female’s guardian, this article explores the wider applications of the word kurios, particularly as an expression of power over property, the continuation of the oikos, and its connotations for citizenship. Women are in fact called kuriai over property in forensic speeches (D. 27.53, D. 45.74, [D.] 50.60, Is. 10.23, Is. 6.30). Examining these passages, I argue that women’s power over property has legal connotations and is further proof of a female citizenship that shared facets with male citizenship.

 

Listing The Argonauts And The Warriors At Troy: Apollonius Rhodius In The Homeric Catalogues Of Triphiodorus

by Maria Ypsilanti

Abstract: After some initial remarks on the paratactic-catalogic structure of Triphiodorus’ Ἰλίου Ἅλωσις, the present paper discusses elements of the structure and content of the catalogues of lines 152–83 and 17–39 of Triphiodorus’ poem. It is argued that, within the general Homeric background of Triphiodorus’ catalogues, echoes of Apollonius’ catalogue of the Argonauts (1.23–228) can be traced in Triphiodorus’ lines. It is further demonstrated that for the presentation of Neoptolemus in lines 53–4 and in the catalogue of the Achaeans of the Horse, Triphiodorus is influenced by the description of another young warrior, Meleager, son of Oeleus, in A. R. 3.518–20. Triphiodorus does not merely imitate Apollonius, as he also does not copy Homer: the partial combination of elements taken from his two epic predecessors helps him create a novel style while he catalogues his heroes, adjusted to the specific narrative circumstances that he establishes.

Reconstructing The Battle Of Zama

by Michael J.Taylor

Abstract: This article examines the Battle of Zama in 202, which ended the Second Punic War (218–201) between Rome and Carthage. It argues that the maneuvers described by Polybius are most intelligible if Hannibal sought to corral Scipio into a trap formed by an extended third infantry line, perhaps aided by terrain. Scipio escaped by hastily extending his own forces, holding out until his superior cavalry enveloped Hannibal in turn.

 

Further Notes On The Apparatus Criticus

by S. Douglas Olson

Abstract: This article is intended to contribute to an emerging debate regarding the proper contents and shape of a digital apparatus criticus. I argue that Keeline (2017) offers what are in fact two very different proposals for such an apparatus, one of which will likely serve our interests as a profession far more effectively than the other. Keeline treats the general contemporary tendency to disregard the critical apparatus in printed texts as a problem that must be corrected. I suggest that it is better understood as a reasonable response to the enormous intellectual expansion of the field of classical studies over the last few generations, and that it is accordingly unlikely to respond to changes in the architecture of the critical apparatus in any format. 

And in The Classical Journal Forum, Issue 114.3

Instructor and Student Reactions to “A Radical Approach” to Instructing a Large Undergraduate Classical Mythology Lecture Course

by Debra Trusty

Abstract: This study applies S. Douglas Olson’s pedagogical methodology to a specific subject: classical mythology, a course taught at universities and colleges across the country. Olson’s innovations, while originally built around a classical civilization course, are easily adaptable to this topic and engage students in the material through primary source research, writing assignments and oral presentations without overworking the instructor or teaching assistants or overburdening students. The result was a more enjoyable classroom experience that encouraged interaction among students with a wide variety of backgrounds and interests, while allowing the instructor to focus on the needs of the students rather than excessive grading.

Teaching Classical Languages ( TCL) is the peer-reviewed, online journal dedicated to exploring how we teach (and how we learn) Greek and Latin. TCL is sponsored by the Classical Association of the Middle West and South (CAMWS).

For this Special Issue on the revised Standards for Classical Language Learning, please see this link to view a copy of the revised Standards.

Abstracts Of Articles

From Standards For Classical Language Learning To World-Readiness Standards: What’s New And How They Can Improve Classroom Instruction

by Natoli, Bartolo, Randolph-Macon College, pp. 1 - 18

Abstract: With the introduction of the 1997 Standards for Classical Language Learning, Classics instructors from across the country were provided with a consistent set of Standards on which to base their curriculum. Nearly twenty years later, these Standards have undergone major revisions, led by the American Council on the Teaching of Foreign Languages (ACTFL). In concert with ACTFL’s Standards project, classical associations from across the country have come together and formed a task force to further adapt the ACTFL World Readiness Standards for Learning Languages and to revise the 1997 Standards for the next generations of students. This paper seeks to accomplish two goals. First, it will delineate the differences between the 1997 Standards and the current version, providing the rationale for why the changes have been made due to shifts in pedagogical thinking and in culture, more broadly. Secondly, it will outline several ways in which the new Standards can have a direct, positive effect on daily classroom instruction. Particular attention will be paid to the new focus on proficiency vs. performance, the increased emphasis on 21st century skills, and the refashioning of the language of the Standards to reflect changes in pedagogical practice.

The Standards As Integrative Learning

by Gruber-Miller, John, Cornell College, pp. 19 - 38

Abstract: The revised Standards for Classical Language Learning prompts language teachers to move from a narrow approach that focuses on language alone to a more expansive approach to language learning that highlights the liberal arts and integrative learning. This essay describes how the Standards encourage an integrative approach to language learning, one that emphasizes making connections across diverse disciplines, applying linguistic and cultural knowledge to authentic tasks, recognizing multiple perspectives, and understanding texts and cultural issues contextually. The Standards foster students’ abilities to develop a more deliberative and reflective approach to learning that liberates them from a unidimensional perspective. The essay explores each of the five goal areas of the Standards in light of this integrative and reflective approach: 1) communication is an integrative process that involves three modes of communication; 2) understanding culture relies on making connections; 3) using texts and authentic materials provides opportunities for exploring other disciplines; 4) making comparisons develops critical thinking and intercultural literacy; and 5) communities motivate learners to share their ideas with broader audiences. The essay ends with a sample learning scenario about travel in the ancient world that illustrates an integrative approach to language learning.

Material Culture And The Greek And Latin Classroom

by Houghtalin, Liane, University of Mary Washington, pp. 39 - 53

Abstract: Responding to the new Standards for Classical Language Learning, this article emphasizes the importance of material culture to the study of Greek and Latin language and literature at every level, both K-12 and college. Using inscriptions on Greek vases and Roman coins as well as maps and house plans as examples, it demonstrates ways to insert material culture into the Greek and Latin classroom that will enhance a student’s knowledge of the language. It also shows how the use of material culture will help a class meet not only the Cultures goal of the new Standards, but also the Connections, Comparisons, and Communication goals.

Recontextualizing The Teaching Of Ancient Greek Within The New Standards For Classical Language Learning

by Major, Wilfred E., Louisiana State University, pp. 54 - 63

Abstract: The New Standards should be an opportunity to make fresh choices about the introductory practices and exercises for beginning and intermediate Greek. These should emphasize the connections that exist to other areas of a student’s educational experience. Work with transliteration and exercise is one especially good way to make these connections early. Topics and authors beyond the Classical period but with broad recognition (e.g. the Bible, Alexander the Great) and STEM-related readings (Aristotle and Euclid, for example) should become core readings.

College Professors And The New Standards For Classical Language Learning

by Ancona, Ronnie, Hunter College and CUNY Graduate Center, pp. 64 - 73

Abstract: The new Standards for Classical Language Learning should be required reading for all college professors. These new Standards will drive classical language instruction for many learners of Latin and Greek. Therefore, to be fully informed about the classics profession one should be informed about the Standards. Those of us involved in teacher-training programs need to become aware of these Standards, for they will influence how our teacher candidate students will be evaluated. In addition, we as college professors have something to learn from these Standards about how we ourselves teach and how we might teach even more successfully. College professors will learn how the 5C’s (Communication, Culture, Connections, Comparisons, and Communities), active Latin (or Greek), Modes of Communication (interpretive, interpersonal, and presentational), Performance (and Scaffolding) vs. Proficiency, and Culture and its Place, all are features of the practice of classical language learning.

Backward Mapping And The New Standards For Classical Language Learning

by Anderson, Peter, Grand Valley State University, pp. 74 - 94

Abstract: The purpose of standards within education is to provide direction for our taught curriculum (content and skills) by identifying desired outcomes. Assessment, the means by which we determine whether or not we have met the standards, ends up being an afterthought in many curriculum discussions; it is a very rare thing indeed that people discuss assessment as a strategy to promote learning and the achievement of desired outcomes in the first stages of curriculum design. Nevertheless, a design approach for curriculum such as Backward Mapping, which begins with the Standards for Classical Language Learning and addresses assessment needs early on, can be very beneficial. Properly done, Backward Mapping is never a case of the “tail wagging the dog,” but rather a holistic approach to design that focuses attention through the Standards towards both the taught curriculum and assessment. In what follows, this article sketches out some basic history and observations about Backward Mapping, describes its basic principles, and discusses some potentials and pitfalls of the process. The central concern of this article, however, is to present two working models of Backward Mapping with the new Standards in order to illustrate this assessment-focused approach to curriculum design.

 

The Digital Humanist’s Renaissance: Verba Volant, Scripta Manent, Digita Sunt

by White, Cynthia, University of Arizona Tucson, Arizona, pp. 95 - 110

Abstract: The publication of the new Standards for Classical Language Learning appears just as the first fruits of the grand digitization project of the Biblioteca Apostolica Vaticana are becoming accessible, along with so many other manuscript digitization projects. The list of available manuscripts comprises a unique repository of instructional tools and potential career opportunities. Free access and the search ability of such a wide range and volume of manuscripts informed by the five goal areas of the new Standards will result in new approaches to information literacy, paleography and textual criticism. Conundrums in manuscripts that a handful of scholars (often working in isolation) in each generation might read and advance are now able to be determined with mechanical certainty, and with a celerity that would have been unthinkable just a few decades ago. This rediscovery of antiquity in Greek and Latin digitized texts, many from the Renaissance, presents classicists with a thrilling second Renaissance, an opportunity to reinvigorate manuscript study among undergraduates, Latin secondary teachers in training, graduate students, and on-line scholarly communities. My paper is an example of a paleography project that compares digitized manuscripts and applies the new Standards in editing a Medieval Latin text of the hedgehog (Fig. 1) in a thirteenth-century bestiary.

How The Revised Standards For Classical Language Learning Help Beginning Teachers

by Timothy Hanford, Hunter College and CUNY Graduate Center, pp. 111 - 117

Abstract: Beginning teachers face many challenges, not least of which is the development of an effective plan for instruction. The revised Standards for Classical Language Learning help beginning instructors situate their language instruction into an effective context, such as is detailed in the Standards’ five goals of Communication, Cultures, Connections, Comparisons, and Communities. Furthermore, the revised Standards offer numerous meaningful examples of students’ performance abilities at different levels, and flexibility in the design of curriculum, instruction, and assessment. By consulting the revised Standards, beginning teachers can develop more effective and nuanced methods of classical language teaching.

 

Applying The New Standards For Classical Language Learning To Latin-Teacher Education

by Ramsby, Teresa, University of Massachusetts, Amherst, pp. 118 - 130

Abstract: The Standards for Classical Language Learning have great utility and value for those providing instruction and training to Latin teachers. As a faculty member who contributes to the UMass MAT program I have used the Standards as a significant structure within my pedagogical methods courses. The assignments within those courses ask students to examine and apply each Standard individually and, over time, build a curriculum that incorporates all their aspects. This paper describes some of those assignments and provides examples of the creative and pragmatic ways students have applied the Standards. The Standards provide a streamlined and structured field of academic goals that allow teachers in training to understand what will be expected of them in their teaching and that provide teachers a way to defend their Latin programs if such need arises. Faculty at the college level who have students interested in a career in Latin teaching would do well to inform their students of the Standards for Classical Language Learning so that they better understand the standards by which the effectiveness of their future teaching will be judged and assessed.

CAMWS members have full access to the Loeb Classical Library On-Line.

Go to https://cj.camws.org/loeb

Policy on Professional Ethics and

Code of Conduct for Meetings

The CAMWS Executive Committee has voted to endorse the Statement on Professional Ethics of the Society for Classical Studies and approved a CAMWS Code of Conduct at Meetings.

Master Calendar of State and Provincial

Classical Association Meetings

CAMWS State and Provincial Vice Presidents are now posting information about meetings of state and provincial classical associations here: https://camws. org/state-association-meetings. This page is linked to the News and Meetings pages on the CAMWS website.

Greek Media Coverage of CAMWS' President's Letter

CAMWS President Andrew Faulkner's letter to Prof. Kostas Gavroglou, the Greek Minister of Education, Research and Religious Affairs, in support of the study of Latin in Greece has been published in modern Greek in Athens Voice, a weekly newspaper and news and features website in Athens, Greece. The print version of the newspaper is published and distributed every Thursday in Athens, Thessaloniki and other cities in Greece.

Antiochia 2019

In summer of 2019, we will be conducting our 14th season of archaeological excavation at the Roman-era city of Antiochia ad Cragum in southern Turkey. Over the years students from all over the US, Canada, Australia and Turkey have received training, learned archaeological methodologies and conservation practices in our field school. We are asking that you make this opportunity known to your students who wish an archaeological experience.

Field school participants will be introduced to the basics of field archaeology. They will learn proper excavation techniques, archaeological survey, principles of field conservation, record keeping, site management, and archaeological surveying. Opportunities for weekend trips to nearby archaeological sites, such as Selinus, Lamos, Perge, Anamur, and Alanya will be arranged.

 

We operate two field sessions: Session 1, June 15 – July 13; Session II, July 15 – August 14. Academic credit for archaeological fieldwork (up to six hours) is offered through the University of Nebraska.

 

For further information, please visit the project website.

http://antiochia.unl.edu.

Greek in Greece

Ohio University - University of Patras

Thu, May 23-Fri, June 28, 2019

This coming summer, May 23 - June 28, 2019, Ohio University and the University of Patras will again offer their Greek in Greece study abroad program. As in the past, the focus is on the intensive study of ancient Greek. Greek in Greece offers students who have had one or more years study of ancient Greek the opportunity to complete a full year of the language at either the intermediate or advanced level. The program's pedagogical model emphasizes immersive group work that enables students to progress more rapidly in the ancient language than is possible during the regular semester. Each student will take a pair of semester-equivalent courses in ancient Greek at either the intermediate or advanced level.

The intensive work on ancient Greek is complemented by an introduction to modern Greek, offered by the Classics faculty of the University of Patras. This course has been designed especially for ancient Greek students, stressing ancient-modern continuities in the language and important contemporary cultural themes. University of Patras students will assist as language-learning buddies for the program; they will also provide our students an entrée to life in Patras and in Greece. All classes will meet on the campus of the university. Total credit earned: 6 semester-hours in ancient Greek and 3 semester-hours in modern Greek.

Our past experience has shown that students who have studied intensive Greek in Greece undergo a dramatic improvement in their abilities, and return with heightened eagerness and commitment to their study. Testimonials to the benefits of the program will be found in a slideshow on the program’s website (see below).

Patras, a seaport and transportation hub, is easily reached by bus or train from Athens and from Eleftherios Venizelos International Airport. The program will begin with several days visiting the museums and monuments of Athens, and subsequent weekends will feature excursions to such mainland archaeological and cultural sites and museums as Olympia, Mycenae, Epidaurus, Corinth, and Delphi. In Patras we will be staying at the Hotel Castello ( http://www.castellohotel.gr/start), in air-conditioned rooms equipped with kitchenettes and garden balconies. Our hotel in the heart of Athens and the archaeological district provides similarly pleasant and convenient accommodations.

For undergraduates, the cost of the program is $8865; for graduates, $8350. Degree-seeking students of Ohio University have slightly higher costs. These figures include all expenses.

Thanks to the generosity of an OHIO alumnus, all accepted applicants will receive a $1000 scholarship to help defray costs of the program.

For further details about costs, other available scholarships, curriculum, and the comments of Greek in Greece alums, go to the program website ( https://www.ohio.edu/global/goglobal/programs/greek.cfm). You may also address questions at any time to Prof. Jim Andrews at [email protected] or Professor Bill Owens [email protected].  

The Classical Association of New England Summer Institute

July 8-13, 2019

Brown University, Providence, Rhode Island

E Pluribus Unum

The organizers of the 2019 CANE Summer Institute invite you to join us for a weeklong examination of peoples and cultures that comprised the Classical Greek and Roman worlds. We will not only look at the various components of the ancient world, but we will also consider what it meant for those components to be unum. The institute’s events and discussions will also consider modern and contemporary reflections of nationhood.

Whether you are a high school or college teacher of Latin and/or Greek, History, English, the Arts, or other related disciplines, an undergraduate or graduate student, or a devoted lifelong learner, you will enjoy a thoughtful and enriching experience that includes a wide variety of mini-courses, lectures, workshops, reading groups, and special events while also offering many opportunities for conversation and collegial interaction among participants.

For additional information, please contact CSI Director Amanda Loud ( [email protected]).

Complete Flyer

International Field School on Site Formation, Stratigraphy, and Geoarchaeology in the Athenian Agora

Deadline: March 1, 2019

The Malcolm H. Wiener Laboratory for Archaeological Science (ASCSA) in collaboration with the ASCSA Excavations at the Athenian Agora offers a full week-long Field School on Site Formation, Stratigraphy, and Geoarchaeology in the Athenian Agora. Dr. Panagiotis (Takis) Karkanas, director of the Wiener Laboratory and Paul Goldberg, Professorial Research Fellow University of Wollongong, will supervise the intensive field school. Registered students will be involved in interdisciplinary field research in the Athenian Agora primarily focused on archaeological context, geoarchaeology, and material sciences. Through field observations, laboratory analysis, and lectures, the students will receive instruction in the study and analysis of archaeological sediments and deposits, as well as gain experience in the recording of stratigraphy, and the understanding site formation processes. A maximum of 12 students will be accepted for the course. Preference is given to advanced students and post-docs with a background in archaeology, and preferably some exposure to the natural sciences as well.

For additional information and application instructions, visit https://www.ascsa.edu.gr/programs/international-field-school-on-archaeological-science.

AAR/ASCSA OSCAR BRONEER

TRAVELING FELLOWSHIP, 2019-2020

Deadline: March 15, 2019

The American Academy in Rome and the American School of Classical Studies at Athens award the Oscar Broneer Traveling Fellowship to encourage the study of the Greco-Roman world.

Purpose: The Fellowship will be awarded this year for research in Greece. It is expected that the Fellow will use the American School of Classical Studies at Athens (ASCSA) as a base from which to pursue work through trips to sites, museums, or repositories of materials relevant to the Fellow's research. The aim of this Fellowship is to introduce the eastern Mediterranean world to scholars who might otherwise focus their research in the western Mediterranean.

Eligibility: Individuals who have spent a year as a Fellow of the AAR are eligible for this Fellowship based at the ASCSA and for research based in Athens and Greece.  For the fellowship year of 2019-2020 only applicants previously at the AAR and wishing to conduct research in Greece will be accepted. Candidates must have an approved dissertation proposal or, if they already hold the Ph.D., they should be at the beginning of their teaching career and without tenure. Projects may focus on any period of study in the humanities, although preference will be given to topics dealing with classical antiquity.

Terms: The Fellowship is awarded to one individual per year. It may be held at any time during the 2019-2020 academic year for a minimum of three and a maximum of six months. The award is for a maximum of $30,000, and is meant to cover expenses including housing at the host institution, travel (only one round-trip excursion from home base in U.S. or Europe to Athens and travel within Greece will be funded), and living expenses.

For additional information and application instructions, visit https://www.ascsa.edu.gr/apply/fellowships-and-grants/graduate-and-postdoctoral.

Vergilian Society Call for Proposals to Direct October 2020 Symposium Campanum in Cuma, Italy

The Vergilian Society seeks potential directors, on topics of their choosing, for the fifth annual Symposium Campanum, to take place at the Harry Wilks Study Center at the Villa Vergiliana in Cuma, Italy in mid-October, 2020. 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 this link. Recent symposia have dealt with the Bay of Naples area, but this is not required.

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 Tuesday April 30, 2019 to the president of the Vergilian Society, James O’Hara, at [email protected]. Informal enquiries are also welcome at that email address.

New Vergilius Editor

The Vergilian Society is pleased to announce that the new editor of the journal Vergilius is Professor Hunter Gardner of the University of South Carolina. Submissions for the 2019 volume should be sent as email attachments (without indications of authorship) to [email protected]. Books for review should be sent to: 

 

Hunter Gardner

Dept. of Languages, Literatures, and Cultures

1620 College St.

Columbia SC 29208

USA

The following Latin teachers (listed alphabetically) are being honored by the donor to the CAMWS Latin Teacher Training Initiative indicated in parentheses. Please note that any contributor of $100 or more to the Initiative is invited to honor a teacher.

Through February 19, 2019

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Becoming an Institutional Member

 

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Abierunt ad Maiores

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 .

The CAMWS Newsletter is published three times per year, in the fall, winter, and spring/summer. The deadline for the winter edition will be  May 15, 2019 . 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

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