Classics Collaboration across Campuses: Weaving Penelope's Tapestry

1. Classics Collaborationacross Campuses:Weaving Penelope's Tapestry Penelope Painter Suzanne Bonefas Director, Technology Center Associated Colleges of the South Hal Haskell Southwestern University Susan Frost Emory University

2. Weaving Penelope’s Tapestry The Curricular Need Infrastructure Attic redfigure skyphos, Chiusi, Penelope Painter: Penelope and Telemachos, ca. 430 BCE

3. Weaving Penelope’s Tapestry

4. Weaving Penelope’s Tapestry Small Liberal Arts Institutions: The Curricular Need breadth, depth, visibility >small liberal arts learning environment >opportunities of large research university students faculty

5. Weaving Penelope’s Tapestry Small Liberal Arts Institutions: The Curricular Need / Infrastructure Mellon Pilot Program, beginning in 1996. Rhodes College

6. Weaving Penelope’s Tapestry Small Liberal Arts Institutions: The Curricular Need / Infrastructure Sunoikisis Thucydides: alliance of individual city-states for a common purpose Sunoikisis seeks to develop a set of common goals and achieve a degree of depth, breadth, and prominence that goes beyond the capacity of a single program.

7. Weaving Penelope’s Tapestry / Infrastructure Rebecca Frost Davis, “Collaborative Classics: Technology and the Small Liberal Arts College,” C. Blackwell, R. Scafe, edd., Classics@ vol. 2 (The Center for Hellenic Studies ay Harvard University)

8. Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey

9. Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey

10. Infrastructure Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey Teaching and learning across campuses?

11. Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey Teaching and learning across campuses Asynchronousexchanges Synchronous classes • faculty lecturing • within expertise • discussionduring class, withfaculty modelling

12. Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey • Upper level Latin and Greek literature courses COURSE CYCLE 2000 Literature of the Early Empire 2001 Literature of the Roman Empire, 70-180 C.E. Greek Lyric Poetry 2002 Late Antique and Medieval Literature Hellenistic Literature 2003 Literature of the Early Republic Homeric Poetry 2004 Literature of the Late Republic Greek Comedy 2005 Literature of the Early Empire Greek Literature of the Fourth Century

13. Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey • Upper level Latin and Greek literature courses Attic red figure, after the Siren Painter, ca. 450 BCE

14. Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey • Upper level Latin and Greek literature courses • Sunoikisis Department Meetings National professional meetings Course Preparation Seminars (summer) Program Committee (fall)

15. Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey • Upper level Latin and Greek literature courses • Sunoikisis Department Meetings

16. Alicia Wilson, Furman University “Pandora and Eve: The legacy of two women” Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey • Upper level Latin and Greek literature courses • Sunoikisis Department Meetings • UndergraduateResearchSymposium

17. Athens College Year at Athens Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey • Upper level Latin and Greek literature courses • Sunoikisis Department Meetings • Undergraduate Research Symposium • Study Abroad

18. Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey • Upper level Latin and Greek literature courses • Sunoikisis Department Meetings • Undergraduate Research Symposium • Study Abroad Athens Rome Intercollegiate Center for Classical Studies in Rome

19. Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey • Upper level Latin and Greek literature courses • Sunoikisis Department Meetings • Undergraduate Research Symposium • Study Abroad • Sabbatical Replacements

20. Weaving Penelope’s Tapestry • Archaeological Field School Program in Turkey • Upper level Latin and Greek literature courses • Sunoikisis Department Meetings • Undergraduate Research Symposium • Study Abroad • Sabbatical Replacements • Speakers Bureau

21. Weaving Penelope’s Tapestry Results. A faculty perspective: • Startup Funding (Mellon) • “Virtual” department offering breadth, depth, andvisibility to Classics curriculum • Training (not top down) • Faculty / Student collaborative learning and research Classroom Field • Interdisciplinary studies • Faculty development • Faculty recruitment

22. Our questions… Sunoikisis aims to promote liberal arts learning, new technologies, and collaborative teaching and learning. Is it meeting its goal? If so, how can institutions sustain the program beyond the grant period? How can the value of similar programs be judged?

23. “The workshops contribute to my professional development…much more than I could learn on my own. It’s a magnificent way to get up to speed in areas we lack in our tiny departments…. I am better prepared as a classicist.” A summer workshop participant

24. “In short, I learned more about Homer in the last three days than in the last twenty years.” A faculty member describing the summer workshop

25. “The interaction among lecturers makes me feel more connected, which is positive for students to see.” “You teach less from an authoritative model when there is live interaction among faculty. It’s a model of communal struggle, communal endeavor.” Comments about team teaching

26. “Classicists are cave dwellers--collegial but proprietary about what should be in our courses. Collaboration is a whole lot easier when the person is not right next door.” - A scholar describing an unexpected gain

27. A preliminary finding Sunoikisis succeeds because it is innovative, collaborative, and evolutionary. Combined with constantly improving technology, those traits will lead to new ways for intuitions to interact.

28. “It’s not just that you don’t have to do all the lectures. You spend more time on the lectures you deliver. You have bright colleagues out there and it raises the bar. The lectures are getting toward publishable papers.” A scholar who collaborates across colleges

29. Questions we are considering: Is technology integral to liberal arts learning? It is a “paramount issue of the day.” Is the program sustainable beyond the funding period? Can other studies of sustainability help address this question?