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

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

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

Mellon Pilot Program, beginning in Rhodes College / InfrastructureThe Curricular Need Weaving Penelope’s Tapestry Small Liberal Arts Institutions:

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

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

Archaeological Field School Program in Turkey Weaving Penelope’s Tapestry

Archaeological Field School Program in Turkey Weaving Penelope’s Tapestry

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

Weaving Penelope’s Tapestry Archaeological Field School Program in Turkey Teaching and learning across campuses faculty lecturing within expertise discussion during class, with faculty modelling Synchronous classes Asynchronous exchanges

Upper level Latin and Greek literature courses Archaeological Field School Program in Turkey Weaving Penelope’s Tapestry COURSE CYCLE 2000 Literature of the Early Empire 2001 Literature of the Roman Empire, 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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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