DOCSLIB.ORG

Strategic Priorities for 2020-2024

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Strategic Priorities for 2020-2024 Shaping Our Second Century: Strategic Priorities for 2020-2024 1 | ACLS STRATEGIC PRIORITIES 2020-2024 Letter from the President The best science ction writers, by which (like any fan) I mean the books I love—by Iain M. Banks, Octavia E. Butler, Samuel R. Delany, Ursula K. Le Guin—think on many levels at once: systems and individuals, resources and power structures, traditions and revolutions, the familiar and the strange. Brilliant communicators, they balance wild imagination with sensitivity ACLS President Joy Connolly to human needs, memories, desires, and hopes. Their knowledge of history informs their curiosity about change and its consequences. I see these writers’ ways of thinking as models for us at the American Council of Learned Societies (ACLS) as we plan our next four years, the rst of our second century. ACLS is an extraordinary assembly of scholars and the people and institutions that support them: colleges, universities, national and international academies, research libraries, and the learned societies themselves. Our common mission is the advancement of knowledge in the humanities and the humanistic social sciences. To fulll that mission, like our writer-exemplars, we are thinking on many levels at once. Though the fog of global pandemic has made speculation more dicult than ever, we are peering into the future and considering how best to strengthen the elds whose contributions to human knowledge and communication are needed as never before. Whether we are entering a time of radical change or returning to a world much the same as before the pandemic, we see six factors accelerating change in academia to which this plan is designed to respond: • Inequality across institutions of higher education, nationally and internationally 1 | ACLS STRATEGIC PRIORITIES 2020-2024 • Financial constraints at many colleges Taken together, this mix of challenges and and universities leading to budget cuts opportunities makes it imperative for ACLS to aecting faculty hiring in tenure lines, the expand our mission to strengthen scholarship availability of graduate student fellowships, in our elds inside and outside the academy, and research and travel funds, along with and to unleash and amplify fresh thinking increased reliance on contingent labor among all our constituencies. • Challenges to the status and visibility of We are scrutinizing our programs and humanistic education and scholarship grant-making with special attention to inside and outside academia the following questions: • An evolving, diverse population in the • Which people and institutions across the United States on a planet with increased landscape of humanistic study are in the levels of international exchange most need of support? • Availability of alternative methods of • With nite resources, how can we advance exposure to humanistic knowledge our work in the most eective way? outside traditional educational and • How can we most eectively tie support cultural institutions for scholarship to the goal of ensuring • Calls from various sectors to reimagine that diverse future generations of students academia and the greater public see the value of humanistic studies? 2 | ACLS STRATEGIC PRIORITIES 2020-2024 • How can we best work to ensure that fellows’ students and their students in turn. humanistic reasoning and values infuse We believe action for change is necessary public culture? to winning the long game. • How can we expand the world of humanistic The good news is that the collaborations scholarship so that it embraces and engages the Council was originally designed to foster with a broader swath of social and cultural make the best possible future for humanistic life that includes policymakers; practitioners study—where scholars are visible, diverse, in public libraries, art galleries, and other accessible, and central to public dialogue— public-facing cultural centers; PhDs working realistic and attainable. outside the academy; adult learners; and communities historically overlooked by the ACLS emerged as a product of ambitious academy, especially communities of color? global thinking in the wake of the First World War and in the shadow of another pandemic • How can ACLS best assist creative and that altered that world. Like our founders, constructive calls for change in the academy? we are condent about the enduring value of humanistic scholarship, and we believe Our answers are expressed in more detail that the intelligence and creativity of our in the plan, but I can summarize what community will continue to carry us forward drives them by repeating our core goal: through uncertain times. the advancement of humanistic knowledge. Our learned societies are the descendants of Fostering humanistic scholarship of the scholarly communities of all kinds throughout highest quality means expanding the topics, the world. The work ACLS and the societies methods, and forms of writing we humanists do to connect scholars with common interests value as scholars; increasing the number and across institutions dates back to the earliest types of people we reach; and supporting those networks of letters linking teachers and most in need. We are especially concerned students in the ancient Mesopotamian, about PhDs lacking full-time employment; Chinese, and Mediterranean empires. Our students and faculty at resource-constrained eorts to support scholarship on topics of institutions; and scholars of color and rst- public interest and scholarship that takes generation scholars, still too few in every innovative form—for instance, in digital discipline. We will put our energies into humanities; projects that engage issues of working in collaboration with the learned the day; and research that is conducted with, societies, the Research University Consortium, rather than on, communities—also proceed ACLS Associate Universities, and other from traditions of oral exchange that have partners to coordinate the reform and been historically undervalued in the academy. redesign of humanistic studies for the twenty-rst century in the United States. These networks and exchanges led to action at ACLS during what is to a classicist’s eyes Thanks to the devoted work of its founders, very recent history. In the 1940s, the Council leaders, and sta, ACLS has gained a position met and weighed the problems and to do enormous good. We see our eorts obligations of humanistic studies in a world of the next four years as extending the shadowed by crisis. At the Annual Meeting accomplishments of the last several decades, in 1943, concerned by how schools and concentrating on creating paths for our universities were designing undergraduate 3 | ACLS STRATEGIC PRIORITIES 2020-2024 curricula to meet military needs, the Council “There are no real walls around science ction,” emphasized the importance of integrating Octavia Butler said. “We can build them, technical training with philosophy, history, but they’re not there naturally.” There are no language, and the understanding of cultures natural walls around the humanities and the around the world. Its members approved social sciences—and none between us and a petition brought by Lily Ross Taylor, you, our readers and supporters. Please send president of the American Philological us your comments and questions at any time. Association, which requested “all the governing bodies of the United States to Sincerely, protect and strengthen” humanistic studies during the war and beyond. The Council then asked the Executive Committee and the Board to work “in cooperation with the appropriate educational, scholarly, and Joy Connolly governmental agencies” to articulate the President specic contributions of humanistic disciplines American Council of Learned Societies to the national eort and to help maintain April 2020 the intellectual life of the nation through “encouragement of research and publication [and] support of the ideals of liberal education.” Speech to the Young: In this current year of uncertainty, we repeat Speech to the Progress-Toward the 1943 Council’s powerful call to support (Among them Nora and Henry III) humanistic education. We share their concern for the well-being of junior scholars and their by Gwendolyn Brooks commitment to informed public opinion Say to them, and shared public knowledge. Like them, say to the down-keepers, we acknowledge ACLS’s historic reliance on the sun-slappers, dialogue among colleagues and collaboration the self-soilers, with learned societies, with colleges and the harmony-hushers, universities—especially our Consortium of “Even if you are not ready for day Research Universities—and with donors, it cannot always be night.” foundations, scholars, and students. This plan, You will be right. though it changed shape considerably in For that is the hard home-run. its nal stages as we saw the broad impact of the global pandemic, is nonetheless the Live not for battles won. distillation of many months of consultation Live not for the-end-of-the-song. and deliberation. In that spirit, we are Live in the along. delighted to share it with you. 4 | ACLS STRATEGIC PRIORITIES 2020-2024 MISSION ACLS supports the creation and circulation of knowledge that advances understanding of humanity and human endeavors in the past, present, and future, with a view to improving human experience. 5 | ACLS STRATEGIC PRIORITIES 2020-2024 We commit to expanding the forms, content, and ow of scholarly knowledge because PURPOSE we value diversity of identity and experience, the free play of intellectual curiosity, and the spirit of exploration—and
Load more

Recommended publications
  • Sflte© Tot]) Fripb'the Problem'
    Fraternities 'The Problem' Page 5 Sflte ©tot]) fripb Page 4 VOL NO. 7 TRINITY COLLEGE, HARTFORD OCTOBER 25J_1966 Five Professors, Renegade Priest, to Teach-in Tonight A renegade priest who lived in cently published MEXICO, THE the jungles of Bolivia for ten years CHALLENGE OF POVERTY AND and five college professors will ILLITERACY and THE MEXICAN The Trinity Pipes will present speak at the Latin American WAR--WAS IT MANIFEST DES- their sixth annual "Buttondown Teach-in scheduled for tonight, at TINY? Sounds" show on Saturday, Novem- 7:30 in McCook Auditorium, Author Hugh Hamill Jr., editor ber 5, as part of the Homecoming Felix McGowan, Maryknoll Mis- of DICTATORSHIP IN SPANISH Weekend festivities. sioner. for 15 years, spent ten IN AMERICA, is currently bring- The show, to be held in the years In the Bolivian jungles or- ing out another book: THE HID- Washington Room at 7:30that night, ganizing a Colonizing Cooperative -ALGO REVOLT; PRELUDE TO is recognized as one of the finest for runaway slaves. He coordin- MEXICAN INDEPENDENCE, Mr. of its kind, bringing professional ated summer work programs for Hammill Is professor of history and collegiate singing groups from American college students In Latin at the University of Connecticut. all over New England together America for three years. In 1963 Presently teaching at New York for the evening's entertainment. >. when he visited Cuba, the Mary- University, John Gerassl was for- AH proceeds of the show, a sell- •4o knoll Mission silenced him for his merly head of the Latin Ameri- out every year in the past, are do- favorable reports on the Cuban can Bureau for NEWSWEEK and nated to the Pipes scholarship Revolution.
    [Show full text]
  • BUSINESSMAN Can't Take It with You the Art of Making and Giving
    ffirs.qxd 2/25/04 9:36 AM Page i Praise for Can’t Take It with You “Lewis Cullman is one of this nation’s major and most generous philanthro- pists. Here he combines a fascinating autobiography of a life in finance with a powerful exposé of how the business of giving works, including some tips for all of us on how to leverage our money to enlarge our largess.” —Walter Cronkite “Lewis Cullman has woven a rich and seamless fabric from the varied strands of his business, philanthropic, and personal life. Every chapter is filled with wonderful insights and amusing anecdotes that illuminate a life that has been very well lived. This book has been written with an honesty and candor that should serve as a model for others.” —David Rockefeller “An extraordinary look at the accomplishments of a pioneer in finance. Cullman has approached his role as a philanthropist with vigor and presents a powerful argument for reform among private foundations.” —George Soros Chairman, Soros Fund Management “I was so enjoyably exhausted after reading the book—I can only imagine liv- ing the life! It seems there is no good cause that Lewis has not supported, no good business opportunity that Lewis has missed, and no fun that Lewis has not had.” —Agnes Gund President Emerita, The Museum of Modern Art “Now I know that venture capitalism and horse trading are almost as much fun as looking for new species in the Amazon. This book is exceptionally well written. The prose is evocative, vibrant, and inspirational.” —Edward O.
    [Show full text]
  • Annual Report 2020 1
    ACLS Annual Report 2020 1 AMERICAN COUNCIL OF LEARNED SOCIETIES Annual Report 2020 2 ACLS Annual Report 2020 Table of Contents Mission and Purpose 1 Message from the President 2 Who We Are 6 Year in Review 12 President’s Report to the Council 18 What We Do 23 Supporting Our Work 70 Financial Statements 84 ACLS Annual Report 2020 1 Mission and Purpose The American Council of Learned Societies supports the creation and circulation of knowledge that advances understanding of humanity and human endeavors in the past, present, and future, with a view toward improving human experience. SUPPORT CONNECT AMPLIFY RENEW We support humanistic knowledge by making resources available to scholars and by strengthening the infrastructure for scholarship at the level of the individual scholar, the department, the institution, the learned society, and the national and international network. We work in collaboration with member societies, institutions of higher education, scholars, students, foundations, and the public. We seek out and support new and emerging organizations that share our mission. We commit to expanding the forms, content, and flow of scholarly knowledge because we value diversity of identity and experience, the free play of intellectual curiosity, and the spirit of exploration—and above all, because we view humanistic understanding as crucially necessary to prototyping better futures for humanity. It is a public good that should serve the interests of a diverse public. We see humanistic knowledge in paradoxical circumstances: at once central to human flourishing while also fighting for greater recognition in the public eye and, increasingly, in institutions of higher education.
    [Show full text]
  • ~ Sterling's Stained Glass
    ~ Sterling's Stained Glass Sterling Memorial Library's exquisite stained·glass win­ adequate light for reading. In addition, most designs dow decorations feature prominently in a beautiful new were based on a w ide array of sources eclectic in both book about their creator by Gay Walker, a former Ya le style and subject. The techniques used to create decora­ librarian. Bonawit, Stained Glass & Yale: C. Owen tions that filled cathedral-like spaces while admitting Bonawit's Work at Yale University & Elsewhere enough light for a library included dark outl ines com­ (Wilsonvill e, Oregon : Wildwood Press, 2000) sets the bi ned with translucent stain ing, the use of clear glass, windows in the broader conrext of Ya le's architecture and the restriction of fu ll color designs to small areas and of Bonawit's work. of window. The sources of the majority of designs were The author knows her subject wel l. She began illustrations taken from library holdings, representing a researching the Bonawit windows at Yale and in many great array of subjects, styles, and media. While preserv­ other locations for a masters thesis at Wesleyan Universi­ ing the variety and liveliness of these images, Bonawit ty. In addition whil e working in the library as Head of nevertheless achieved a sense of coherence in the decora­ the Preservation Department (1972- 1990), Curator of tive program by controll ing the placement and composi­ the Arts of the Book and Bookplate Coll ections ('978- tion of the images and us ing unifor m pai nting tech­ 1990), and Exhibits Officer, she occupied desks in front niques.
    [Show full text]
  • Louise Adams Holland 1893-1990
    Louise Adams Holland 1893-1990 By Marian H. Macalister Philologist by profession, teacher by occupation, and archaeologist in method, Louise Elizabeth Whetenhall Adams was a topographer at heart.1 Louise Adams was born in Brooklyn, New York, July 3, 1893, the third child but first daughter of six children. Her grandfather, Williams Adams, from a Virginia family, had spent some time in Cuba where he had been instrumental in the introduction of gas lighting. While there he met and married Carmen Michelena y Rojas, a Venezuelan of Basque ancestry, whose brothers held various government positions in Venezuela. When his affairs brought him to the New York area, William Adams chose to build a house in the then more cosmopolitan community of Brooklyn, since his wife, who had been educated in France, was uncomfortable speaking English. Louise’s father, Charles Frederick Adams, was born in Cuba and learned Spanish as his first language; although he and his brother were sent to school in New York, he used Spanish for counting throughout his life. He became a member of a law firm in New York City and had an amateur interest in astronomy, which he passed on to his daughter. 2 Louise’s mother, Henrietta Rozier, came from a Maryland family and was “born within the sound of the guns” of the Civil War. She probably had little formal education other than that expected for young ladies at the time. Her interests were principally in homemaking. As a widow she moved to a house in the Ramapo Hills on the southern border of New York, where she raised her own vegetables and became very knowledgeable about wild plants that could be used for food.
    [Show full text]
  • Spring 2019 Letter from the Chair by Andrew Feldherr
    Spring 2019 Letter from the Chair by Andrew Feldherr ny of you dropping by East Pyne (and I hope you all will next time you are engulfed by the orange bubble) A will find a very different department. While we will never stop missing our recent retirees, Ted, Brent, Bob, and Christian (not to speak of Nino Luraghi, who left us to become Wykeham Professor at Oxford), the many wonderful new colleagues we have brought to Princeton during the same time period are making their presence felt all the more. This year it has been a special pleasure to welcome three new members of the faculty. Barbara Graziosi and Johannes Haubold have at last settled in East Pyne after their tremendous successes as professors of Greek at Durham, and Caroline Cheung, a scholar of Roman history and material culture, joins us from Berkeley by way of the American Academy in Rome. Each has brought exciting ideas for courses and new intellectual opportunities for us all. More reason for celebration comes from the exceptional honors won this year by our colleague Harriet Flower, who has also ended her time as Head of Mathey College. Last his term as chair of the department. It will be a fantastic spring, Harriet received the university’s highest honor for opportunity for him, and for all of us, as it has been a great achievements in the humanities, the Howard T. Behrman privilege for me to serve in that role. That privilege has been Award, and in case those laurels provided insufficient material a pleasure as well thanks to the wonderful support I received for resting, her most recent book, The Dancing Lares and from all my colleagues in the department and, in particular, the Serpent in the Garden (which really should have been the the incomparable contributions of Nancy Blaustein, our title of a mystery novel!) has just won a Goodwin Award department manager and everyone who works or has worked for Outstanding Publications from the Society for Classical in our office, Jill Arbeiter, Kai Laidlaw, Brittany Masterson, Studies.
    [Show full text]
  • A Fork in the Road: the Catilinarian Conspiracy's Impact
    A Fork in the Road: The Catilinarian Conspiracy‘s Impact on Cicero‘s relationships with Pompey, Crassus` and Caesar Jeffrey Larson History 499: Senior Thesis June 13, 2011 © Jeffrey Larson, 2011 1 But concerning friendship, all, to a man, think the same thing: those who have devoted themselves to public life; those who find their joy in science and philosophy; those who manage their own business free from public cares; and, finally, those who are wholly given up to sensual pleasures — all believe that without friendship life is no life at all. .1 The late Roman Republic was filled with crucial events which shaped not only the political environment of the Republic, but also altered the personal and political relationships of the individuals within that Republic. Four of the most powerful, and most discussed, characters of this time are Marcus Tullius Cicero (106 BC – 43 BC), Gnaeus Pompeius Magnus (106 BC – 48 BC), Marcus Licinius Crassus (c. 115 BC – 53 BC), and Gaius Julius Caesar (c. 100 BC – 44 BC). These men often crossed paths and some even had close friendships with each other. Other than Pompeius, better known as Pompey, all the aforementioned individuals were involved, or reportedly involved, in one event which had profound effects on the personal and political relationships of all four individuals. This event is known as the Catilinarian Conspiracy of 63 BC. The Catilinarian Conspiracy was a pivotal episode in the politics of the Late Roman Republic that damaged both the political and personal relationships of Cicero, Pompey, Crassus, and Caesar. Politics in the Roman Republic was dominated by a small number of members of the senatorial class.
    [Show full text]
  • Aguirre-Santiago-Thesis-2013.Pdf
    CALIFORNIA STATE UNIVERSITY, NORTHRIDGE SIC SEMPER TYRANNIS: TYRANNICIDE AND VIOLENCE AS POLITICAL TOOLS IN REPUBLICAN ROME A thesis submitted in partial fulfillment of the requirements For the degree of Master of Arts in History By Santiago Aguirre May 2013 The thesis of Santiago Aguirre is approved: ________________________ ______________ Thomas W. Devine, Ph.D. Date ________________________ ______________ Patricia Juarez-Dappe, Ph.D. Date ________________________ ______________ Frank L. Vatai, Ph.D, Chair Date California State University, Northridge ii DEDICATION For my mother and father, who brought me to this country at the age of three and have provided me with love and guidance ever since. From the bottom of my heart, I want to thank you for all the sacrifices that you have made to help me fulfill my dreams. iii ACKNOWLEDGMENTS First and foremost, I want to thank Dr. Frank L. Vatai. He helped me re-discover my love for Ancient Greek and Roman history, both through the various courses I took with him, and the wonderful opportunity he gave me to T.A. his course on Ancient Greece. The idea to write this thesis paper, after all, was first sparked when I took Dr. Vatai’s course on the Late Roman Republic, since it made me want to go back and re-read Livy. I also want to thank Dr. Patricia Juarez-Dappe, who gave me the opportunity to read the abstract of one of my papers in the Southwestern Social Science Association conference in the spring of 2012, and later invited me to T.A. one of her courses.
    [Show full text]
  • Aristocratic Identities in the Roman Senate from the Social War to the Flavian Dynasty
    Aristocratic Identities in the Roman Senate From the Social War to the Flavian Dynasty By Jessica J. Stephens A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Greek and Roman History) in the University of Michigan 2016 Doctoral Committee: Professor David Potter, chair Professor Bruce W. Frier Professor Richard Janko Professor Nicola Terrenato [Type text] [Type text] © Jessica J. Stephens 2016 Dedication To those of us who do not hesitate to take the long and winding road, who are stars in someone else’s sky, and who walk the hillside in the sweet summer sun. ii [Type text] [Type text] Acknowledgements I owe my deep gratitude to many people whose intellectual, emotional, and financial support made my journey possible. Without Dr. T., Eric, Jay, and Maryanne, my academic career would have never begun and I will forever be grateful for the opportunities they gave me. At Michigan, guidance in negotiating the administrative side of the PhD given by Kathleen and Michelle has been invaluable, and I have treasured the conversations I have had with them and Terre, Diana, and Molly about gardening and travelling. The network of gardeners at Project Grow has provided me with hundreds of hours of joy and a respite from the stress of the academy. I owe many thanks to my fellow graduate students, not only for attending the brown bags and Three Field Talks I gave that helped shape this project, but also for their astute feedback, wonderful camaraderie, and constant support over our many years together. Due particular recognition for reading chapters, lengthy discussions, office friendships, and hours of good company are the following: Michael McOsker, Karen Acton, Beth Platte, Trevor Kilgore, Patrick Parker, Anna Whittington, Gene Cassedy, Ryan Hughes, Ananda Burra, Tim Hart, Matt Naglak, Garrett Ryan, and Ellen Cole Lee.
    [Show full text]
  • The Emergence of Archival Records at Rome in the Fourth Century BCE
    Foundations of History: The Emergence of Archival Records at Rome in the Fourth Century BCE by Zachary B. Hallock A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Greek and Roman History) in the University of Michigan 2018 Doctoral Committee: Professor David Potter, Chair Associate Professor Benjamin Fortson Assistant Professor Brendan Haug Professor Nicola Terrenato Zachary B. Hallock [email protected] ORCID iD: 0000-0003-0337-0181 © 2018 by Zachary B. Hallock To my parents for their endless love and support ii Acknowledgements I would like to thank Rackham Graduate School and the Departments of Classics and History for providing me with the resources and support that made my time as a graduate student comfortable and enjoyable. I would also like to express my gratitude to the professors of these departments who made themselves and their expertise abundantly available. Their mentoring and guidance proved invaluable and have shaped my approach to solving the problems of the past. I am an immensely better thinker and teacher through their efforts. I would also like to express my appreciation to my committee, whose diligence and attention made this project possible. I will be forever in their debt for the time they committed to reading and discussing my work. I would particularly like to thank my chair, David Potter, who has acted as a mentor and guide throughout my time at Michigan and has had the greatest role in making me the scholar that I am today. Finally, I would like to thank my wife, Andrea, who has been and will always be my greatest interlocutor.
    [Show full text]
  • Sponsored by the JOURNAL of the HISTORY of IDEAS & JHI BLOG
    RECEPTION? CHALLENGING AND DEFENDING CANONS A GRADUATE STUDENT SYMPOSIUM sponsored by the JOURNAL OF THE HISTORY OF IDEAS & JHI BLOG with the support of Penn’s SASgov and Department of History May 3, 2019 Golkin Room, 223 Houston Hall University of Pennsylvania 9:00–10:30: Canonization across Media 1:30–3:00: Migration across Canons Discussant: MichaeL Carhart (Old Dominion University) Discussant: Eva DeL SoLdato (University of PennsyLvania) Hin Ming Frankie Chik, “Dictionary as an Exhibition of IdeoLogy: RefLections on the Tommaso De Robertis, “ChaLLenging the Canon of Canonization of Erya and the Nature of Confucian TransLation: Sebastiano Erizzo’s ItaLian Edition of Canons” (Arizona State University, East Asian Plato’s Timaeus (1557)” (University of Studies) PennsyLvania, ItaLian Studies) Bhakti Mamtora, “Rethinking OraLity and Karie SchuLtz, “Teaching PoliticaL Canons at the Canonicity in South Asia” (University of FLorida, Scottish Universities, 1610–1650” (Queen’s ReLigion) University BeLfast, History) Christopher Green, “The Smithsonian Handbook Caresse Jackson, “Madison Washington: The of the North American Indian” (University of Odyssean Hero” (Princeton University, IlLinois, History) Comparative Literature) 3:15–4:45: Workshops 11:00–12:30: War, Canon Formation, and GenerationaL Change To join one of the workshops and receive its pre- Discussant: Stefanos GerouLanos (New York University) circuLated papers, please RSVP to [email protected]. Simon Brown, “‘Mechanic Preachers’ and UsefuL Trades: EngLish Divinity Education and its
    [Show full text]
  • CRAIG WILLIAMS Department of the Classics University of Illinois 707 South Mathews Avenue, 4080 FLB Urbana, IL 61801 USA +1 (217
    CRAIG WILLIAMS Department of the Classics University of Illinois 707 South Mathews Avenue, 4080 FLB Urbana, IL 61801 USA +1 (217) 333-1008 [email protected] EDUCATION 1992 Ph.D. in Classical Languages and Literatures, Yale University Dissertation: Homosexuality and the Roman Man: A Study in the Cultural Construction of Sexuality. Awarded the John Addison Porter Prize for an outstanding dissertation in the humanities. Advisers: Ralph Hexter and Gordon Williams 1990 M.A., M.Phil. in Classical Languages and Literatures, Yale University 1986 B.A. summa cum laude in Classical Languages and Literatures, Yale College POSITIONS HELD 2013- Professor, Department of the Classics, University of Illinois at Urbana- Champaign. Affiliated faculty (0% appointments): Center for Translation Studies; European Union Center 1997-2014 Assistant, Associate and Full Professor, Program in Classics, Graduate Center, City University of New York 1992-2014 Assistant (1992), Associate (1998) and Full (2004) Professor, Department of Classics, Brooklyn College, City University of New York WILLIAMS 2 Spring 2013 Adjunct Professor, Department of Classics, Columbia University (graduate seminar on Petronius’ Satyricon) Spring 2004 Visiting instructor, Institut für Griechische und Lateinische Philologie, Freie Universität Berlin (undergraduate Latin course “Martial und das lateinische Epigramm”) 1994 Visiting Assistant Professor, Program in Classics, CUNY Graduate Center (graduate prose composition course “Latin Rhetoric and Stylistics”) 1993 CUNY Summer Greek and Latin
    [Show full text]