Julia M Perroni

@juliamperroni.bsky.social

She/her, writer among other things. Classics grad: UBC ➡️ KCL ➡️ UWisc. I like epic and tragedy and queer stuff of all kinds! Co-Host of Classically Trained Podcast.

Classics friends, a colleague and I are trying to put together a pedagogy panel for CAMWS on working with grad students specifically - if you teach in a grad or post-bac program we'd love more submissions!

While pedagogy panels are a common feature of Classics conferences, most focus on instruction at the K-12 or undergraduate levels, with comparatively little discussion devoted to the way we teach graduate students. Many undergraduate programs operate under the reasonable assumption that their typical student will not seek graduate training, meaning that those who do continue often need dedicated support while they adjust to a new set of duties and expectations. At the same time, recent changes in the higher education landscape have inspired a great deal of reflection on the nature and purpose of graduate training in Classics, with the result that many programs have significantly altered their degree plans. While goals and priorities continue to evolve, numerous factors affect the successful implementation of strategic changes. This panel seeks to bring such ongoing conversations to the level of praxis and investigate how best to meet the needs of today’s graduate students both in the classroom and in the supervision of their developing research and teaching skills.

We seek papers from instructors with recent experience teaching and mentoring graduate students. Papers should be practical in nature and may include such topics as: differential language abilities in graduate classrooms, assignments that introduce professional research/teaching skills, effective preparation for qualifying exams, strategies for fostering independent learning, integrating diverse career preparation into coursework, special considerations for post-bac students, etc., and (if you must) AI in graduate research.
If you are interested in participating in this panel, please send an abstract of approximately 300 words to Dan Leon (dleon@illinois.edu) by Wednesday August 5 at 5:00 PM Central Time.

… so when did it start being bad for academics to make decisive contributions to public discourse on a topic related to their expertise? And when did criticism become “mean”? We don’t have to agree on a topic—in fact disagreement is part of the job. I think it’s good for all of us, and the field.

Oh did a female academic with an extensive history of study and practice in a particular area of literature make a reasoned critique of a male filmmaker’s movie? I’m sure this will be handled with maximum normality.

The film has absolutely spiked interest in HER translation, which is one of COUNTLESS. It's not an accident that Emily Wilson's translation and (in my experience, though I bet the numbers would bear this out) no one else's is the one people are looking for. I would argue Nolan should thank Wilson.