University of Southern Maine
One of the strengths of our program is how broad it is. It includes teaching language skills in Greek and Latin, archeology, art, a lot of history and literature. It's a resource that really enriches the curriculum at USM.
The program draws students who feel the need for some sort of rounding out, that by learning a language such as Latin or Greek, they understand English so much better. Others have the need to go back to these foundational texts, and read Homer and Plato.
I started out specializing in literature, and I had the opportunity to teach for a year in Rome. As part of the course I had to teach the architecture of the ancient city. I went to Rome, got a scooter and visited all the sites, read all the literature I could find. For the first time I appreciated the city, and I really fell in love with it. That trip determined what I've taught and published on ever since.
Yes. Like most people, I was always puzzled about classical studies. I came to the subject matter very late in college, so I entirely understand when students think the material is going to be strange, not approachable, that it doesn't apply to their lives. I grew to understand, as students do, that it's connected to writing skills, and with things they've heard about all their lives and that it's really worth exploring.
That really depends on the course. When teaching the language, I am more of a professor, because it's very objective in terms of what you need to know. Grading, expectations are also objective. As you advance in the languages, or when you teach the ancient texts, then it really is a sense of exploration. Students and I are fellow explorers.
There's an excitement in engaging in an activity with other people. In some sense, it doesn't matter if you're working with colleagues or students. There's the desire to make something you're so passionate about relevant and helpful to other people.
I suppose nothing surprises me about USM students any longer. There's such a variety of approaches and talents that leads to such great classes. Some students are coming back to school with so much experience. They are right next to more traditional students, who are really bright but haven't been around much. I think they really get a lot out of each other.
The students who are memorable are the ones who are every bit as talented and as intelligent as the professors are. I can recognize when a student has an intensity and intelligence that is superior to mine. It's not a rare thing among USM students. Others are memorable because they come in from other disciplines, bringing all this knowledge. They're articulate, and they add new perspectives to the classics. Others are memorable because when they first come to you, they seem so unsure of themselves, but they grow in confidence and skill in a short time.
We're always aware of the variety of students' background, but there's not much time to incorporate it into the classroom. I do encourage them to engage in a creative or performance projects based on the material we're studying. We have musicians, creative writers, and poets. It's just an opportunity for students to get to know one another a little more, and to know that their particular talent is recognized and appreciated.
We're very involved with the Maine Classical Association, creating ties between our students and high school teachers and college professors. Our students serve as tutors. And, of course, the Museum of Art at Bowdoin is a treasure trove, and there's the Museum of Fine Arts in Boston.
I live in Falmouth. One of the advantages of that is proximity to work. I can bike in.
It's an amazing location for anyone interested in the outdoors. The mountains are so close, and, of course, the sea is there. You have access to two very different environments that are exceptional. I like to head for the hills and hike when I can. Then there's the restaurants, the arts community, the architecture. There's even a quarter-scale replica of a Roman mausoleum in Evergreen Cemetery, marking the grave of a paper baron.
