CANE Summer Institute


About CSI

The Classical Association of New England Summer Institute (CSI) brings together students, educators, and lifelong learners for an intensive week of lectures, mini-courses, reading groups, professional development workshops, and special events. Each institute considers the literature, history, and arts of the ancient Mediterranean world, and how we engage with those cultures today.

The Institute was founded in 1983 by Edward Bradley, Phyllis Katz, and Matthew Wiencke of Dartmouth College and Gloria Duclos of the University of South Maine. After being based at Dartmouth from 1983 until 2011, the institute moved in 2013 to Brown University, under the leadership of Jeri DeBrohun, and continued to convene there through 2022 (save 2020 and 2021). At the bottom of this page, you will find a list of institutes from the past several years.

Please note that lectures and courses at the institute are given in English; participation in the institute does not require knowledge of the ancient languages. CANE welcomes interested individuals who are new to the study of the ancient Mediterranean world and its modern legacy to attend the Institute, as well as graduate and undergraduate students. Participants may board on site or commute to campus for the week.

Questions? Please contact the CANE Summer Institute director at summerinst@caneweb.org.

CANE Summer Institute 2023
“Classical antiquity”: a global phenomenon in local contexts
July 10-15 * Providence, RI

“Classical antiquity” has long functioned as a shared imaginaire that people around the globe have been constructing collaboratively for centuries. And yet, modern participants in the building of this proto-metaverse have been shaped locally, just as the ancient authors and artists whom we customarily simply call “Greek” or “Roman” hailed from localities within a vast and diverse region.

The many communities on the margins, relative to a dominant socio-political center, created myriad potential contact zones between imperial and local cultures where various interpretations of “classical” material could arise. So too in modernity, members of societies that do not identify as heirs of Western classical antiquity, or whose indigenous cultures were overwritten by colonial importation of Western classicism, may yet have their own history of fraught contact with Western societies and/or have adopted for their own purposes the narrative and aesthetic content for which “classical antiquity” serves as an ideological container.

For CSI 2023, we invite the examination of “classical antiquity” (both the historical content and the modern concept) through a localized or similarly specific lens. We explore the premise that there is no such thing as “a view from nowhere” and that one speaker’s knowledge and interpretation is always situated or positioned among other subjectivities. This is not to advocate for abandoning attempts to establish a factual reality, but to accommodate the polyphony of perspectives that has always existed on this particularly celebrated and controversial construction of humanity’s deep past. Such perspectives may include those specific to the United States, or a particular region, or a particular class, ethnic, or online community, any of which generates its own local knowledge and refractions of this “classical” world.

This year’s in-person CANE Summer institute will be held at the Rhode Island School of Design (RISD), with the support of the Brown University Department of Classics. We will once again offer a parallel online institute via Zoom meetings, with separate in-person and online mini-courses, shared professional development workshops and reading groups, and in-person lectures live-streamed via Zoom webinars.

To register for CSI 2023, please review the following information, make the relevant selections, then visit our registration page.

CSI 2023 mini-course schedule

Morning online

  • Susan Curry, “Apuleius Africanus: A ‘Roman’ Author in His Numidian Context”
  • Jeri DeBrohun, “Roman Love Elegy in Renaissance Italy and Romantic Germany”
  • William Mierse, “Was there a Greek visual legacy in the Buddhist Art of Gandhara?”

Afternoon online

  • Nadine M. Knight, “African American Literature and Classics”
  • Irene Soto Marín, “Global and Local Fashion in Ancient Egypt”
  • Skye Alta Shirley, “Girls Writing Latin in Ancient & Early Modern Italy”
  • Roberta Stewart, “Dramatis Personae: The Ladies Literary Society of Washington University in 1884”

Morning in-person

  • Nadine M. Knight, “African American Literature and Classics”
  • Irene Soto Marín, “Global and Local Fashion in Ancient Egypt”
  • William Morse, “Shakespeare’s Sonnets in their Elizabethan Context”
  • Skye Alta Shirley, “Girls Writing Latin in Ancient & Early Modern Italy”

Afternoon in-person

  • Susan Curry, “Apuleius Africanus: A ‘Roman’ Author in His Numidian Context ”
  • Jeri DeBrohun, “Roman Love Elegy in Renaissance Italy and Romantic Germany”
  • John Higgins, “After Homer, Before Joyce: A Medieval Irish Odyssey”
  • William Mierse, “Was there a Greek visual legacy in the Buddhist Art of Gandhara?”

Morning & Afternoon in-person

  • Kelly P. Dugan, “From Practice to Publication: A Writing Workshop for Graduate Students in Classics and Related Fields” (link to daily schedule)
    Due to the intensive nature of the workshop format, enrollment is limited to 8 participants, by application. Apply here; applications will be reviewed on a rolling basis.

CSI 2023 mini-course descriptions

Apuleius Africanus: A “Roman” Author in His Numidian Context
Susan A. Curry, Department of Classics, Humanities, and Italian Studies, University of New Hampshire
In-person and online

By the time Apuleius (c. 124 –170 CE) of the Roman-Berber city of Madauros in Numidia was born, the Romans had been involved in and staking claims on North African territory for almost five hundred years. So, what could have possibly survived of the indigenous and non-Roman cultural influences on Rome’s African colony by the second-century CE? Should we attribute the “happening” intellectual life of Carthage and other North African hotspots to a kind of total “Romanization” of the region, or does the region’s cultural thriving owe as much to the area’s myriad other cultural influences? Using Apuleius and his works, the Golden Ass and the Apology, as a focal point and major source for exploring North African identities, this course will examine the cultural “scene” of so-called “Roman” North Africa at the height of the Roman empire. We will trace Rome’s presence in North Africa in general and then hone in on the bustling cities of Rome’s African colonies which produced the likes of men such as Apuleius and Augustine. Investigating (and enjoying!) Apuleius’ entertaining writing, we will endeavor to understand his varied identities and to determine to what extent we might consider him “Apuleius Africanus.”

Roman Love Elegy in Renaissance Italy and Romantic Germany
Jeri DeBrohun, Department of Classics, Brown University
In-person and online

We will begin by reading together certain of the best known or most influential poems of the Augustan elegists Propertius, Tibullus, and Ovid, which emphasize the unrequited love of the poet-lover through themes and tropes especially relevant to the period in which they were written, including the exclusus amator (“locked-out lover”), militia amoris (“the warfare of love”) and servitium amoris (“the slavery of love”). Then, we will read selections from On Married Love (De Amore Conjugali) by Giovanni Pontano (1429-1503), in which the Renaissance poet employs the language and themes of ancient elegy for a new, unexpected purpose: to celebrate the joys and lament the troubles (e.g. separation due to war, or work) of married lovers. Finally, we will turn to the German poet Goethe, who in his Roman Elegies (Römische Elegien; 1788-1790) adopted both the elegiac meter and the subject matter of Roman elegy. We will consider which aspects of Roman love elegy remain constant through time, in what ways the later poets imitate or allude to their ancient predecessors, and to what extent each poet has employed the language, meter, and themes for their own purposes and in a manner reflective of their own times. All readings will be in English, with Latin (or German, for Goethe) texts available (and reading encouraged) for those with knowledge of the language.

After Homer, Before Joyce: A Medieval Irish Odyssey
John Higgins, Department of Classical Studies, Trinity College (Hartford, CT) & Smith College
In-person only

We will study in English translation one of the earliest vernacular receptions of classical literature in Europe, the “Wanderings of Uilix mac Laertis (Ulysses, son of Laertes).” Composed in the Irish language in the 12th century, it tells of Ulysses’ homecoming, but in very different terms from the Homeric original. The story brings the native Irish literary milieu into dialogue with the Greek source text. Ireland was (and arguably remains) a culturally liminal area: it was never Roman, but it was solidly Christian from Late Antiquity. The native Irish tradition of literature and learning was/is never quite comfortable with imperial culture from whatever source, but nevertheless accepts and transforms it. We will think about why a culture acquires translations, what the differences are between the Irish text and its sources, and what translated classical literature brought to the intellectual table in a rapidly changing culture.

African American Literature and Classics
Nadine M. Knight, Department of English, College of the Holy Cross
In person and online

This course will examine 20th- and 21st-century African American literary engagement with classical traditions. Beginning with African American claims to the legacy of Antiquity in the works of Pauline Hopkins and W.E.B. Du Bois, we will then discuss the rewritings of The Odyssey in contemporary works by the playwright Suzan-Lori Parks and the novelist Tayari Jones. We will also consider how African American poets from Jean Toomer to Ross Gay have invoked the Georgics. We will discuss the ways in which reading African American literature and classical literature together can be mutually revelatory, and how incorporating African American literature in Classics courses can become an important part of inclusive pedagogical practice.

Was there a Greek visual legacy in the Buddhist Art of Gandhara?
William Mierse, Richard and Pamela Ader Green and Gold Professor, Art History, Program in Art and Art History, School of the Arts, University of Vermont
In-person and online

The artists who produced the wealth of early Buddhist sculpture in Gandhara, modern Pakistan, have long been regarded by many scholars to be the heirs of the Greek artistic tradition introduced to the region by Alexander’s conquest and the subsequent Greek settlement. The course will consider how we can best understand what was happening as Gandharan sculptors of the 1st – 5th C. CE confronted the need to create art forms for the recently introduced religion of Buddhism; what Greek sources they might have drawn upon, and why.

Shakespeare’s Sonnets in their Elizabethan Context
William Morse, Department of English, The College of the Holy Cross Emeritus
In-person only

Though Shakespeare was the most Ovidian of Elizabethan poets, how do his sonnets recast the classical tradition in what will henceforth be an unmistakably English poetic?  What has already changed between Christopher Marlowe’s translation of Ovid’s “Amores” in 1593 and the form, themes, and language of Shakespeare’s sonnets written over the next fifteen years?  To explore this question, we will read a broad selection of the sonnets.

Girls Writing Latin in Ancient & Early Modern Italy
Skye Alta Shirley, Department of Greek & Latin, University College London
In-person and online

What does it mean to be a child author? How is girlhood distinct from both boyhood and womanhood? Do children write differently from adults? We will ask these key questions of juvenilia studies as we explore Latin texts (with English translations) written by girls in and around the Italian peninsula in late Republican Rome and during the early modern period. Using these texts, we will explore how a writer’s social class, ethnicity, and religion can intersect with gender and age to either highlight or marginalize their literary contributions. We will begin with the writer Sulpicia, whose poetry prompts conversation not only about her age but also what it meant to be a girl and woman in ancient Rome. Next, we will read texts written by girls from the 15th-18th centuries to discuss recurring themes like ambition, credibility, and agency. Among our selections are a 13-year-old’s epigram from Baroque Rome, a 14-year-old’s public oration to a Renaissance pope, and a 15-year-old Sicilian princess’ preface to her book of poetry.

Global and Local Fashion in Ancient Egypt
Irene Soto Marín, Department of Classics, Harvard University
In-person and online

This mini-course will explore the history of fashion in Ancient Egypt, from the Pharaonic to the Graeco-Roman period. We will explore Mediterranean-wide and global influences in style as well as the role that objects like cosmetics, wigs, jewelry, and even shoes played in demonstrating power, gender dynamics, and cultural identity. The types of objects we will encounter in the course are archaeological (such as linen, wigs and beauty implements) as well as sculptural. Papyrological and literary texts will further illuminate our discussion of daily use, manufacture, and purchase of textiles in antiquity.

Dramatis Personae: The Ladies Literary Society of Washington University in 1884
Roberta Stewart, Department of Classics, Dartmouth College
Online only

In this course we study the membership of the Ladies Literary Society of Washington University, as an example of the reception of classical culture in nineteenth-century post-Civil War America. The Ladies Literary Society staged the first Latin performance of Plautus’ Rudens (the subject of my public lecture on Thursday morning) with a cast entirely of women and drew national attention. At a time when the field of Classics was organizing professionally by founding the American Philological Association (1869) and promoting the study of classical languages nation-wide, the St. Louis cast allows us a window into the populations interested in literary cultural production of classical antiquity. Using publicly sourced documents we track their lives, the effects of the performance on their lives, and the reception of their performance by their communities (family and friends, university, city and country).

New! Special program
From Practice to Publication: A Writing Workshop for Graduate Students in Classics and Related Fields
Kelly P. Dugan, Department of Classical Studies, Trinity College (Hartford, CT)
In person only; limit of 8 participants by separate application
Link to daily workshop schedule
Link to application form

From Practice to Publication: A Writing Workshop for Graduate Students in Classics and Related Fields is a week-long intensive seminar intended to help graduate students get their work published. Participants will come with a 20-minute presentation they have already composed, such as you would deliver at a conference. The goal of the workshop is to help each participant transform their talk into an article-length publication. In the morning sessions, participants will learn and discuss theories and methodologies for writing and publishing. Topics addressed will include composition theories, academic voice, facing fears, and publication practices. In the afternoon sessions, participants will workshop their current projects and receive feedback from others. At the end of the course, each workshop participant will deliver a public 5-minute talk to fellow CANE Summer Institute participants, sharing their work with a wider audience and receiving further feedback. Preference given to graduate students in New England working on topics relevant to this year’s CSI theme “Classical Antiquity”: A Global Phenomenon in Local Contexts.

Professional Development Workshops

  • Tuesday: “Supporting LGBTQ+ Students in the Classics Classroom” Jen Faulkner, East Longmeadow High School (online)
    LGBTQ+ students face unique challenges in the Classics classroom. This pedagogy workshop is designed to equip educators with the necessary tools to support LGBTQ+ students in the Classics classroom, with a particular focus on trans and non-binary students. Especially as the study of Latin and Greek can be heavily gendered, this workshop aims to help educators create a more inclusive and welcoming environment for all students. They will learn strategies for creating a safe and inclusive space, including how to use gender-neutral language (in both English and the target languages), incorporate diverse perspectives in their curricula, and approach sensitive topics with empathy and respect. By the end of the workshop, participants will have a better understanding of the experiences of LGBTQ+ students in the Classics classroom and will be equipped with practical strategies for creating an inclusive and supportive learning environment.
  • Wednesday: “Pedagogy Potluck: Sharing & Celebrating Our Favorite Activities” Kelly P. Dugan, Trinity College (hybrid)
    The goal of this event is to encourage fellowship and share our teaching joys with one another by exchanging learning activities that we have found to be successful (whatever that means to you). I will start by sharing one activity that I developed for my work in Hartford, CT leading a 6th grade mythology education program titled Ancient Worlds in Our Community. In groups, participants will then share their own successful teaching activities with each other (including their challenges). I’ll facilitate discussion and encourage us to celebrate our work in a relaxed environment.
  • Thursday: “Ancient Coins and Digital Tools” Irene Soto Marín, Harvard University (hybrid)
    This one-hour workshop will be an introduction to open access online databases and tools for numismatic research, with a particular focus on coins from the Graeco-Roman period.
  • Friday: “Re-centering our focus: decolonizing Classics curricula” Hannah Liu, Pingree School & Maia Lee-Chin, Boston Public Schools (online)
    In a K-12 classroom, what might it mean to decolonize Classics? Decolonization has the capacity for far-reaching impacts on the field, especially for our younger members whom we hope to help overcome the exclusionary history of the field. Whether or not the students in your classroom come from diverse backgrounds, we will help you to explore some accessible resources that help decolonize Classics curricula and center varied groups of students when possible. We will create our own plans of action and theories of change for decolonizing our Classics classrooms.

Greek & Latin Reading Groups

  • Greek: Michael Nerdahl, Bowdoin College, “Selections from Aesop’s Fables”
  • Latin: Skye Alta Shirley, University College London, “Neo-Latin Verse from Little-Known Authors”

Public Lectures

Monday, July 10 at 7 pm

Testing Thucydides’ Universalizing Claims: The Great War between Athens and Sparta and the Russia-Ukraine War
Allen M. Ward, Department of History emeritus, University of Connecticut

From his opening paragraph, Thucydides makes the case that the war which broke out in 431 BC between Athens and Sparta was not going to be a war just between two local Greek city-states, but almost “the whole of mankind,” (Book 1.1.2). More importantly, Thucydides saw the war as revealing universal truths about the nature of war and human behavior and motivation. In this talk, I will test Thucydides’ claims against recent events, with the war between Russia and Ukraine appearing to validate his ideas.

Tuesday, July 11 at 11 am

Abolitionist Ideas in Ancient Greek and Roman Communities
Kelly P. Dugan, Department of Classical Studies, Trinity College (Hartford, CT)

Abolition of enslavement is often treated as a modern phenomenon, yet ancient Greek and Roman literature bears witness to anti-enslavement ideologies thousands of years ago, in overt and subversive manners. In this lecture, I will demonstrate how critical discourse analysis can illuminate a history of abolitionist attitudes in Greek and Roman communities across the Mediterranean. After a discussion on the history of abolitionist ideas, I will focus on exploring select passages from works such as Aristotle’s Politics (4th c. BCE) and Terence’s The Brothers (ca. 160 BCE). I will also share resources and strategies for seeing and analyzing abolitionist attitudes in the literature, and conclude with a discussion on the pedagogical implications of this work.

Tuesday, July 11 at 7 pm

The Fantasy of Classical Antiquity and the Extremists Who Love It
Serena S. Witzke, Department of Classical Studies, Wesleyan University

This talk revisits my CSI 2022 course, “The Metamorphoses of ‘Classics’: From British-American White Supremacy to Modern Multiracial Community,” which examined the racecraft at work in constructing “white” Greece and Rome by Brits and Germans especially, traced the rise and decline of the “classical tradition” in the United States, and explored how diverse modern communities have reshaped and redeployed “classical” material in celebration or resistance. This year, I will examine another side of modern reception: that of white supremacists and incels who also lay claim to “classical antiquity.” This version is as constructed as the British “classical tradition” of white Greece and Rome, reflecting a fondness for Classics that reflects the bygone “academic elitism” of Great Books courses juxtaposed with the patriotic militarism of warrior culture worship: an antiquity of nostalgia, historical fiction, and deliberate disconnect from the realities of ancient gender, sexuality, sociology, power dynamics, and politics.

Wednesday, July 12 at 11 am

Decolonizing the Classics: Past and Future Perspectives on North Africa In Antiquity
R. Bruce Hitchner, Professor & Chair of Classical Studies, Tufts University

Classical Studies as a discipline traces its origins at least to the Renaissance. Its rich tradition of learning scholarship, and research, focused traditionally on the study of Greco-Roman literature, art, architecture, and archaeology has, nonetheless, come under justified scrutiny and criticism in recent years, especially in the United States, as a consequence of its perceived elitism and its deep influences on and association with Euro-Atlantic nationalism, imperialism, colonialism, racism and white supremacism. This lecture will explore how these issues and the debates surrounding them have impacted our knowledge and understanding of one particular region of the Mediterranean in Antiquity: North Africa (the modern Maghreb). It will also reflect on the evolution of the field immediately following the end of the colonial period, as well as recent and emerging trends in research and fieldwork.

Wednesday, July 12 at 7 pm

The Coinage of Roman Egypt: Global, Local and “Illegal” sources
Irene Soto Marín, Department of Classics, Harvard University

This lecture will explore coinage circulation patterns in Roman Egypt during the fourth century CE, a time when the province of Egypt finally joined in the Mediterranean-wide usage of Roman coinage. The results of this analysis shows that Egypt was not only well connected economically to the rest of the Roman Empire, but also functioned as perhaps the most important trading center during this time.

Thursday, July 13 at 11 am

Understanding Plautus’ Rudens in 1884 St. Louis, Missouri
Roberta Stewart, Department of Classics, Dartmouth College

The1884 performance of Plautus’ comedy Rudens at Washington University in St. Louis, Missouri illustrates engagement with the cultural production of classical antiquity in the Midwestern United States in the late 19th century, contemporary with productions in New England (Harvard) and in other Midwestern states (University of Michigan, Nebraska). Conspicuously–given the time period after the Civil War and Missouri’s status as a border state–the St. Louis performers chose a play with five slave stories. This talk focuses on the representation of slavery in the St. Louis production, through the translation prepared for the performance by the Ladies Literary Society of Washington University and reviews of the performance. We explore two inter-related questions: how the St. Louis translators understood and represented the slave stories of Plautus’ Rudens and how audiences and critics understood and responded to their performance. Reviews of the performance suggest its overwhelmingly positive reception as an aesthetic experience and as entertainment. The performance and its reception allows us to consider how we use (and re-use) the classical past—in this instance, its literary- dramatic output—and which “classical antiquity” was in 1884 (and is today) in our classrooms made present, for whose benefit.

Thursday, July 13 at 7 pm

Victrici causae placuit Cato: The Reception of Cato the Younger in the US

Michael Nerdahl, Department of Classics, Bowdoin College

Among the figures of Roman history most eagerly adopted as exempla by the founders of the United States, Cato the Younger loomed especially large as a model of principled, heroic Republicanism. Due to his reputation as a rational Stoic philosopher, an opposer of tyranny, and a staunch idealist willing to die for liberty, the Caesars had struggled against Cato’s legacy as a paragon of political virtue long after his death. In modernity, this image of Cato was adopted as a righteous paradigm for American revolutionaries against British tyranny. We’ll look at who exactly was the Cato of the American imagination: an unproblematic figure of inspiration, or a man whose failures of action and character played a role in the nascent Republic, too? Finally, we’ll see what role Cato continued–indeed, continues–to play in the post-revolution Republic.

Friday, July 14 at 11 am

(Re)presenting Zenobia: Centering an ancient Syrian perspective through historical fiction
Derek H. Haddad, Independent Scholar

In this talk, I will introduce audience members to my current project, a Latin novella for advanced readers titled “Zenobia Palmyrae: Inter Duas Orbes.” As an Arab-American who has studied and taught Latin and Classics at all levels, I see pedagogical opportunity in centering the Syrian perspective on the complex history of third-century CE Roman history (specifically 244-273 CE), thus offering Latin students with diverse, inclusive content that challenges them to think critically about the political, religious, social, and economic developments during the crises of Zenobia’s lifetime. I will discuss the challenges of writing historical fiction from Zenobia’s perspective, while providing an overview of the narrative and the major historical events covered in the book, as well as sample pages of my original Latin text.

Friday, July 14 at 5 pm

A visit to the Rhode Island School of Design Museum

Followed at 7 pm by the CSI convivium, open to all program participants, thanks to the generous support of the Brown University Department of Classics.

Saturday, July 15 at 10 am

Presentations of new research by participants in the CSI 2023 Writing Workshop for Graduate Students

To register for CSI 2023, please visit our registration page.

Registration & Services Information

  • To register for CSI, please first join CANE or renew your membership if it has expired:
    CANE membership: $50 regular, $15 student
  • Online tuition: $250
    Online registrants under 18 will be considered; please contact the CANE Summer Institute director at <summerinst@caneweb.org>
  • In-person tuition: $375
    In-person registrants must be 18+ years old.

    NOTE
    All participants in CSI thereby agree:
  • to abide by the CANE Code of Conduct
  • to abide by the policies of Rhode Island School of Design (applicable to participants in the in-person program)

    Services offered through RISD
  • Lodging (Mon.-Fri. in an air-conditioned single + linen pack): $375
    Early arrival (Sun. night): $65
  • Meal plan (Monday-Thursday, any two meals per day): $100
    Single meals may be purchased at the dining hall entrance
  • Parking (Mon.-Sat.): $60

    This year’s Friday night convivium will be hosted by the Brown University Department of Classics, gratis to CSI participants

To register for CSI 2023, please visit our registration page.

Past CANE Summer Institutes

  • July 11-16, 2022, Brown University and CANE Zoom
    • Maiores a(n)d Posteriores: Imagining “Classical Antiquity” into the Future
  • July 13-15 and 20-22, 2021, Virtually via Zoom
    • Power and the Individual in the Ancient Mediterranean World
  • July 8-13, 2019, Brown University
    • E Pluribus Unum
  • July 9-14, 2018, Brown University
    • Empires Ancient and Modern: Reactions to Imperial Power from Athens to the Americas
  • July 10-15, 2017, Brown University
    • The View from a Distance: Perspectives on the Greeks & Romans from across Space and Time
  • July 11-16, 2016, Brown University
    • Quid Sub Sole Novum? Imitation, Innovation, and Creation in the Ancient World
  • July 13-18, 2015, Brown University
    • Exegi Monumentum. Creating the Everlasting in the Ancient World
  • July 14-19, 2014, Brown University
    • “On the Shoulders of Giants:” Greco-Roman Giants and their Modern Emulators
  • July 15-20, 2013, Brown University
    • America’s Founding Fathers and the Classics of Greece and Rome
  • July 11-16, 2011, Dartmouth College
    • Spectacles in and of the Ancient World. spectatum veniunt, veniunt spectentur ut ipsae.
  • July 12-17, 2010, Dartmouth College
    • “Not Athens But the World.” Why America is Still Listening to Ancient Voices
  • July 6-11, 2009, Dartmouth College
    • Expanding the Map: Cultural Exchange and the Peripheries of the Classical World.
  • July 7-12, 2008, Dartmouth College
    • Revolution and Reaction: Radical Changes and Continuities in the Ancient World
  • July 9-14, 2007, Dartmouth College (25th Annual)
    • Beyond Antiquity: The Legacy of the Classical World