Classics Department Statement on Scholarship
The following remarks are intended to provide guidance both for departmental members as they plan and carry out their own scholarship as well as for individual evaluators and committee members who will be charged with assessing the adequacy of that scholarship. It is hoped that this statement may also contain some general insights into the nature and practice of classical scholarship, but its main concern is a practical one, namely, to help make clear how scholarship in Classical Studies is viewed and evaluated at Luther College.
1. What forms of scholarship define the work of those in your department at their best?
Before the question can be properly answered, it is important to clarify the term "scholarship," especially in contrast with the term "research" (German provides a useful analog in the words Gelehrsamkeit and Wissenschaft.).
'Scholarship," is the more general of the two terms and encompasses the sustained and usually systematic inquiry into an area of knowledge by a trained and experienced scholar. This inquiry might consist of systematizing and assimilating what is already known or exploring the frontiers of knowledge.
"Research," on the other hand, is the more narrow term and refers to a systematic investigation of a defined area with the express purpose of discovery and/or new formulation. Research tends to imply originality and specialization and is usually addressed to other specialists in the field. It is 'research' that is more often subject to peer review in academic journals and presses.
Original research and its resultant written products are obvious signs of scholarly activity, but they are not the only ones, and certainly not the only important ones, especially at an institution like Luther College. In Classical Studies, scholarly activity includes original research and writing and the presentation of that research in journals, books, critical editions and translations, in classrooms, at conferences and invited speaking opportunities. Scholarly activity might also include work with professional societies; service as a referee, reviewer, evaluator, or editor; and sharing research with a wider community in public programs and presentations.
In light of the many subdisciplines and specialties of Classics, a particularly important area of scholarly activity is the expansion of one's knowledge of the field (e.g., acquisition of new languages, seminars and courses in some specialty of Classics, or further study in related fields). This expansion of knowledge or 'professional development' could be in preparation for particular research projects, for new course offerings, or simply to enrich one's teaching.
In evaluating the scholarship of a department member it will be useful to speak in terms of three, sometimes overlapping categories: 1) original research, 2) scholarly activity and public scholarship, and 3) professional
development. Original research that results in a peer-reviewed, written product is the most universally recognized sign of success as a scholar, and it is clear that the College will require some scholarship along this line for tenure and promotion. It is, however, equally important to recognize scholarly activity that deepens and widens one's mastery of the field of Classics or that brings the scholar into contact with other disciplines and colleagues from other fields.
Original research:
Papers submitted for publication in academic journals
Presentation of competitively selected papers at professional conferences
Invited papers, journal articles, encyclopedia articles, book chapters
Publication of monographs, critical translations, or critical editions of texts
Invited lectures or presentations to local, regional, national, or international academic bodies
On-going projects that result in course development, collaborative research, or interdisciplinary experiences for students
Selection for competitive grants for collaborative work, course development, and research that may not result in traditional publication
Papers or presentations on scholarship and teaching in the discipline
Preparation and publishing of textbooks or anthologies in the discipline
Scholarly activity and public scholarship:
Presentation of research to non-specialist audiences
Invited workshops, lectures, consulting, or writing (non-academic)
Published book reviews
Reviewing manuscripts for publication or papers for presentation at professional societies or interdisciplinary publications or conferences
Service as moderator of conference session, respondent to professional papers, conference planner or organizer
Service as officer of professional society or discipline-related committee or board
Service as professional evaluator or evaluator for scholarly organizations or conferences
Collaborative research with colleagues or students
Public speaking engagements (non-academic)
Professional development
Expansion of research or teaching areas; acquisition or enhancement of research language skills, development of web-based learning or other ways to enhance use of technology in the classroom, archaeological or field experience, travel-course development
Active participation in professional societies, conferences, meetings, including attendance at national and regional meetings and involvement in professional networks
Participation in local, regional, national, or international workshops on teaching, academe, or related issues
Selection for participation in conferences to represent Luther or one's discipline
2. What forms of peer review-including those beyond the Luther campus-are appropriate for that work?
In discussing appropriate forms of peer review, it is important to note the great breadth and complexity of the field of Classical Studies. The field begins with the languages and literature of ancient Greece and Rome but reaches far beyond literary studies of classical authors. History, philosophy, archaeology, paleography, textual criticism, linguistics, and comparative literature constitute some of the well-recognized emphases possible within the field of Classics. Folklore, anthropology, history of science, history of classical scholarship, history of the classical tradition are a few of the newer specialties within the field but do not by any means exhaust the research possibilities of "Classics."
The most prestigious form of peer review comes in the acceptance of books and articles by major academic publishers and refereed journals in the field. In light of the nature of the field, however, it would be difficult to give any fixed hierarchy of journals or publishers. While journals such as Classical World, Classical Journal, TAPA, etc. are prominent venues for classical scholarship, established and respected classicists publish in many others.
After peer-reviewed publication, a second level of review includes competitively selected papers for regional, national, and international conferences. A third form of peer review is invitation due to the scholar's reputation or expertise, to present lectures, workshops, or panel discussions, or to serve as a moderator, respondent, or evaluator at professional or interdisciplinary gatherings.
3. How can you encourage and enable your colleagues to see that such work bears fruit in their teaching?
It is important to recognize that almost any quality research, no matter how esoteric, can have a positive effect on teaching. The effect is sometimes direct sometimes not, but valuable in either case. An active research program is itself intellectually stimulating, and the connection between research and teaching may lie more in the intellectual stimulation itself rather than in specific content that will then be used in classes. Much research that will acceptable for peer review in Classics will of necessity be of a technical nature and not appropriate for undergraduate students. The scholar's involvement, however, in the process of inquiry and discovery will still have a positive effect on teaching through the excitement, insight, and depth that such research activity will bring.
Some research and scholarship, however, will have direct connection to the classroom. Scholarly activity that is geared more toward development of expertise in a new area or depth or breadth in aspects of courses already taught routinely benefits both faculty and students. More broadly stated, it is essential for the intellectual health of the College to create an environment that encourages faculty members to pursue scholarly interests wherever they happen to lead. This is, as well, in the spirit of true research, namely, to attempt to arrive at the most valid results, and not simply at a foregone conclusion.
On the part of the College, creating this kind of environment involves providing support in terms of time, flexible scheduling of courses, funding, and opportunities for fruitful discussion among colleagues. In some cases, faculty members may involve students in some aspects of their research, and the College should support these efforts, but in-depth involvement of students will probably be rare in Classics since even the most straightforward projects will usually require a good command of several languages and an in-depth understanding of classical culture. These are precisely the skills and knowledge that most undergraduates are only beginning to acquire, and it would be a disservice to distract them from solid acquisition of skills with projects that are above their level of maturity.
4. What depth and range of achievement in scholarship at the third year, tenure review, and application for promotion to full professor should distinguish the work of Luther faculty?
Acceptance rates for journals and conference papers vary, as do the topics which may at a given time be receiving special attention and emphasis. In attempting to find a workable balance between the vicissitudes of research venues and the often heavy teaching responsibilities of the faculty member, it would be wrong headed to set a standard number of publications or presentations expected at each level of review, beyond the minimum expectation that some publication is expected and some form of peer review of that work is required for tenure and promotion. What may be appropriately expected and encouraged is an on-going research program that results in some written publication and some peer or publicly reviewed product (lecture, manuscript, text books panel invitation, etc.), at a frequency that demonstrates continuing scholarly engagement and intellectual growth.
To summarize expectations concerning "achievement" in scholarship, faculty members in Classics should be involved in some original research, seek the necessary engagement with professional colleagues, and receive some affirmation of their work from members of their field. Beyond these general expectations, the department intends the greatest degree of flexibility to allow faculty members to shape their own research and scholarly activity.
Third-year review:
Completion of terminal degree
A developing research program
Public presentation of research, in the form of lecture, paper presentation, or publication
Involvement in peer conversation about research and teaching (conferences, seminars, workshops, or other appropriate fora)
Tenure:
An active research program
Public presentation of research at professional conference or other professional or academic forum
Submission of research to conference, journal, or publisher for review or by invitation
Peer-reviewed publication or presentation
Promotion to full professor :
An active research program
Presentation of research at conferences or meetings beyond the local and regional level
Publication since tenure in academic or other professional journals or presses beyond the local level
Extending communication of research or teaching beyond the scholarly discipline
Involvement in connecting research and professional development to teaching; leadership and mentoring of professional colleagues in scholarship and/or teaching
Not required but enhancements:
Relevant publications outside the field or in non-academic professional circles
Research geared to educate lay community
Collaborative teaching or research projects with faculty from other disciplines
Collaborative research projects with students
Public speaking engagements
Reviewing of books, papers, or manuscripts
Research and presentation on teaching in the discipline or in interdisciplinary efforts
Leadership and service to professional organizations or to academic conferences or workshops
5. What distinctive forms of scholarship can thrive at a liberal arts college of the church?
In his discussion with department members, the Dean clarified the underlying point of the question and explained that it has two distinct emphases. First of all, the question is designed to explore the possibility that certain kinds of scholarship can be more easily and/or more effectively carried out in the setting of a small, private, religiously-affiliated, teaching-oriented school, like Luther College, than at larger, more research-oriented institutions. Secondly, the question examines how this 'distinctive' scholarship might work itself out in two equally important contexts, namely the context of "a liberal arts college" and of "a college of the church." In other words, are there types of scholarly activity that might more easily be fostered and carried out at a school that attempts an institution-wide emphasis on a liberal-arts education and that maintains a living connection both in tradition and practice to the Lutheran church?
For the discipline of Classics, the question can certainly be answered in the affirmative. In general, the 'distinctive forms of scholarship' that would find Luther College an especially congenial environment would most likely be those that have a comparative, interdisciplinary, or reception-critical emphasis. Since the cultural heritage of the Greco-Roman world has had such a profound influence on the western tradition right up to the present day, there are almost limitless possibilities for exploring the impact of the Classical tradition on other fields. The Classical tradition, furthermore, invites comparison with any number of non-western traditions to the better understanding and appreciation of each member of the comparison. This is precisely the sort of scholarship that is more difficult to carry out in a setting where there is less contact with colleagues from other disciplines or where there is greater pressure to produce more scholarship in one's area of specialty. The two great advantages, in this regard, that Luther College enjoys are that colleagues from different departments have considerable contact from early on in their careers and that the pressure to publish specialized research does not dampen too much the interest in learning about and making connections with other fields.
Concerning the contexts in which "distinctive" scholarship might be carried out, Classics has an obvious connection to the 'liberal arts' and should, therefore, be important in the setting of a liberal arts college. The traditional liberal arts were codified from the educational practices of Greece and Rome and were continued and transformed in the Latin-speaking tradition of education throughout the middle ages and renaissance. As Luther College grows and redefines itself through new strategic initiatives and changes in courses, programs, and requirements, Classics is in a unique position to contribute to the discussion of what it means to be a liberal arts college. A Classicist could, for example, through public lectures and fora address what the term "liberal arts" has meant historically and suggest how that knowledge might inform and shape the College curriculum. In addition, members of the Classics department can help maintain the integration of that curriculum by elucidating and interpreting vital connections with the Greco-Roman past. An obvious setting for such scholarship would be the Paideia I common course in which a classicist could participate either through teaching or simply by acting as a resource person.
The field of Classics also has much to contribute in the setting of "a college of the church." In the area of scholarship, there is, most obviously, the expertise in the languages and culture of the ancient world that allows for greater precision and deeper understanding in analyzing the Christian tradition. Of special interest to a college of the Lutheran church, is the knowledge a classicist could bring to the understanding of Martin Luther. Many of Luther's writings are, of course, in Latin, and much of his thought grows out of and is oriented to the late medieval form of the liberal arts. Concerning the larger Christian tradition, there are many possible topics (e.g. Latin and Greek church fathers, medieval theologians, pagan background of the N.T. etc.) that would greatly benefit from the close linguistic, textual, lexical, literary, historical, and cultural analysis that is part and parcel of the discipline of Classics. But even without direct commentary on the Christian tradition, Classical Studies as a field already encompasses knowledge of and engagement with subject matter that cannot help but enrich a 'college of the church.' Greek and Roman religious belief and practice will provide an exciting comparison and contrast-both in time and content-to the religious tradition of this 'college of the church.'
Beyond the more strictly analytical study of religion, there is also the possibility at Luther College to appreciate and take seriously the phenomenon of religion or spirituality per se and even to contemplate what reality may lie behind it. For the Classicist whose interest runs in this direction, there is great potential to use the knowledge of Greco-Roman religion as a starting point for such an investigation. Inquiry into human religious response and experience of the spiritual will almost certainly find a more congenial home at Luther College than at any number of large research institutions. Studied neglect or outright hostility to personal religious engagement is often part of university culture-a culture that can be stimulating in its own way to a religious person. A unique advantage, however, of pursuing religious questions at Luther College is that the institution attempts to preserve an environment that is 'safe,' encouraging, and open to a multiplicity of views and approaches.
Summary:
Scholars in Classics will be drawn to different types of scholarship and will develop different emphases within their chosen areas. Some will devote their attention to more traditional forms of scholarly inquiry and publication, that is, to published research primarily addressed to other specialists. Others will pursue more synthetic, interdisciplinary, or pedagogical forms of scholarship that will perhaps have a higher profile on campus. In a liberal arts college of the church, both should be valued and supported. In a scholarly environment that provides freedom, flexibility, and encouragement, the College can expect that its classicists will pursue their varied scholarly interests and make important contributions, both direct and indirect, to their field(s) of study and to a vital intellectual climate on campus.