Student Evaluation of Teaching

 I.  Student Comments:

Comments from Student Evaluations in 2022-2023 include:

“Dr. Haller listened to everyone's idea about the subject matter even if he didn't agree with them. I thought Gandalf was shady and unreliable and so I didn't like him, and Dr. Haller thought the opposite but he still heard me out and allowed me to investigate my idea in the first paper of the semester.”

(CLAS 330 Tolkien/Asimov Fall 2022)

"The ability to asked questions with an in person format really helps when learning a new language" (LATN 213, Intermediate Latin, Fall 2023)

"He definitely knows the content that he teaches. He is very enthusiastic about course subjects and makes them more interesting to learn about. He is also very fair, and cares about his students. If you work with him, he'll work with you.”(CLAS 330 Tolkien/Asimov Fall 2022)

"Dr. Haller is very invested in the topic of classics and does well in teaching the class. This is the second class I have taken with Dr. Haller; he is one of the best professors I have had since going here." (CLAS 120, J-Term)

"Please never change the way you teach. You teach very well, and I have had the best time learning about archaeology. Please keep up the great work." (CLAS 120, J-Term)

"He is such a fun teacher. I wish I would have had more classes with him. He is amazing at teaching and very enthusiastic about his teachings." (CLAS 310/WES 300, Spring 2023)

"A fun class about Greek mythology. Highly recommend. You get to act out and dress up during class as part of participation. So much fun!" (CLAS 310/WES 300, Spring 2023)

"Very good teacher and respectful. Always in a positive and joyful mood to give the class a good laugh!" (CLAS 310/WES 300, Spring 2023)

In 2021-2022, students describe my classes as follows on anonymous student evaluations of teaching.

Fall 2021 LATN 111

Numerical averages were 100% for most categories (strongly agree, the most positive rating).

Comments included the following remarks:

"I would recommend this course to any student even remotely interested in learning about the Latin language or Roman history/culture. The assessments are extremely forgiving to new students of Latin and Dr. Haller's teaching style was critical to my enjoyment and enrichment as a result of the class."

"The teaching strategy used throughout the course is conducive to effective and efficient learning of the Latin language. The weekly quizzes help students stay on top of the language and forces us to remember important concepts that can be applied throughout the course."

"A course that requires a lot of memorization."

"No, this instructor was amazing and I’m truly glad I have him for 3 years of Latin." 

"Had enthusiasm for the course which in turned made me more enthusiastic to learn the language." 

"Dr. Haller is especially fair and forgiving when it comes to our assessments. There is ample opportunity to earn extra credit points on quizzes and tests that allows students to learn from any mistakes they may make along their way through the class. He also grades quizzes and tests quickly, to the point where students are provided with feedback the next time the class meets. Dr. Haller pauses regularly to answer questions from students and answers them thoughtfully."

Fall LATN 213 Fall 2021

Numerical responses were exclusively in the strongly agree and somewhat agree category. The only suggestion for improvement in the written comments were to send emails at normal hours (with a newborn daughter and six-year old son at home, BlackBoard emails to the class were often sent in the wee hours). Comments included: 

"We have always had face to face for Latin and I’m glad. Online would have been tough." 

"You will learn Latin and you will enjoy Dr. Haller - he is a true expert in Classics." 

"Everything. He’s genuinely one of my favorite professors, he’s extremely fair and teaches at a very good pace." 

"His respect for his students and his enthusiasm for the subject matter are unmatched."

Fall LATN 306 (Horace) likewise received positive evaluations: all "Strongly Agree" ratings on the numerical section, and comments on enthusiasm for the subject matter, and help with learning about Latin meters.

Fall WES 100 Greek and Roman Mythology

Here, too, the student evaluations of teaching were largely good: most students responded strongly agree or somewhat agree for most questions in the numerical ratings, and comments include the following. One recurring complaint raised by students was that there was too much writing for a 100-level class. I will be thinking about how to address this while continuing to meet the requirements for the WES 100 seminar over the summer as I prepare to teach the class again:

"Less writing assignments, but jell teaching the way you teach. You’re an amazing professor."

"Taught mythology extremely well and showed me to look at things in ways I never thought of before."

"The instructor was very engaging about the topic and enthusiastic with the material we were learning."

"He didn't just made sure we participate in class, but also that we had fun."

"Enjoyable and easy if you enjoy mythology"

"It is a introduction to Greek and Roman mythology and the culture related to Greece and Italy."

"This course ain't just a history class. You learn a lot about Greek myths and deities."

"Not as many writing assignments"

"I think there could be a little less papers on cultural write-ups and include more information about the course.

I don't see an area that needs modifying for this class."

Winter Session 2022 (Classical Virginia CLAS 360) comments were also overwhelmingly positive:

“You learn about how the founding and construction of Virginia paralleled and drew influence from the ancient Greeks and Romans.” “It’s a fun and interesting course about our state’s history as well as Greek and Roman history and how it all connects a course that discusses the founding of Virginia and where our founding fathers got inspiration from” 

“An interesting course that helps meet a Gen Ed requirement but it is also interesting to learn about some of the things that have happened throughout the life of our country.”

“This class is tough with all of the readings but I learned so much and as long as you keep up with everything the class is really awesome”

“You are amazing nothing to change shorten the test, maybe include a couple written responses “

“No suggestions I love this class.” 

“Maybe slower monologue and making sure everyone is on the same page.” 

“Face to face worked well because we were able to present and have class discussions easily.” “Traveling to areas that we discussed also enhanced the learning environment.” 

Strengths: “The professor is amazing and the topics are interesting” 

“Weakness: None” 

“strengths included the field trips we took to historical sites and group projects.” 

“Face to face learning was very helpful. Delivery was amazing.” 

“Communication in class or even through email for questions and concerns were handled greatly.” 

“Face to face was great because you could really tell how passionate Dr. Haller was about everything we learned” 

“Has excellent knowledge and understanding of the material.”

“Made the topic of history fun and engaging” 

“explained things in extreme detail” 

“Everything”

“Being cooperative and kind with his students.” 

“He is so passionate and he knows so much so if you ever have a question he does a good job of explaining. He also will work with you if you have something going on because he wants you to do well.”

Spring 2022:  CLAS 210/WES 200 Emperors of Antiquity/Roman History:

"Please keep doing what you are doing. You are an amazing teacher and I always enjoy taking history classes with you."

"It is a fun and interesting class on studying Ancient Rome. You can make a lot of comparisons to politics back then to politics both in real life and even in fiction that have been influenced by Roman politics."

" Dr. Haller is clearly very enthusiastic about the subject matter, which makes the class enjoyable."

"Made learning history fun and engaging. Plus was always there for help and encouragement"

"Dr. Haller is especially good at presenting historical information or concepts in a multimedia fashion, including books, plays, videos, shows, movies, demonstrations, and more into the lesson plan."

"Keep doing what you're doing, professor."

"Provided all required texts on the Blackboard page and anything that was not already there was emailed to us. Where most professors let students flounder, he went out of his way to illustrate exactly what our papers needed to look like, how to cite ancient texts, etc. as well as providing sources we could use or places to find sources. Was very understanding and fair with extensions on assignments and turning in assignments late. The syllabus was given with all assignment dates laid out at the beginning, but announcements were made in class, on Blackboard, and via email for upcoming deadlines, which is very considerate."

"Delivered material enthusiastically, and was very nice. Gave students everything they needed to pass the glass."

In 2020-2021, students describe my classes as follows on anonymous student evaluations of teaching.

CLAS 310/WES 300 Demigods, Demagogues, and Demos

All responses in “Strongly Agree” (positive rating) Category for all Questions (as was the case for most questions for the Latin classes listed below as well).

Latin 112 2021 Spring

Please identify what you consider to be the strengths or weaknesses of the course delivery format face to face, online, hybrid etc.

  Strengths: Pacing, introducing new information, making it easy review and learn Weaknesses: It's an excellent class led by a top notch professor.

the face-to-face course was considered a strength to me

nothing could be modified

Do you have specific suggestions for the instructor? If so, please elaborate.

No, he's great

It's an excellent class led by a top notch professor.

If you enjoy things like Harry Potter and Percy Jackson, then you will find this class easy

Haller is great teacher for any language or language history subject. Made difficult material more clear

How would you describe this course to a fellow student who is considering taking this course?

    This class is amazing and very easy if you do the work and participate. Don't miss class and make sure you always do the translations and are studying, everything is connected so new tenses and stuff aren't that hard they generally follow the same rules.

What has the instructor done especially well?

    I wanna say everything because Dr. Haller is amazing and incredibly kind and very patient. He makes sure to go over new information constantly so that it sticks with his students, he makes learning fun, he is very fair when it comes to grading even offers multiple extra credit opportunities.

Latin 305 Medieval Latin 2021 Spring

How would you describe this course to a fellow student who is considering taking this course?

This course should only be taken by students who have previously completed upper-level Latin courses. A wide range of medieval Latin texts which remain fairly accessible with a moderate amount of work.

What has the instructor done especially well?

Dr. Haller's enthusiasm for the subject matter is contagious. He has the unique ability to transform something as challenging as medieval Latin into an enjoyable subject. Dr. Haller does an excellent job at drawing connections between whatever it is we may be reading and many different historical/contemporary works

Do you have specific suggestions for the instructor? If so, please elaborate.

Please keep up the great work!

LATN 111 Elementary Latin I

How would you describe this course to a fellow student who is considering taking this course?

It's a beginner course for latin that helps students in the science field.

What has the instructor done especially well?      

Added contemporary connections to the study of Latin which added to class interest and participation.  

He’s very enthusiastic about Latin and he does a good job of broadening the class to more than the language to teach culture and other pieces of Roman life. His knowledge and world travels made him interesting to talk with and listen to.

Please identify what you consider to be the strengths or weaknesses of the course delivery format face to face, online, hybrid etc. 

Course was face to face in the gym - hard to see and hear.

The gym is a horrible place to put a class in general, let alone in a class where we have to constantly interact. A lecture class would maybe be okay there but not one that the lessons are meant to make the students talk all the time.

LATN 213 Intermediate Latin

He has always been enthusiastic with the courses he teaches. His enthusiasm makes him an amazing teacher.

Teaching Latin in a manner that is understandable by all students.

No [weaknesses] come to mind. I love Latin so I am biased about it.

Class time was used to its fullest extent and was very engaging.

WES 100 Greek and Roman Mythology

What has the instructor done especially well?     

Communicated with students to help with any issues

Do you have specific suggestions for the instructor? If so, please elaborate.       Nothing! you did amazing !

Just keep doing the class how you do it. I loved it

How would you describe this course to a fellow student who is considering taking this course?

I loved this course! I highly recommend this to everyone!

What has the instructor done especially well?     

He was so good at making, what I thought would be mundane, topics super interesting, and engaging.

The instructor is one of the best instructors I've had this year because he was very organized and efficient.

Making the subjects relevant to the modern era through media and discussion of moral quandaries.

How would you describe this course to a fellow student who is considering taking this course?

This class is great if you are interested in Greek and Roman Mythology, but make sure you are not just joining because of a Percy Jackson bias. Percy Jackson, Poseidon, and Zeus are not the only parts of Greek mythology.

Exploration of Greek and Roman mythology through its original tales, modern interpretations, media, and how it remains relevant in areas of the current discourse. Overall, very engaging. Beginner-friendly to those unfamiliar or vaguely familiar with mythology, but enough depth is given to each topic so that it is interesting for those that have studied any before.

Please identify what you consider to be the strengths or weaknesses of the course delivery format face to face, online, hybrid etc. 

I thought everything in this class was phenomenal, he taught well and included different media forms and teaching styles, and included student interaction very well!

CLAS 330 North African Authors

How would you describe this course to a fellow student who is considering taking this course?

JUST TAKE IT, great teacher with profound experience that doesn't wield it like a club!

What has the instructor done especially well?     

The instructor has engaged with his students extremely well.

Created a great room for discussion and openness to questions.

Everything, encouraging conversation, speaking about nuances of classics and tying them into today!

Dr. Haller is a great professor. Very personable and extremely knowledgeable, especially on the subject that the subject he teaches. Passionate professor

LATN  306 Ovid

Please identify areas where you think the course could be modified.     

The material could not have been delivered any better, even under normal circumstances.

Do you have any specific suggestions for the instructor? If so, please elaborate. Please continue to keep up the good work.

How would you describe this course to a fellow student who is considering taking this course? The course should only be attempted by students with a strong background in Latin.

What has the instructor done especially well?      Dr. Haller's enthusiasm for the subject matter is contagious. No matter how difficult the material is, he always finds a way to make it interesting for students.

Do you have specific suggestions for the instructor? If so, please elaborate.        Dr. Haller's sincere concern for his students is obvious in all of his courses. His positive attitude and passion for learning is infectious. He has the unique ability to set attainable goals, even when the student is doubtful of their own abilities. I REALLY WISH he taught Chemistry!

In 2019-2020, students describe my classes as follows…

"-Keep the passion going professor Haller! Love taking classes from you, and it is always a joy having a professor like you.

-Continue the great work! Have a great Summer and stay safe!

-EVERYTHING! The content we talked about was great and the mix of sci-fi fiction movies was great. Loved Everything.

-The knowledge of the Professor during this time period was exceptional, and it made learning the content very easy.

-A great class to consider for WES. Great Teacher. If you need to take a WES course, be sure to take it from Professor Haller. He is one of the best teachers here at Wesleyan

-No, Continue the Great work! Keep the passion going professor Haller! Love taking classes from you, and it is always a joy having a professor like you

-I cant see anything [i.e., any changes] unless it is me being picky, so I would say it is good how it is! Nothing really. 

-The Teacher and the content we covered were very good. The knowledge of the Professor during this time period was exceptional, and it made learning the content very easy. 

- No challenges whatsoever. Professor Haller handled it all with grace. Just the papers but even those were not that bad. Just not being able to get books for sources was challenging. 

-The communication from DR. Haller was Fantastic. A truly passionate man for what he teaches. I truly enjoy every class with him. Great Work!"

In Past Evaluations, too, students describe my classes as…

Demanding (Mythology):

·      "Brush up on your writing skills even if you have taken ENG 105 before this - you'll need it!"

·      Roman History was "Fun but hard". 

Entertaining (Mythology):

·      "You learn a lot and it’s fun because the stories are crazy and told by a good storyteller."

·      "Take the course because the class is entertaining and the writing material is exciting."

·      "Prepare to be amazed, because there is very little that is not somehow connected to and/or influenced by Greek culture in the Western world, as well as other parts." 

·      "The instructor clearly loves his subject and you can see it in everything he does. He knows it inside and out, so whether you're taking it because you too are genuinely interested or (like me) to fill an empty space in your schedule, you'll still probably have an enjoyable experience either way.”

Informative and Fun (Greek and Roman History):

·      "This is a great class that provides detailed information about the Roman Empire. The film clips he shows serve as really helpful reminders for the material. He is always ready and willing to answer any questions that his students have, and he really does try to make it an interactive class."

·      "I would tell them there’s a lot of work but an enjoyable class" (Greek History)

·      "If you need a history, take it. Other than that I am not really good at history but this is a decent class." (Greek History)

·      "This is a great class for you if you are interested in Ancient history and/or sick of the same US and World history you've learned for your whole life. It's also very interesting."  (Greek History)

·      “This is a fun class where you learn about Greek and Roman History, Early Virginia History, and go on exciting field trips.” 

·      “It’s a great class to take because it is interesting and fun. The professor is really nice and really loves Va. History.”

Successful in Instructing Latin:

•       "Great professor" 

•       “Dr. Haller gives you every opportunity to succeed, so take advantage".

•       "Interesting, engaging, and fun" (LATN 111-112)

•       "A great, fun way to learn basic Latin, and a great way to improve vocabulary and analytical thinking skills"(LATN 111-112)

•       "a lot of work but very fun" (LATN 111-112)

•       "latin is not easy, so study hard" (LATN 111-112)

•       "fun and you actually learned something" (LATN 111-112)

•       “With an excellent professor, consistent studying and class attendance, and asking for help when you don't understand a topic you will succeed. Latin is not as scary or difficult as many people think (depending on how hard you and your professor make it).” (LATN 213, Intermediate)

•       "As in any course, the professor makes the class. With good class attendance and some dedication, with or without past Latin education Haller will help you get through the rough patches in learning Latin." (LATN 213, Intermediate)

•       "Latin 213 provides effective elaboration on the concepts covered in lower level Latin classes, and it introduces several new forms that are widely used in later readings." (LATN 213, Intermediate)

•        “flexibility, improved understanding of grammar and rhetoric in Latin, fascinating” (LATN 306)

Include Informative Discussion:

“In class, he shows important clips from the movies and holds discussion on different aspects of the movies that we see." (The Ancient World In Cinema)

In recent years before the present, students continue to offer favorable comments: 

Latin 2018-2019

-No he is great. Kind, caring and over all one of the best teachers i have ever had!

-Dr. Haller is a fantastic professor; he has the rare ability to motivate and encourage students on an individual level.

I-f you’re interested in a new language, this is perfect. The professor really cares about how the student is retaining the content.

-As a student who has never taken Latin, nor knew anything about it, I fully enjoyed my experience. I would love to take another Latin course based on the great time I had with this course.

-Take it now

-Be prepared for lots and lots and lots of translating

-Really difficult

-If you are good at structure, like a formula staying the same despite the differences (the pythagorean therorem for example), then the class should be easy. I loved translating Latin to English so much that I wanted to translate my fanfic stories to Latin everytime I saw a word that I recognized from class that could be translated into Latin. Even more so when I saw a majority of the words in a line could be. I even grew upset when I saw that there was not a Minor in Latin in the Course Catalog 2018.

-Dr. Haller was very enthusiastic about the subject which then made me excited to learn what he was teaching. His enthusiasm really boost the mood of the class

-Spoken Latin. Hail Flufferoony.

-The instructor definitely shows enthusiasm for the subject

-Brings donuts, let’s us do what ever we want for project

-Answered questions I had about the Translations, and English words to Latin in general. Though, as he usually does, said a lot more than I asked.

-Enthusiasm for the material is amazing and the worksheet sand review sheets we get help a lot.

-Dr. Haller is a fantastic professor; he has the rare ability to motivate and encourage students on an individual level. His enthusiasm for the subject manner is infectious.

-He was honestly one of the best teachers I have ever had. He genuinely cares for all his students and the subject he is teaching. He is very fair and kind.

CLAS 105 Classical Mythology (2018-2019)

-Super fun course and relatively easy if you just study the material he provides. Dr. Haller is also an awesome guy

-He was great

-Everything was done well in my opinion.

-He was fantastic.

-Fun Interesting Surprising

-fun, entertaining, and different

-Fun experience Awesome teacher Learned a lot

-Super fun course and relatively easy if you just study the material he provides. Dr. Haller is also an awesome guy

-TAKE IT! You'll enjoy it.

CLAS 360 Classical Virginia (2019)

-Lots of interesting content Different kinds of readings, trips, videos, projects, etc. which helps everyone stay engaged

-Documents were provided, everything was organized. Feedback was very helpful

-The on-site visits to the historical locations discussed in the class offered a unique opportunity to see living history.

-Plenty on opportunity for interactive learning

-Dr. Haller's enthusiasm is (nearly) infectious. He has a truly unique of transforming a topic that could be dull and making it interesting.

-Very fascinating topic. Hard to get bored. An enjoyable balance of work. Valuable.

-The work load is heavy but the course is interesting

-The course is fast-paced, covering a lot of material in a very short amount of time. However, it is worth every minute of effort.

-Showed enthusiasm for the topic.

-Very excited about the content Engages with classroom Fair grader Adapts class content and pace occasionally, to the benefit of the class

-Please keep doing what you are doing!

 CLAS 330 J.R.R. Tolkien

-The in class discussions are phenomenal. Never had I looked forward to attending a class quite as much as this one.

-This is Extremely Reading Focused. You have to read everyday and come prepared

-A very casual, discussion based course. I highly recommend it, even if you know nothing of the topic.

-Very interesting course, instructor is very knowledgable on the subject.

-The class was extraordinarily interesting even if you do not like the author J.R.R. Tolkien. There is a little bit of everything within this class.

-The professor is an expert on the subject matter, making it much easier for students to grasp concepts they may have had little or no exposure.

-Dr. Haller is a fantastic professor; the enthusiasm that he brings to the classroom is contagious.

LATN 111 Latin I (Older)

-I really enjoyed taking Latin. Dr. Haller made the material easy to understand. I had fun in this class. 

-Time consuming Rewarding Dr. Haller was always willing to help 

-Slightly overwhelming, beneficial, well guided 

-The assignments helped with my understanding of Latin. The in-class activities were interesting and beneficial. The opportunity for extra credit was always available. 

-It was informative I've sharpened my Latin skills Having it almost every day helped me retain the language 

-Veni, vidi, vici. 

-Lots of memorization; great interactive class. 

-Interesting, informative, occasionally tedious

-Fun new experience a challenge

LATN 213 Intermediate Latin (Older)

-Dr. Haller is a caring, compassionate, and very well educated professor who always tries his hardest for his students despite having a very large workload himself.

-Dr. Haller is a Wonderful professor and he is always willing to work with his students to understand the course work everything he does in the class is to benefit the students.

Oh my goodness Dr. Benjamin Haller was always willing to go the extra mile to help anyone who wanted it as well as the class as a whole. 

-Love Dr. Haller, I admire his intelligence and enjoy his classes. First time I have ever liked a latin class.

-Dr. Haller definitely has a more than adequate understanding of the class subject and it really has been beneficial at times. In fact, though I find my capability to comprehend the Latin language quite well, I definitely don't think I would have made it as far into these courses if it wasn't for the teaching style of Dr. Haller.

CLAS 105 Classical Mythology (Older)

-Professor is great and really has a passion for this subject. 

-As long as you pay attention and do your work the class is no problem at all

-Fun class to take and learn interesting course to take but you will have a good amount of projects 

-If you want to take something out of the norm, I would recommend this class. 

-Dr. Haller is the sweetest man you'll ever meet 

-Lots of reading, covers many topics, comical material at times. Very well made 

-Easy to follow Balance of challenging and informative Interesting Fun Observational Enjoyable, -Informative, and Engaging 

-Appealing Exciting 

-1) Challenging but fun 2) Lots to memorize but very engaging 3) Creatively stimulating 

-I learned a lot about Greek mythology

-Enjoyable and informative 

-Fun interesting and welcoming 

-interesting, information heavy, useful 

-Classical Mythology is a very intriguing topic; it allows you to think outside of the box, and challenges you to learn about a different a culture and relate it to the modern world. 

TAKE IT! You'll enjoy it. 

Super fun course and relatively easy if you just study the material he provides. 

Dr. Haller is also an awesome guy 

It is an easy class if you like to read Greek mythology. 

An interesting course that teaches you more in depth about classical myth. 

Make sure to read all the books or else you will feel lost the entire time you're in the class. 

Challenging. 

Pay attention to every detail. 

Complete all readings. 

Not difficult Fairly Entertaining Engaging 

I loved this class! 

Immersive content. New experiences. I loved learning more about Greek mythology. 

Low homework Easy quizzes 

Good study guide 

Fun experience 

Awesome teacher 

Learned a lot fun, entertaining, and different 

Fun Interesting Surprising 

CLAS 370 Ancient World in the Cinema (Older)

-Dr.Haller is such an extraordinary professor. The class was easy to understand but still makes you work for it. 

-Fun, reading, movies 

–Informative, interesting, enjoyable 

-Lots of insight behind the relationship between the ancient world and theatre. gained knowledge on the similarities between plays and the movies based on those plays learned how movies were made back in the day, and how technology changed everything enjoyed watching the different movies 

-In this class, you look at representations of Ancient Greece and Rome within film and learn the history behind those allusions. Through doing that, students then have the ability to knowledgeably critique those films and their representations. 

-I learned more about ancient world related to modern film. The movies were fun to watch. -Learned that the ancient world is still relevant today. 

-This class was engaging, eye-opening, and organized 

LATN 112  Latin II (Older)

-it is a tough course just like any other new language is but it is well worth it. 

-I would tell them that it is difficult and that they must take time in and out of class to really memorize and figure everything out. 

-It is a lot of work at a fast pace, but Haller is a great guy that will work with you. 

-Just ask questions. It’s a very fun and entertaining class environment but very fast paced and difficult. 

-This course will challenge you but you will learn so much more about Latin 

-If you’re looking to learn a different language; this is an interesting class! 

-Fast moving, Difficult, Enriching 

-Fast, Fun, Heavy 

-Fast, hard, funny 

-Interesting Interactive Challenging 

-This course is challenging 

-This course is entertaining 

-Very engaging; personal study time required; entertaining. 

CLAS 210 Roman History (Older)

-The instructor is very kind and understanding. He offers very detailed, critical comments for any projects turned in so long as the student made reasonable effort for the assignment. 

-Professor Haller is very knowledgeable, fair, and simply a good person. I enjoyed learning from him. There were a lot of projects but I made it out of the semester to tell the story.

-Gives a lot more insight into Roman history than what I had previously known. The assignments aren't too difficult and even some of the readings can fun and interesting. 

-An interesting class to get rid of your h credit. But it’s a lot of work. 

-Take Latin first 

-This class really helps you understand Roman History a lot better and it is fairly easy to understand. 

-I am terrible when it come to history but the professor made it some what more interesting than I thought it would be. 

-high work intensive H that requires focus and concentration in his class to understand what’s really going on.

-This history course requires you to simply listen in class and reiterate what you learn through a variety of assignments. It’s easy, just make sure to ask for clarification, it can get confusing. 

-This course gives good insight into a group of people who were very influential to the modern civilization. There are a lot of projects and assignments so do not assume that you can skate by. You can't. 

LATN 111-112: Elementary Latin (2016-2017)

“In this class you don't just learn Latin. It's also history, interesting trivia, and art. Completely worth it in my opinion”

 “This is great as Dr. Haller mentions, for help with the GREs and other higher education examinations.”

“Easy going and a lot of work.”

“A great class”

 “I was curious to see if Latin was really for me, but now I need it for my minor.”

“Enlightening, interesting, and helpful”

“Enthusiastic, New found love, Passionate.”

“Friendly, informative, invigorating”

“Enjoyable, easy to learn, and easy to put into practice”

 “It’s a very fun class and you learn a lot and the teacher is super awesome. without him teaching it I wouldn’t take it because it is a very hard class but he makes the class easy to understand and the assignments are easy to keep up with."

“If you want to gain a better understanding of grammar and syntax for any language, elementary Latin will be useful to you.  It will also help you gain a better appreciation for and improve your vocabulary in any European language you might be studying.”

CLAS 210 Roman History (Spring 2017)

·      “Dr. Haller is one of my favorite professors on the campus of VWC”  

·      “Love love love this instructor. He is so passionate about the subject matter”

·      “Great class, excellent professor.”

·      “Engaging Intriguing Fast paced”

·      “Interesting learning experience, Loads of great information”

·      “fun, interesting, enjoyable”

·      “This class was very enjoyable. I learned a lot and feel much more informed about Roman culture. I really enjoyed the projects because it added some creativity to the class.”

·      “unexpectedly entertaining, fairly evaluated, excellent wide-view answers to questions on course matter Educational, productive, interesting”

·      “Knowledge, interesting, creative interesting, good amount of work, well taught”

·      “Dr. Haller is always a pleasure to have as a professor. Roman History is a course that will challenge and add on to what you already know about Roman History.”

·      “It's a great class to take.” 

·      “Great class, excellent professor.” 

·      “Dr. Haller is a great professor who is all about his students.”

·      “Overall, the instructor, Dr. Haller, was great and very knowledgeable of the topic. He came to class with a lot of enthusiasm and taught us every day, even on Mondays when we were all tired.” 

·      “Be prepared for a lot of work. There is going to be a lot of information and very confusing names.” 

·      “This course is very fun and easy for people who are not that great at studying. The professor is very helpful when you are struggling as well.”

·      “It's the most fun I've ever had in a history course, while simultaneously being one of the most informative.”

CLAS 360 Classical Virginia (Winter Session, January 2017)

·      "Enlightened, Interesting, Informed”

·      “Easy, interesting, and note-taking!”

·      “Fast paced, interesting, fun”

·      “fast paced trips are fun; enjoyable class”

·      “Challenging and rigorous. It felt like a high speed chase through history.”

·      “The course was very interesting. It required a lot of reading and preparation, but was very fun. I enjoyed learning different aspects of history that still effect the US today.”

·      “Entertaining, information-packed, fun”

·      “fun, interesting, He was very thorough in the subject matter.”

·      “very informational, fun, interesting”

·      “This class made you think a lot, had very interesting field trips, and was challenging.”

·      “Very fun class and great teaching style!”

·      “Historical, well informed, and fantastic.”

·      “Excellent, Helpful and useful, beneficial”

II. Numerical Student Evaluation of Overall Teaching Effectiveness

Overall Teaching Effectiveness:  Virginia Wesleyan University

While the Blackboard evaluation spreadsheet does not compile average data in numerical tables like the University of Pittsburgh’s and William and Mary’s (see below), students generally rank my classes in the 4-5 range (Very good/Excellent), resulting in a general score of 90% or better on most questions. The student comments quoted below have been edited in some instances to correct incidental typos. See below for recent evaluation by the Dean of the Goode School of the Humanities.

Overall Teaching Effectiveness:

Lawrence University

While I was only at Lawrence University for one year, numerical data consistently clustered in the Excellent-Good range with the occasional outlier of one or two responses in the “Satisfactory” or “Mediocre” column, and comments were analogous to other institutions (“i loooooove latin! Haller was fantastic and approachable. very knowledgeable in his field!”, is an example of one enthusiastic comment). 

One criticism which arose more often than at other institutions involved the pacing of Latin classes: I believe that this arose from the circumstance that Lawrence is on a trimester system, which exacerbated the divide between those who feel that we are moving far too fast and those who felt that we were moving too slowly.

Overall Teaching Effectiveness:

College of William and Mary

The following numbers are my ratings of overall teaching effectiveness at the College of William and Mary in Spring 2006.  Students were asked to rank the instructor on the following scale:  1=Poor, 2=Fair, 3=Good, 4=Very Good, 5=Excel.

Roman Civilization (CLCV 208-01)

My mean overall teaching effectiveness:               

4.52                                                                                        

Mean overall teaching effectiveness for all classes using the same evaluation form in the classics department at William and Mary (all tenured and visiting faculty included)

4.21

Latin 202-01:  Intro Latin Poetry (Ars Amatoria, Selections; Metamorphoses Book 1)

My mean overall teaching effectiveness:               

4.62/5       

Mean overall teaching effectiveness for all classes using the same evaluation form in the classics department at William and Mary (all tenured and visiting faculty included)                                                                

4.81

Latin 202-02:  Intro Latin Poetry (Ars Amatoria, Selections; Metamorphoses Book 1)

My mean overall teaching effectiveness:               

4.42/5                                                                                      

Mean overall teaching effectiveness for all classes using the same evaluation form in the classics department at William and Mary (all tenured and visiting faculty included)                                                                

4.81

Overall Teaching Effectiveness:

University of Pittsburgh

The chart below contains a representative sample of my teaching evaluations from Latin classes taught at the University of Pittsburgh (first and second semesters).  The scale is the same five point scale used at William and Mary.  Rankings for semesters not included did not differ significantly from those listed below. The numerical evaluations and following comments come from the same sets of evaluations, with the exception of the inclusion among the comments of excerpts from one semester in which a qualitative questionnaire was given to students.

Level of difficulty:  On the survey of class difficulty for the following classes (“Compared to other courses at the same level, the amount of work I did was:”), students consistently ranked the course as “about the same as in most courses I’ve taken” or higher.  The majority ranked the level of difficulty as “somewhat more” or “much more” than most courses they had taken.  

Latin: First Semester (1999)

My Overall Teaching Effectiveness (Class Mean)     4.69             

School Mean                                                                                   3.87

Latin: First Semester (2000)

My Overall Teaching Effectiveness (Class Mean)    4.76

School Mean                                                                                  3.87

Latin:  Second Semester (2001)

My Overall Teaching Effectiveness (Class Mean)    5.00

School Mean                                                                                  3.87

Latin:  Second Semester (2002) 

My Overall Teaching Effectiveness (Class Mean)    5.00

School Mean                                                                                  3.87

Latin:  Second Semester (2003)

My Overall Teaching Effectiveness (Class Mean)    4.85

School Mean                                                                                  3.87

II.  Sample Student Comments from Latin I and II

“He was always well-prepared to teach and was always organized…. Always encouraged us to participate w/o making us feel uncomfortable.”

“Ben made very good study guides, thorough handouts, and was very enthusiastic and patient with his instruction.”

“He is great at providing feedback, clarifying areas with which students have trouble, very gentle in correcting mistakes, and gets homeworks back quicker than most profs.”

“I’m glad I took this class with Ben.  I don’t think I would have done as well if anyone else had taught the class.”

“He holds an abundance of patience and respect for his class and is willing to go out of his way to help ensure they succeed.”

“Instructor was encouraging, enthusiastic, and knowledgeable… he has a high motivational capacity.”

“Shared knowledge rather than just presenting it…. Great learning atmosphere…. Kept class on track while allowing expression of personality from students.”

“He is very friendly and a wonderful teacher.  He is nice to the students, does a lot to make sure we learn and understand.  His games are fun and educational.  He seems to honestly care about us and how we do.  A+++!  All-round Great!”

“Ben, you were able to force Wheelock’s Latin Book into my head, 2 days a week in 8 months. Incredible.  I couldn’t have done it without handouts, review sheets, notecards, your sense of humor.  Quizzes helpful also.”

“One of the best instructors I have ever had.  Very clear teacher who maintained a fun and interesting class.”

I. SHORT WRITING ASSIGNMENTS

           I am always trying to make my classes better:  sometimes I succeed, sometimes I do not.  The following projects demonstrate a few ways in which I have attempted to get students to think about their writing, argumentation, and material culture while learning the subject matter for the class during my time at VWU.  They also demonstrate some of the ways in which I have attempted to address the relatively rare complains on student evaluations of my teaching.

     This first section (I) consists of short writing assignments, primarily for Mythology.  This does not represent an exhaustive compendium of all methods of writing instruction used in my classes (I also employ reading journals, Blackboard journals, brainstorming, thesis workshops, etc.).

     The second section (II) represents some of the ways in which I try to incorporate multiple intelligences into my classes by encouraging a variety of hands-on projects.

     The third section (Part III) consists of a more traditional 8-10 page paper by a student who took Latin and Mythology with me and went on to graduate school.

A.  Writing Exercises Modeled on Ancient Genres

In recent years, I have begun to experiment with having students do short writing assignments based on ancient rhetorical models like the suasoria(persuasive speech, persuading a leader or state to adopt a course of action), ecphrasis, and ancient poetic genres like the hymn.  

The virtue of these exercises is that they train student to be attentive to stylistic characteristics of ancient literature by doing rather than by telling; at the same time, they help students to think about their own writing and argumentation style.  Because ancient rhetorical exercises were notoriously hyperbolic, such exercises also provide opportunities for students to “ham it up” and make fun of the myths while they learn them.  Such exercises were generally meant for oral performance, so I usually choose at least one or two sacrificial victims who wrote especially good compositions to put on their speech for the class.

ECPHRASIS ASSIGNMENT

CLAS 105

DESCRIPTION OF ASSIGNMENT GIVEN TO STUDENTS

Ecphrasis Assignment

Classical Mythology (CLAS 105)

The word ecphrasis can be used in different ways by literary historians, but most narrowly is denotes a description of a work of art in literature.   Often the story told is such that it could never actually be contained on the work of art being described:  e.g., Catullus’ 64th poem gives a long description of a tapestry which portrays the myth of Theseus in such a way that the characters actually move, come to life, talk, etc.  This is part of the fun:  Catullus has to be a creative and inventive writer to make static figures on a piece of cloth talk and walk and move.

Examples of Ecphrasis:  

1.  Catullus 64 describes the wedding of the goddess Thetis (the one whose name Prometheus refused to divulge, whom Zeus married off to a mortal Peleus). One of the wedding gifts is a tapestry depicting the myth of Theseus.  The description of this tapestry is an ecphrasis.  See:

http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3Atext%3A1999.02.0006%3Apoem%3D64

2.  Another example is Book 18 of the Iliad, where the Greek warrior Achilles (Thetis’ and Peleus’ son!) has new weapons made by Hephaestus.   Achilles’ shield portrays the entire cosmos, encompassing all the vicissitudes of mortal war and peace and the cycles of nature.  Many have tried to draw what this shield would have looked like, but the description defies being confined to the real space of a shield.  See below on the Blackboard version of this handout.

Your job for Wednesday is to write a 1.5 to 2 page (1.5 space, Times New Roman or Garamond font, standard margins; please limit your name and the date to  one line at the top of the page) ecphrasis that tells a myth by describing a painting, shield, a statue or statue group, a temple, a tapestry, or some other work of art.  As in the Shield of Achilles and in Catullus 64, you should try to have fun with the limitations of the graphic medium that you describe: 

For example, Catullus begins his poem by describing a static tableau – Ariadne standing on the shore of Naxos, Dia, watching Theseus’ boat retreat:

Placed in the midst of the mansion is the bridal bed of the goddess, made glossy with Indian tusks and covered with purple, tinted with the shell-fish's rosy dye. This tapestry embroidered with figures of men of ancient time portrays with admirable art the heroes' valour. For looking forth from Dia's beach, resounding with crashing of breakers, Ariadne watches Theseus moving from sight with his swift fleet, her heart swelling with raging passion, and she does not yet believe she sees what she sees, as, newly-awakened from her deceptive sleep, she perceives herself, deserted and woeful, on the lonely shore. But the heedless youth, flying away, beats the waves with his oars, leaving his perjured vows to the gusty gales. In the dim distance from amidst the sea-weed, the daughter of Minos with sorrowful eyes, like a stone-carved Bacchante, gazes afar, alas! gazes after him, heaving with great waves of grief. No longer does the fragile fillet bind her yellow locks, no more with light veil is her hidden bosom covered, no more with rounded zone the milky breasts are clasped; fallen down from her body everything is scattered here and there, and the salt waves toy with them in front of her very feet. But neither on fillet nor floating veil, but on you, Theseus, in their stead, was she musing: on you she bent her heart, her thoughts, her love-lorn mind. (Smithers’ translation).

This description summons up a very vivid, painting-like image which encapsulates the basic theme of the myth of Ariadne:  she gave up everything for Theseus, and he abandoned her.  However, to tell the actual story, Catullus as narrator has to play the role of museum guide, explaining why Ariadne is standing there looking so forlorn:

For it is said that once, constrained by the cruelest plague to expiate the slaughter of Androgeos, Cecropia (Athens) used to give both chosen youths and the pick of the unmarried maidens as a feast to the Minotaur. (and then he tells the full tale of Ariadne, complete with long speeches by her woven figure!).  

Pointers:

1. You may, but do not have to, choose a real work of art that you saw at the Chrysler Museum or found on its website, and imagine that you are a museum docent (guide) giving a tour (you may also imagine yourself as an ancient museum guide if you prefer, giving a tour of the paintings on the Stoa Poikile to some famous person, mythic or historical).  First describe the painting or statue; then give us the background story.  

1. Pay attention to the broader significance of the myth in writing your description.  For Catullus, we said that the main idea of the myth of Ariadne was the pathos of abandonment; on Achilles’ shield, the main idea is (according to one interpretation) humankind’s role as part of the natural cycles of a vast, expansive, and orderly universe.  Achilles has chosen to stay in the Trojan war and die (as the son of a goddess, he might have enjoyed a very long life at home), and the shield is a graphic representation of the mortal world in which he is just beginning to realize that he belongs.  Before you start writing, come up with one word that describes the emotional tone or main point of the real or imaginary work of art that you are describing, and use that to set the emotional tone of your ecphrasis.

You will be graded on…

1. Accuracy:  get the details of the painting or myth right. There are different versions of these tales, but do not change the facts of the myth as related by your textbook or primary source.  You should, however, add emotional coloring, physical details (colors, smells), speeches etc.

2. Creativity:  tell the story in a fun and interesting way while describing a work of art.

3. Grammar and Punctuation:  no misspelled words, uses prescriptive English grammar correctly unless the persona you are portraying in your ecphrasis is speaking otherwise to achieve a particular effect.

Another Sample Ecphrasis:  The Shield of Achilles

Samuel Butler’s Translation of the end of Iliad 18 (from www.perseus.tufts.edu)

And Hephaistos answered, "Take heart, and be no more disquieted about this matter; would that I could hide him from death's sight when his hour is come, so surely as I can find him armor that shall amaze the eyes of all who behold it." 

When he had so said he left her and went to his bellows, turning them towards the fire and bidding them do their office. Twenty bellows blew upon the melting-pots, and they blew blasts of every kind, some fierce to help him when he had need of them, and others less strong as Hephaistos willed it in the course of his work. He threw tough copper into the fire, and tin, with silver and gold; he set his great anvil on its block, and with one hand grasped his mighty hammer while he took the tongs in the other. 

First he shaped the shield so great and strong, adorning it all over and binding it round with a gleaming circuit in three layers; and the baldric was made of silver. He made the shield in five thicknesses, and with many a wonder did his cunning hand enrich it. 

He wrought the earth, the heavens, and the sea; the moon also at her full and the untiring sun, with all the signs that glorify the face of heaven - the Pleiads, the Hyads, huge Orion, and the Bear, which men also call the Wain and which turns round ever in one place, facing. Orion, and alone never dips into the stream of Okeanos. 

He wrought also two cities, fair to see and busy with the hum of men. In the one were weddings and wedding-feasts, and they were going about the city with brides whom they were escorting by torchlight from their chambers. Loud rose the cry of Hymen, and the youths danced to the music of flute and lyre, while the women stood each at her house door to see them. 

Meanwhile the people were gathered in assembly, for there was a quarrel [neikos], and two men were wrangling about the blood-price for a man who had died, the one claiming to the dêmos that he had the right to pay off the damages in full, and the other refusing to accept anything. Each was seeking a limit [peirar], in the presence of an arbitrator [histôr], and the people took sides, each man backing the side that he had taken;

but the heralds kept them back, and the elders sat on their seats of stone in a solemn circle, holding the staves which the heralds had put into their hands. Then they rose and each in his turn gave judgment [dikê], and there were two measures of gold laid down, to be given to him whose judgment [dikê] should be deemed the fairest.

About the other city there lay encamped two hosts in gleaming armor, and they were divided whether to sack it, or to spare it and accept the half of what it contained. But the men of the city would not yet consent, and armed themselves for a surprise; their wives and little children kept guard upon the walls, and with them were the men who were past fighting through age; but the others sallied forth with Ares and Pallas Athena at their head - both of them wrought in gold and clad in golden raiment, great and fair with their armor as befitting gods, while they that followed were smaller. When they reached the place where they would lay their ambush, it was on a riverbed to which live stock of all kinds would come from far and near to water; here, then, they lay concealed, clad in full armor. Some way off them there were two scouts who were on the look-out for the coming of sheep or cattle, which presently came, followed by two shepherds who were playing on their pipes, and had not so much as a thought of danger. When those who were in ambush saw this, they cut off the flocks and herds and killed the shepherds. Meanwhile the besiegers, when they heard much noise among the cattle as they sat in council, sprang to their horses, and made with all speed towards them; when they reached them they set battle in array by the banks of the river, and the hosts aimed their bronze-shod spears at one another. With them were Strife and Riot, and fell Fate who was dragging three men after her, one with a fresh wound, and the other unwounded, while the third was dead, and she was dragging him along by his heel: and her robe was bedrabbled in men's blood. They went in and out with one another and fought as though they were living people haling away one another's dead. 

He wrought also a fair fallow field, large and thrice ploughed already. Many men were working at the plough within it, turning their oxen to and fro, furrow after furrow. Each time that they turned on reaching the headland a man would come up to them and give them a cup of wine, and they would go back to their furrows looking forward to the time when they should again reach the headland. The part that they had ploughed was dark behind them, so that the field, though it was of gold, still looked as if it were being ploughed - very curious to behold. 

He wrought also a field of harvest grain, and the reapers were reaping with sharp sickles in their hands. Swathe after swathe fell to the ground in a straight line behind them, and the binders bound them in bands of twisted straw. There were three binders, and behind them there were boys who gathered the cut grain in armfuls and kept on bringing them to be bound: among them all the owner of the land stood by in silence and was glad. The servants were getting a meal ready under an oak, for they had sacrificed a great ox, and were busy cutting him up, while the women were making a porridge of much white barley for the laborers' dinner.

He wrought also a vineyard, golden and fair to see, and the vines were loaded with grapes. The bunches overhead were black, but the vines were trained on poles of silver. He ran a ditch of dark metal all round it, and fenced it with a fence of tin; there was only one path to it, and by this the vintagers went when they would gather the vintage. Youths and maidens all blithe and full of glee, carried the luscious fruit in plaited baskets; and with them there went a boy who made sweet music with his lyre, and sang the Linus-song with his clear boyish voice.

He wrought also a herd of horned cattle. He made the cows of gold and tin, and they lowed as they came full speed out of the yards to go and feed among the waving reeds that grow by the banks of the river. Along with the cattle there went four shepherds, all of them in gold, and their nine fleet dogs went with them. Two terrible lions had fastened on a bellowing bull that was with the foremost cows, and bellow as he might they haled him, while the dogs and men gave chase: the lions tore through the bull's thick hide and were gorging on his blood and bowels, but the herdsmen were afraid to do anything, and only hounded on their dogs; the dogs dared not fasten on the lions but stood by barking and keeping out of harm's way. 

The god wrought also a pasture in a fair mountain dell, and large flock of sheep, with a homestead and huts, and sheltered sheepfolds. 

Furthermore he wrought a green, like that which Daedalus once made in Knossos for lovely Ariadne. Here was a dance [khoros] of youths and maidens, whom all would woo, all with their hands on one another's wrists. The maidens wore robes of light linen, and the youths well woven shirts that were slightly oiled. The girls were crowned with garlands, while the young men had daggers of gold that hung by silver baldrics; sometimes they would dance deftly in a ring with merry twinkling feet, as it were a potter sitting at his work and making trial of his wheel to see whether it will run, and sometimes they would go all in line with one another, and many people was gathered joyously about the place of dancing [khoros]. There was a bard also to sing to them and play his lyre, while two tumblers went about performing in the midst of them when the man struck up with his tune. 

All round the outermost rim of the shield he set the mighty stream of the river Okeanos. 

Then when he had fashioned the shield so great and strong, he made a breastplate also that shone brighter than fire. He made helmet, close fitting to the brow, and richly worked, with a golden plume overhanging it; and he made greaves also of beaten tin. 

Lastly, when the famed lame god had made all the armor, he took it and set it before the mother of Achilles; whereon she darted like a falcon from the snowy summits of Olympus and bore away the gleaming armor from the house of Hephaistos. 

DESCRIPTION OF ASSIGNMENT GIVEN TO STUDENTS

SUASORIA ASSIGNMENT

Classical Mythology (CLAS 105)

This is useful for getting students to think about the rhetorical triangle (ethos, pathos, logos) in Roman writing, and the sorts of persuasive writing which Caesar would have been trained to write as a child.  Even though he does not go as overboard with the rhetoric as his contemporary Cicero, he was taught and was proficient in the same rhetorical devices and means of persuasion (praeteritio, aposiopesis, etc.).

Suasoria Assignment

Part of the training received by Roman schoolboys beginning around the ages of 12-15 (or later) was the composition of suasoriae (“persuasive speeches,” trying to convince an important historical figure to adopt a course of action) and controversiae (“controversies,” fictitious forensic speeches for the prosecution or defense in imaginary trials).  Preparation for writing one of these speeches involved determining the state of the question (stasis) through a process of dividing up the subordinate questions which had to be addressed in order to make a persuasive case.  It was also desirable to liven up one’s oration with memorable thoughts or quotes (sententiae).

            Speeches were also judged on their fit with the imaginary speaker and audience. From an early age they cultivated ethopoeia, the representation of the qualities and character of a speaker (i.e., an illiterate farmer will speak in a different way than a foppish urbane socialite, and a good speech writer will tailor his words to suit the character of his speaker), and prosopopoeia, the representation of the idiosyncrasies of a person (e.g. how would you talk so that people knew that you were imitating Cicero or Brittany Spears or Oprah?) in their speaking and writing.  You would use different arguments and mannerisms if you were writing as Sarah Palin trying to convince the Tea Party Movement faithful to invade the Bahamas, than if you were writing as Sarah Palin trying to convince the ACLU of the same thing.  Changing speakers would have an equal impact:  Joe Biden would likely use different arguments and expressions in both cases.

Here is an example from Bill Thayer’s (of the University of Chicago) website of one theme for suasoriae recorded by Seneca the Elder, together with the basic stasis adopted by some Roman orators famous in their own day; if you’ve seen the movie 300, you’ll recognize the theme being debated (should the Spartans run away from the invading Persian army because they are outnumbered, or should they stand their ground?):

http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Seneca_Major/Suasoriae/2*.html

If you examine the remarks of Aurellius Fuscus summarized by Seneca, you will easily infer some of the quaestiones (questions) that he identified as necessary to answer in order to support his thesis that the Spartans should stand their ground (it is, of course, possible to divide up the summary of his argument in other ways):

Thesis:  the Spartans should stand their ground.

1. Quaestio:  what sort of warriors are the Spartans?

   1. Experienced in battle

   2. From a city with a long tradition of martial supremacy

   3. Even if Xerxes’ army is bigger, they are barbarians, the Spartans a warrior people

2. Quaestio:  is the position occupied by Leonidas’ troops favorable?

   1. The pass is narrow and defensible on land

   2. The sea is treacherous and shallow for Xerxes’ fleet

3. Quaestio:  what would the consequences of losing be?

   1. Sententia: “Shall I not carry home the spoil of the Persians? Then at least I will fall naked upon it.”

   2. Sententia: “We can perhaps conquer; with all our effort we cannot be conquered.”

   3. Sententia: “To no living thing has nature given unending life; on the day of birth the day of death is fixed.”

   4. Sententia: “Most of us even long for death, so perfect a rest does it offer from the struggle of life. But glory has no limits, and they who fall like us rise nearest to the gods.”

Your Mission:  Write a controversia of your own on a mythological topic.  Seneca lists one example of such an assignment:  the Trojan War hero Agamemnon was informed that he would have to sacrifice his daughter Iphigeneia to the goddess Artemis in order for the winds to blow in the right direction for his fleet to sail to Troy and get down to business.  Should he sacrifice her?  

You may make up any such debatable question about any Greek or Roman myth.  The point of the exercise is to write a ca. 3 page, double spaced, 12 pt. font persuasive speech which shows a clear division into thesis (e.g., Agamemnon should sacrifice his daughter) and distinct and persuasive subordinate quaestiones.  

You should not turn in an outline of a speech (the one above is provided to show you how a Roman might have broken down Aurellius Fuscus’ arguments) but an actual speech. Be sure to tell us who you are speaking as, and whom you are addressing (and trying to persuade).

Have fun with it.  Remember, for the Romans these were meant to be performed in persona, so be creative.

Choose a good question.  It should give you a change to show your knowledge of the myth and your skills of argumentation.

Examples of potentially good topics:

·      Gilgamesh trying to convince Utnapishtim to give him the herb of immortality.

·      Rhea trying to convince Cronus no to swallow Zeus.

·      Patroclus trying to convince Achilles to start fighting for the Greeks again.

·      Priam trying to convince Achilles to return the body of his son Hector.

·      Oenone trying to convince Paris to choose Athena as the most beautiful goddess of all in the Judgment of Paris.

Examples of topics likely to go plop:

• Gilgamesh trying to convince Utnapishtim that the Cleveland Browns will win the world series this year (leads you into subject matter and arguments that have nothing to do with the myth).

• Anchises trying to convince Zeus that Venus is ugly (good suasoriae usually involve convincing somebody to do something; this is just an opinion, and again, is not likely to give you much chance to discuss myth.  Anchises does make love to Venus/Aphrodite in the Homeric Hymn to Aphrodite, so you could tweak this into a good question by rephrasing:  “Aphrodite attempts to persuade Anchises to make love to her” – despite the fact that mortal men who make love to goddesses usually end up badly).   

• Heracles trying to convince Agamemnon to try to kill the Nemean lion (violates the basic facts of the myths as related in all our ancient sources:  Heracles and Agamemnon are never said to know each other, and belong to different generations of heroes.  Stick with the basic facts of versions of the myths that you know:  you can make up details, but focus your creativity on making up arguments and smaller details.  Do not rewrite ancient mythology).  

POEM ASSIGNMENT

CLAS 105 Mythology

EPIC WRITING ASSIGNMENT (CLAS 105 MYTHOLOGY)

The mock epic assignment below encourages students to think especially in terms of the following themes. The utility of the assignment is, they learn by DOING and IMITATING in a manner which makes the material pertinent to their lives.

Your epic might include:

·      Epithet

·      Patronymic

·      Epic Simile

·      Catalog

·      Ring Composition

·      Invocation of a Muse

·      In Medias Res beginning

·      Thematically-significant first word

·      Duel(s)

·      Aristeia(i)

·      Psychostasia

·      Ecphrasis

            We observed in our discussion of the Iliad that epic for Greeks during the Dark Age constituted a form of cultural memory:  a way of passing down and transmitting wisdom and values from one generation to a next.  As we saw, the epics do not always get all the archaeological and sociological details correct, but they do preserve valuable information about these spheres of life as well.  Your task for next Thursday is to try writing a short piece of your own epic.  As the subject of your poem you may choose your family history, your sorority or fraternity … any group with a history and values of its own with which you identify.

This is one example of how one might go about writing your epic.  It incorporates a number of epic devices (invocation of the Muse, epithets – “reed-tressed,” “Junonian” – boast/vow, recollection of past (mock) epic deeds done by members of the group, repetition), as well as some general (bad!) poetic devices (alliteration, allusion).  It also suggests an aition for one side of my family (the Hallers and Hoovers intermarried, and presumably this epic would go on to tell how they reached a rapprochement after the battle and settled down to live happily ever after and to marry off their children to one another), and includes bits and pieces of local family lore (there really is a Yellow Breeches Creeks, which really is quite pretty, but also really is graced with a sewage pumping station on one of its banks).  Most importantly, it conveys a sense of the values and cultural background of my family:  references to Pennsylvania German culture (edelweiss, cattle farming, portly farmers with names like Hoover, local toponyms like the Yellow Breeches creek).  

I will grade your epic not on its poetic virtues (you can see how bad mine is!) but on whether you are able to use heroic diction to convey a sense of the values and social institutions of the group which you have chosen as your subject.

Ahem!  The Epic of Haller.

Hwaet!

We oft have heard of battles past

 Of armies marshaled, soldiers massed

Before the land’s pomerium

Beside some reed-tressed, rural run,

To fend invaders from the gates;

Of desperate stands, friends come too late,

Of steeled devotio such that fate

Left corpus of soul intestate;

How mortal frames of good lads paid

Their debt of dust into the grave,

souls breezing off, suffused into

Tellus’ tears, the dawn-red dew:

In ancient Rome, we have heard sung

The battle tocsin bravely rung -- 

 The furtive Fetial equipped with

Spear eloquently brazen-tipped;

The stand of water-logged Horatius,

Staid and staunch, wet and courageous;

Of Fufetius -- perfidious fool! – 

Of Curtius’ brave dip in the pool.

So now, too, friend, a moment, stay 

And hear of us an ancient lay -- 

Of how the Hallers were enticed 

With chill Helvetia’s edelweiss 

To deck the broad Junonian brows

Of all their trusty, strong-necked cows,

And, binding on well-braided scalps

Their bonnets, marched forth from the Alps;

And how they boarded creaking barks

(The cows came too, just for a lark)

And, equipped with books pedantic,

Soon traversed the cold Atlantic.

Or, if it better suit your will,

Calliope, sing how later still

That erudite agrestian scholar

Whom bards renown as Edward Haller, 

That Cincinnatus of Penn’s woods,

That yodeling Pilgrim, broad and good

Defended, ‘neath an autumn sun

The sandy, reed-tressed rural run

-- where squirrel squawks and groundhog itches --

That Castalian stream, the Yellow Breeches.

 What monstr’ horrend’, ingens  -- what fiend?

 What Wendigo, or Sasquatch mean,

Would dare defile that sacred spate

Where swans Caystrian urinate?

What ghoul dared desecrate the banks

Where Pious Pilgrims once gave thanks,

That heroon of sanitation,

Home to the sewage pumping station?

Muse, commemorate the causes

Ere my amanuensis pauses

(For his disposition, ever failing,

Declines commensurate with my wailing

And no Paionian song or spell

Relieves, it seems, his private hell:

Cum Musa, fessa, vult tacere

Tum scribae et vita et sol placere

Possunt tantum).  Hear my vow:

Grandfather battled for a cow.

The brigand who absconded with her

 Did not forget his strength, or dither;

Turning Bessie round about

He pushed on her Junonian snout

And thus effected that her tracks

Would lead her wary trackers back

To where her dire ordeal began.

A fiendish, fat, perfidious man --

An Autolycus of Grantham –

Who ported off that argent, handsome,

            -- versus quadraginta (?) desunt in foliis duobus permutilis

But when the tribes of men were massed,                   

Their minds intent on battles past                    

A scion of the ancient Hallers

Strode forth, head and shoulders taller              

Than the weary ranks of men  

He’d led to Grantham, and back again…        

folia reliqua mutiliora sunt quam quae exscribere sit pretium 

B.  Peer Review Assignments

I sometimes have students form peer-review groups for writing assignments.  The rationale for doing this is that students will improve their peers’ papers, everyone will have the chance to do one revision before even turning the paper in to me officially (although I do read the papers at this phase and meet with the review groups for the verbal portion of the review), and students will learn to be better writers by critiquing the writing of others.   Students are instructed to pay special attention to the thesis statement and support for the thesis statement in the paper.  The following is an example of an average-good review (B-range).  The author successfully detects problems in the paper’s thesis, suggests improvement, notes the presence of supporting detail.

II.  PROJECTS FOR HISTORY, ARCHAEOLOGY CLASSES

Students write short response papers throughout the term for most of my classes, so I generally do not feel compelled to force all students to write a final paper if the class does not carry a W or T.  Accordingly, I generally give them a choice between doing a paper or project.  If they choose to do a project, they are instructed to turn in a short (ca. 2 page) write-up including a bibliography explaining the significance and historical context of their model, etc.

      As sole tenured classicist at Virginia Wesleyan University for a decade, I have amassed considerable experience teaching and designing Classics and Latin courses and curricula, and in promoting the importance of Classics at a small Liberal Arts school on Curriculum Committees and in Faculty Assembly. For much of my time here, I have operated on a shoestring budget and resources, and take some pride in having consistently filled the largest classrooms on our campus past capacity for our popular Mythology and Greek and Roman History classes, and in consistently earning student evaluations of teaching which are both numerically and qualitatively highly favorable.

My teaching philosophy is pragmatic and goal-oriented: my purpose as an instructor is to assist my students in learning the objective facts intrinsic to the subject matter of the class and in analyzing and reflecting upon these facts in a manner which gives the course material significance within the context of students’ daily lives. Beyond learning what they need to know for the test and developing adequate writing and organizational skills, I want my students to find facets of the subject matter which challenge them and which they will take with them into their lives beyond the classroom.  

In classical civilization classes, I incorporate lecture, class discussion, movie clips, PowerPoint slides, skits, and “dress-up” days to make the material relevant.  For example, in teaching the Battle of Gaugamela in Alexander and the Hellenistic World, I show the battle scene from the 2004 Oliver Stone film both as a way of inducing students to compare the film to Arrian’s and Curtius’s accounts of the battle, and as a means of opening discussion on facets of the battle which are more vivid and apparent onscreen than in texts, such as the challenges posed for commanders by dust obscuring happenings on parts of the field of battle. In a Roman Civilization class, I might give extra credit on the midterm for those willing to create their own toga and wear it to class.  In general, I attempt to anchor any discussion of material culture or topography to a visual image so that history becomes more than words on a page to students.

Ancient civilization is enjoyable to teach because it has something to offer for students from all political, ethnic, and social backgrounds, and of all academic majors, and I try to design classes which reflect the diversity and vivacity of the ancient world, steering a happy middle course between the Scylla of drowning students in jargon and theory and the Charybdis of representing the ancient world as an interminable string of battles. By integrating political and social history, archaeology, and literature into lectures through images and discussion, I hope to appeal to diverse learning styles, backgrounds, and interests.  For example, in discussing the causes and progression of the Peloponnesian War, I might assign portions of the Lysistrata or the Peace as a way of introducing consideration of how the war impacted different subgroups (women, farmers) within Athenian society.  From there, we might proceed, with me playing the role of impartial moderator and occasionally devil’s advocate, to discussion of the extent to which these same divisions within society have arisen in wars in more recent history. Whenever possible, I try to lead students to consider and to evaluate the validity of parallels between ancient and modern lifestyles without waxing doctrinaire or imposing a political agenda. One of my favorite aspects of teaching is the moments when I feel that I have been able to facilitate students in making discoveries which challenge them to reexamine their world views and to grow as responsible human beings and citizens. 

In the course of teaching core civilization classes like Mythology, Greek History, and Roman History, I have had the opportunity to experiment with new kinds of assignments to challenge students as readers, writers, historians, and humanists. Hamming it up in ancient rhetorical exercises (sometimes performed before the class in toga), designing dating websites for Greek gods, writing a section of their own epics using Homeric conventions, founding their own Bronze Age kingdom (complete with palace and treaties!), creating accurate and thesis-driven models, paintings, and skits, are a few of the ways in which students are challenged to demonstrate meaningful critical analysis and synthesis of authoritative primary and secondary literature visually, musically, kinesthetically, and in dialogue and debate. From a brilliant videotaped gangster rap Oresteia to a Minoan Snake-Goddess painting, my students continue to surprise me with their ability to interpret antiquity in new, clever, and creative ways.  My attempts to engage multiple intelligences have also met with the approval of my peers: in his evaluation of my teaching on 3/30/09, Craig Wansink remarked, “Ben clearly is exciting and engaged with the material. His excitement is contagious.”

In language instruction, I incorporate elements of both the grammar/translation method and the reading method. Latin and Ancient Greek are no longer spoken anywhere on Earth, but still provide the roots of a large percentage of highly useful English vocabulary both quotidian and technical in nature, as well as access to fantastic literature, and a useful leg up in medical and legal terminology and methods of reasoning and argumentation. Language classes accordingly focus by necessity on reading, translation, and compositional skills, but it is possible to combine oral/aural learning by having students read sentences aloud and answer simple Latin questions in Latin, and by using color-coded slides or worksheets to demonstrate how morphology and syntax function.  

Three basic goals for students govern my approach to introductory Latin and Greek classes: to internalize vocabulary and morphology, to develop skills and strategies for translation, and to begin to develop a sense for the cultural contexts and literatures in which the languages were used. By combining insistence on memorization of paradigms and vocabulary (augmented by drills) with translation, transformation drills, and simple written and spoken communicative exercises and projects, I urge students to use Latin actively and passively in any way possible. I encourage student engagement with the material through collaborative exercises (within strictly-defined limits) such as occasionally having students create group/partnered translations in class. I also push students to form study groups and to visit office hours outside class. Evaluation is based on: collected homework; morphology, vocabulary, and translation quizzes; examinations; and participation. I have taught from textbooks which span the range of approaches to Latin pedagogy, from Ecce Romaniand The Cambridge Latin Course at the middle and high school level to Wheelock’s Latin, Latin for the New Millennium, and Disce at the university level. The goal of advanced language classes is to consolidate grammar skills, expand vocabulary, learn meter and rhetorical figures, and to read and analyze tests within their historical and cultural contexts. While the majority of class time is devoted to translation, metrical reading, and close analysis of the text, students are also assigned small presentations on secondary scholarship and begin to cultivate a familiarity with the apparatus criticus and critical approaches to ancient texts and culture within the discipline of Classics.  

These instructional methods have proved successful across a range of classes, earning comments from students such as: “In this class you don't just learn Latin. It's also history, interesting trivia, and art. Completely worth it in my opinion”; “The instructor clearly loves his subject and you can see it in everything he does”; “He knows it inside and out, so whether you're taking it because you too are genuinely interested or (like me) to fill an empty space in your schedule, you'll still probably have an enjoyable experience either way”; “It’s a very fun class and you learn a lot and the teacher is super awesome. without him teaching it I wouldn’t take it because it is a very hard class but he makes the class easy to understand and the assignments are easy to keep up with”; “Dr. Haller is one of my favorite professors on the campus of VWC”; “Love love love this instructor. He is so passionate about the subject matter.”

It has also proved successful in helping to foster a culture of Classics in the broader community: since I have arrived at VWU, we have successfully applied for and been granted a chapter of Eta Sigma Phi, received a VDOE teaching endorsement for Latin, taken students to Rome on a Winter Session class, designed and offered a class on Teaching Caesar for the A.P. for local Latin teachers (complete with a guest appearance by Rutgers University’s Corey Brennan), and have hosted a highly successful Classics Department Lecture series which has included among its speakers Kurt Raaflaub, Stanley Lombardo, Alex Mann, Erik Neil, Carl Rubino, Bill Hutton, and Tom Sienkewicz.

I make a concerted effort to support students beyond the classroom. In discussing my work with one of his advisees, Richard Bond observed that “Ben went ‘above and beyond,’ …on Meagan's behalf.  Such support was very encouraging for Meagan.” I would hope that Dr. Bond’s letter relative to Meagan would go for any student at Virginia Wesleyan University: from students seeking advice on jobs teaching Latin, internships, or opportunities to engaging with community outreach, to students having serious problems with family or other life issues, I endeavor to support our students’ growth into moral, civically-engaged adult citizens and scholars.