 "Photo: UIC Classics Department")
According to Department Head John Ramsey, the Classics Department at UIC is "in a period of what's best called transition." Some might call it a struggle for survival.
The department offers language courses in Latin, Ancient and Modern Greek and Arabic. None of their courses are large lecture courses, and most of the teaching is done by full faculty. Because the dept. has no graduate program, TAs do not staff their courses. As a result, "students are getting the finest education from some of the best-trained people. Our courses span a wide range: art and archaeology, ancient religion, Middle Eastern studies, Islamic studies," he says. "For such a small department we cover a very broad spectrum."
Last year, however, administrators at UIC approached the department and asked that the Greek and Latin major be suspended. "They urged us to come up with a plan that will allow us to include all of our majors under one tent. Previously we had three majors (Greek, Latin, and Classical Civilization); in the future we plan to have one combined major. The goal is to design a major that will expand the Classical Civilization major. Under the new name Classical Studies, students who want to study literature in English translation can continue do so, while students wanting to study Ancient Greek or Latin in more depth will be permitted to substitute for in-translation courses three to five upper-level language courses to earn either high or highest distinction," says Dr. Ramsey.
As to why they were asked to suspend their majors, Ramsey says: "The discontinuation of the teaching of Ancient Greek at UIC after this year has been presented to the department as a step being taken in response to low enrollments. The dept. has tried to address that issue in a positive way. We've adopted a new textbook. Last spring we did lots of advertising for the first-year course. We've assigned to it an instructor [Dr. Kershaw] who has a proven track record of excellence in teaching first-year language courses. We don't expect to achieve the enrollment that we have in Latin or a modern languages because Ancient Greek is very time-consuming to learn. It's much more complex, lots of vocabulary, forms, memorization. I've had students earn A's in the first semester of Greek 101 and then say 'I can't devote the time I need to keep my A. I just have to drop the course.'"
But they still expect to have a reasonable amount of students in those courses. "We've more than doubled our enrollment in Ancient Greek 101 this fall. The minimum enrollment required at the 100-200 level is eight students. Courses that have fewer than eight students have to be canceled. We have nearly twice the minimum of eight in Greek 101 this fall, and we hope we can persuade the College to permit the teaching of Ancient Greek to continue at UIC based upon demonstrated increased student demand."
To some, the focus on a dead language might seem strange. Why is it so important to the department?
"Ancient Greek is an integral part of our discipline," explains Dr. Ramsey. "To forbid a Classics department to teach Ancient Greek is equivalent to forbidding a French department to teach French. The dept. is in the process of developing a modern Greek studies program. The Greek-American community in Chicago has given UIC over a million dollars toward this effort, and the hope and expectation is that a senior hire will be made in the field of modern Greek studies in the near future. We have long offered courses in the modern Greek language and culture as well as ancient Greek. The two languages are very closely related. To offer a viable modern Greek studies program, it is essential to include Ancient Greek in the curriculum."
Dr. Ramsey goes so far as to say that "if the department is not allowed to develop its new program and find a compromise so that Ancient Greek can continue to be offered, then Classics as we know it at UIC will disappear. There will be something in place, but it won't be a robust classics department."
Dr. Ramsey believes that Classics are critical to our institution.
"UIC is the major public institution of higher learning in the city of Chicago, and we pride ourselves on diversity and accessibility. Right now, I think we offer one of the best educations that can be provided. It will be a severe blow to the students we serve if UIC cannot continue to offer the full range of courses and disciplines." Adds Dr. Ramsey: "[I]f it's no longer possible to study Ancient Greek or advanced classes in Latin at UIC, then students will have to be able to afford to attend UIUC or come up with the funds for a costly private education. The University of Chicago has a fine program in Classics, but our corresponding undergraduate program is in many ways just as competitive and much more affordable. It won't be if ancient Greek is abolished."
For Dr. Ramsey, this is an issue that transcends his own department and goes to broad questions about higher education.
"We have a wonderful program and a wonderful university made up of three campuses. Currently, I think that the aspiration of UIC to be on an equal footing with UIUC is more and more being realized. We can pride ourselves on the education we're delivering to our students. I worry that shrinking resources are going to undermine the quality of the education we are able to offer. And here's an important issue: if it is necessary to make sacrifices and decide that UIC can't be good at everything or offer the full range of disciplines, by university Statute such decisions ought to be made in consultation with faculty. Administrations come and go. Over my 34 years at UIC, I've served under seven or eight different Deans. They were all good in their different ways, but it is not wise to leave far-reaching curricular decisions in the hands of just one person."
The faculty, says Dr. Ramsey, "is the core of any college or university and is most directly affected by and in the best position to play a role in assuring that the curriculum remains sound. We should draw upon the wisdom of the faculty in making difficult decisions affecting the curriculum. The university shouldn't be stampeded into reacting to a financial crisis and make cuts leading to the demise of a whole discipline without thinking of the big picture."
Be the first to comment on this article!