As communication across digital networks becomes increasingly easier, more faculty are exploring networked classes through shared assignments and blogs, videoconferencing, and team-taught courses. Dr. Hal Haskell, Professor of Classics, Southwestern University, has team-taught courses in advanced Greek and Latin and archaeology with faculty from other campuses for fourteen years as part of Sunoikisis, a national consortium of classics programs. In the fall of 2012, Dr. Amanda Hagood, Mellon/Associated Colleges of the South (ACS) Fellow in Literature and the Environment, Hendrix College, and Dr. Carmel E. Price, ACS Postdoctoral Fellow of Sustainability, Furman University, connected their courses, “Writing the Natural State” and “Population and the Environment,” across disciplines and institutions to explore place-based learning in a networked context. In this seminar, these three experienced intercampus teachers will share successes, challenges, and lessons learned from networked teaching.

2. Intercampus
Teaching, Networked Teaching
Amanda Hagood, Mellon / ACS Fellow in
Literature and the Environment
Hendrix College
Carmel E. Price, ACS Postdoctoral Fellow of
Sustainability
Furman University
Hal Haskell, Professor of
Classics, Southwestern University

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Discussion Guide
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Upcoming Events
• Teaching in High
Definition, Wednesday, June 5, 2-3
pm EDT
• Web Writing, Tuesday, June 18, 2-3
pm EDT
• Fostering a Collaborative Culture:
Smart Change and Shared
Leadership, Tuesday, July 16, 2-3 pm
EDT
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This seminar is being recorded.

9. Intercampus
Teaching, Networked Teaching
Amanda Hagood, Mellon / ACS Fellow in
Literature and the Environment
Hendrix College
Carmel E. Price, ACS Postdoctoral Fellow of
Sustainability
Furman University
Hal Haskell, Professor of
Classics, Southwestern University

10. Sister classrooms: Hendrix

11. Sister classroom: Furman

12. Inside the Thoreau cabin @ Furman

15. Assessment
I loved being able to share experiences with the sister class (it was one
of my favorite parts). I think it’s really important to get a variety of
opinions, and I think our sister class provided that. The only thing I
would have changed is the number of meeting we had with our
other class. I wish we could have seen them more and talked to
them longer. I don’t know if that’s possible with our schedule, but if
it is possible, that is my recommendation.
The blogs were fantastic. Really gave me a chance to think out my
ideas before stumbling through them in class! They promoted
continued discussion away from the classroom, which I love, and
forced us to stay engaged. The sister class—we needed more time
with them! Perhaps the meetings could be scheduled for 1.5 hours
rather than 35 minutes. I always felt rushed. Maybe just 1 hour
would be good…I was just never ready to say goodbye.

16. Structure
I really enjoyed the webinars with our sister class as well as the
class blog. It was always interesting to hear from their group
coming from a totally different literary place than ourselves.
The class blog allowed me to focus on what I was most
interested in, but also to hear from other students. I circled
that we spent too little time for a couple of reasons. First, I
wish the webinars were longer or that we had more of them.
It felt like 30 minutes was never enough. The blogs were also
tricky. I enjoyed the freedom to write about any topic but
the lack of structure was also a little worrisome. I think it
was probably a failure on the part of the students but I think
the blogs got lost and forgotten in the pace of Furman.
Maybe if we had weekly, informal discussions of the blog it
would have been utilized more.

17. Sunoikisis:
Teaching across
Campus Boundaries
http://www.sunoikisis.org/
17

18. Semester-long classes
18
(team-teaching):
•archaeological fieldschool (1999)
•upper level Latin lit. (2000)
•upper level Greek lit. (2001)
Undergrad. Research Symposia
(2003)

19. • faculty lecture w/in
expertise• discussion during
class, with
faculty modelling
Synchronous sessions (1.5 hr
Asynchronous exchanges
19Campus tutorials
Semester-long classes

20. 20

21. 21

22. 22

23. Collaborative Course prep. =
Faculty Development
23

24. 24

25. • Challenges:
initial awkwardness
• overcome / exploit
technology
25

26. Strategies for teaching
and learning in
extended space
• synchronous
• asynchronous
26

27. 27

28. Synchronous:
Structured “pauses”
-questions, discussion
-inter/intra campus
group work
chat space 28

29. 29

30. 30

31. Asynchronous: structured
31

32. Undergrad. Res. Symposia
32

33. Undergrad. Res. Symposia
33

34. New sense of space,
ownership,
in academic setting
34

35. So what???
35

36. So what???
• collaborative, interdiscip
linary work – faculty
AND students
36

37. So what???
• collaborative, interdiscip
linary work – faculty
AND students
• pool expertise
37

38. So what???
• collaborative, interdiscip
linary work – faculty
AND students
• pool expertise
• broaden horizons 38

39. So what???
#8 “I think it’s great to use
technology, because the world
is becoming so technologically
advanced and keeping up with
the world around us I think is
very important.” 39

40. 40
Ryan Fowler, Sunoikisis Fellow for Curricular
Development
http://rutgersclassics.com/2012/11/16/an-
interview-with-ryan-fowler-ru-classics-phd-
2008-about-sunoikisis-a-national-consortium-
of-classics-programs/
http://wp.chs.harvard.edu/sunoikisis/

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