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Digital Classics
Professor Michael Laughy uses digital technology in the classroom to study ancient Greece

Exploring the Wine-Dark Sea

"To study ancient Greece is to study what it means to be a human being in antiquity," said Michael Laughy, assistant professor of classics. "When you look at the sculpture, the pottery, the architecture, you are going to encounter some of the greatest works in human history. But through these media you also encounter the spirited, dynamic history of the people who created these objects--the art of Greece tells the story of wars, democracy, mythology, trade and religion."

Laughy's research takes him to Greece, where he oversees the field excavations of Athenian Agora, the civic and commercial center of Ancient Athens. "When you're on site, you are uncovering all sorts of material, from the 1950s and '60s all the way to the Bronze Age," he said. "When you uncover an inscription or an artifact, you're the first person to see this in centuries. You don't get that kind of experience pulling a book off the shelf."

While Laughy would like to create a similar hands-on experience for his students in Lexington, the artifacts that he uncovers must remain in Athens. So he seeks other ways to bring the material alive. He often reconfigures the typical classroom structure--reading, lecture, exams--with a livelier syllabus incorporating digital technology to engage his students' creative side. The use of computer apps is a growing trend in the humanities, and Laughy sees it as a natural fit for today's students. "It's tapping into the way this generation already sees the world," he said. "They are remarkably at ease with the technology."

The major class project for his Trojan War course involves a 12- to 15-minute documentary, which takes as much research, thought and preparation as a term paper. "Instead of just words, words, words, I want them to incorporate video clips, still images, music, all while telling a story," said Laughy. "There still has to be a thesis, footnotes and source material, of course, but in this style of presentation they have to be thinking about their audience, too, all while having the freedom to experiment and make executive decisions. At the end of the term, we watch all the videos, and there's a celebratory feeling in seeing what they've accomplished. I've been delighted by the results."

Similarly, his Greek Art and Archaeology class also incorporates a digital approach. Throughout the term, students build a digital timeline of Greek artifacts, providing a detailed analysis of each object they post. "They become mini-experts in their area," said Laughy. "As the timeline is populated by data points and images, students are able to see the relationship among artifacts in a three-dimensional way. Moreover, they begin to see how their contributions help the class as a whole."

Digital technology also plays an important part in his Introduction to Greek course. "The challenge is that the language looks scary, and the textbooks that are out there teach you everything you would ever want to know about the language--an approach that can be overwhelming because there are a lot of dialects and rare forms," he explained. So Laughy has adjusted his course in two ways. First, he focuses on reading not only on Classical but Biblical Greek, which is easier for some students to master. Second, there's no textbook for his Ancient Greek language class. Instead, Laughy has created online presentations that focus upon the most essential aspects of the Greek language. This makes for lessons that are alive and responsive, since they can be edited throughout the semester to reinforce particular points, or accommodate the interests or abilities of his students. "In the process of learning Greek, we're reading great literature, discussing linguistics and examining different approaches to composition. This makes for a much more well-rounded introduction to the language and will hopefully keep students interested in sticking with it for a few years."

For Laughy, to study the Classics is an exercise in "raw curiosity. When you're in college you may have a general idea of what interests you, and in your classes you'll bump into this or that until you find the thing that will light all your lights." In his classes, he hopes that having students delve into the past will spark interest in the fascinating connections among religion, history, art, literature and politics, an approach that is, after all, the very essence of a liberal arts education.

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Washington and Lee occupies a special position among its peer institutions, offering not just an exceptional liberal arts education but also one especially appropriate for this day and age. Strong international and interdisciplinary programs address some of our most challenging contemporary questions, while our professional programs in law, business, journalism and entrepreneurship shape campus conversations in ways that do not occur in other liberal arts colleges. These professional programs benefit because they exist in a liberal arts setting, and our liberal arts programs benefit because they exist alongside areas of inquiry attuned to the problems facing our society.

Our commitment to innovation extends beyond our academic programs to our academic calendar, which features two 12-week terms and one 4-week Spring Term. This short semester at the end of the year allows students to focus their energies on one discipline and, often, to study abroad. With small class sizes, students in these Spring Term classes often work in the field, studying everything from plants to salamanders to stars. Students craving an artistic opportunity can make and produce music videos or learn the finer points of poetry. And these are only a few of the courses.

Co-curricular programs like the Rockbridge Report, the AdLib Conference, the Entrepreneurship Summit and the Williams Investment Society emphasize the link between the professional world and the liberal arts, effectively demonstrating the myriad ways students can use their liberal arts education after graduation. Facilities like the new IQ Center and the Center for Global Learning offer state-of-the-art technology that allows undergraduates to interact with professors-and the world-in new and exciting ways.

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W&L's calendar features two 12-week terms followed by the innovative 4-week spring term.
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W&L broke ground on the $13.5 million Center for Global Learning in 2014.

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