Founded in 1973, the LGI鈥攁dministered by 可乐视频鈥檚 Department of Classics in partnership with the CUNY Graduate Center鈥攃ompresses five to six terms of Latin or Ancient Greek instruction into a 50-day summer program. Completing the program demands extraordinary focus, commitment, and dedication, and offers an intensive academic experience unlike any other.

Now, to commemorate its legacy and share its story with a wider audience, LGI Director Lucas Rubin has published , released on April 15. With almost 200 images, this pictorial retrospective surveys the history, academics, traditions, and dramatis personae of this unique academic enterprise.

Rubin, who became director in 2020, credits the LGI as a defining force in his own academic path, leading to his doctorate in classical archaeology from the State University of New York at Buffalo.

鈥淎s an alumnus, I know firsthand that the institute made both my academic and professional life possible鈥攁s it has for almost 3,000 others,鈥� Rubin reflects. 鈥淣o matter how much I work to support and advance the LGI, it鈥檚 a debt of gratitude I don鈥檛 think I鈥檒l ever fully repay.鈥�

Drawing from the 可乐视频 and Graduate Center archives and augmented by the contributions of faculty and alumni, Rubin鈥檚 book traces the institute鈥檚 journey from its prehistory鈥攖he establishment of the college鈥檚 first classics department鈥攖o its creation by now-retired Professor Floyd L. Moreland, through its subsequent evolution to becoming the powerhouse of language training it is today.

Curious to learn more about the LGI鈥檚 impact? Read our Q&A with Rubin, held during the institute鈥檚 milestone 50th anniversary.

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Two members of this unique interdisciplinary community, Professor Lauren Mancia (Department of History) and Professor Brian P. Sowers (Department of Classics), have organized a two-day conference about premodern religious experiences.

On June 5-6, 鈥淔ragments of Experience: Approaching 鈥楲ived Religion鈥� from Late Antiquity to the Central Middle Ages,鈥� will assemble 13 experts in premodern religion from History, Medieval Studies, Classics, Islamic Studies, Studies in Religion, Judaic Studies, Art History, and Women & Gender Studies to discuss the everyday experiences of religious individuals who lived centuries ago. In addition to Mancia and Sowers, 可乐视频鈥檚 Professors Karen Stern (History) and Jennifer Ball (Art) are also speaking at the conference.

Professors Mancia, Sowers, Stern, and Ball are part of a unique and active consortium of scholars housed in HSS known as the Late-Antique-Medieval-Early-Modern (LAMEM) consortium. Organized and directed by Mancia since she joined the college in 2013, LAMEM includes over two dozen faculty from nine different departments and programs. Faculty from the History, English, Art, Judaic Studies, Modern Languages and Literature, Studies in Religion, Classics, Philosophy, and Earth and Environmental Sciences departments meet monthly to share their research projects, often on topics about the pre-modern world.

LAMEM鈥檚 commitment to advancing the study of the premodern world is another uniqueness of 可乐视频 within The City University of New York (CUNY) system. Not only has it fostered a deep and consistent collaboration among faculty, students from around the tri-state area, including many CUNY campuses, have joined the LAMEM working group and are participating in its vibrant scholarly conversation.

Past colloquia have featured topics such as: ” Law in Late Antique and Medieval Jewish, Christian, and Muslim Traditions,” “Theorizing ‘Race’ in Early Modern Spain,” “The Faces of Chao Gui: Fact and Meaning in the Historiography of the Warring States and Former Han,” and “The Making of a Black Panther: Plato’s Influence on Huey P. Newton.鈥�

鈥淪o often, the astounding achievements of humanities faculty members at 可乐视频 fly under the radar. This conference draws from one of the unsung areas of academic strength at the college and continues its legacy of great interdisciplinary humanists, some of whom are showcased in our upcoming exhibit in the 可乐视频 Library. The exhibit opens May 2 and tells the story of just a few female premodernists who transformed 可乐视频 and CUNY through their groundbreaking study of premodernity and their deep academic commitment to the humanities,鈥� Mancia said.

鈥淭his event is an opportunity for some of the world鈥檚 leading scholars on premodern religion to come to campus and experience, perhaps for the first time, how amazing our faculty, students, and staff are,鈥� Sowers added. 鈥淚n 2016, the college hosted a similar on premodern literary depictions of the body. Participants in that conference still rave about how great an experience their visit to campus was. This is the type of reputation our campus and community should have.鈥�

For more information about the conference and how to attend, please email Professor Mancia (laurenmancia@brooklyn.cuny.edu) or Professor Sowers (bsowers@brooklyn.cuny.edu).

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Students are taught by experienced instructors, the majority of whom are alumni of the institute, and graduates prepared to excel in advanced or upper-division reading courses and to sit for graduate departmental translation exams. Simply put, if you need (or want) to learn to read Latin and/or Greek in a compressed amount, there is nothing else like a summer at the Institute.

We asked the LGI鈥檚 director, Lucas G. Rubin, who is also the College鈥檚 Assistant Dean for Academic Programs, more about its history and what makes it so special.

可乐视频: Tell us about your connection with the LGI. When did you become the director?

LR: Like many of our students, I came late to the study of the ancient world. A college class in Roman archaeology captured my attention. I had always been interested in history, architecture, and the built environment, but the ancient Roman world became my calling. From there, I took every course in the ancient world that I could. I was really interested in graduate study, but the language requirements for classical archaeology were (and remain) significant: Latin and Greek, plus German and (at least) one romance language. I鈥檇 had a good amount of French, but there was some significant catching up to do. It was then that the CUNY Latin/Greek Institute was suggested. I enrolled in Latin, and it was truly a transformative experience. A few weeks after the summer was over, I stepped right into fourth-year reading courses with ease. The following summer I completed the Greek program.

A decade or so later, I completed a Ph.D. in Classics and ended up falling into a career in academic administration. I was at Columbia University for a long stretch and came to 可乐视频 in Summer 2014 as Assistant Dean for Academic Programs, a position that predominates in the fall and spring.

In 2020, my predecessor at the institute, Kathrine Hsu, left, and President Anderson asked me to assume the directorship in the wake of her departure; she had recalled a conversation several years before where I had mentioned my connection to鈥攁nd extraordinary gratitude for鈥攖he Institute.

Needless to say, my first two years proved very challenging. With COVID-19, we were unable to run our basic Latin and Greek programs in 2020 or 2021 (we did, however, offer upper-level reading programs online). This last summer was my first 鈥渞eal鈥� experience as director; it was a baptism (of fire, one could say) almost two years after I stepped into the role!

可乐视频: Fifty years is something to be proud of. Can you tell us about the institute鈥檚 origins?

LR: The institute鈥檚 founder, Floyd Moreland, had started an intensive Latin program鈥攚hile still a graduate student鈥攁t UC Berkeley. At the time, its Comp Lit department required a Latin comprehension exam, which fewer and fewer otherwise qualified candidates were able to pass. The department was steadfast in the importance of the language, and, at the suggestion of Berkeley鈥檚 Classics Department, recruited Moreland to create an intensive summer program that would position comp lit students to sit for (and pass) their required Latin exam. The program was launched in Summer 1967 and achieved its aims, so much so that the program was retained and expanded. The Berkeley Latin Workshop (with a Greek program added later) remains and is very much our progenitor. In a few instances, some of the voluminous handouts LGI students receive connect back to their 1960s prototypes!

The Berkeley Workshop caught the attention of one of 可乐视频鈥檚 most impactful leaders, Ethyle Wolfe. As (then) chair of the Classics Department, and soon-to-become its humanities dean and later provost, she was keen on starting a similar program here. Moreland received his Ph.D. in 1971 and joined 可乐视频鈥檚 faculty that fall. Over the next two years, he made revisions to the program and recruited and trained a faculty in his techniques. Most significantly, in his first year on campus, he overheard a colleague, Rita Fleischer, drilling her students on Latin forms. It was an off day, but she had required her students to come in nonetheless. Moreland was impressed by her commitment to teaching and her emphasis on mastery of the basics. She became his partner in building the institute and its eventual assistant director. Fleischer continues to work (and occasionally teaches) in the institute. Every one of our almost 3,000 graduates knows her, and she stays in touch with many of them.

In 1978, a Greek program was added (something Moreland had always intended). The process was advantaged by the presence of classics (then assistant) professor Hardy Hansen who joined by Fordham鈥檚 Gerry Quinn, developed the program in alignment with the methodology of the institute. Hardy is a genuine legend, having been repeatedly recognized by disciplinary organizations for his importance to the teaching of Ancient Greek. He still teaches three weeks every summer.

In the early 1980s, more advanced programs were introduced. These were redesigned in the 2010s and are now known as the Upper Latin and Upper Greek programs. These rotate every summer, and Latin is sometimes taught online.

可乐视频: What do you think has been the secret to the institute鈥檚 longevity?

LR: It accomplishes exactly what it intends to do, and can point to a long track record of success in this regard. There鈥檚 nothing else quite like a summer at the institute: It is arguably one of the hardest experiences of its kind, but also one of the most rewarding. In the Basic Greek program, for instance, students start reading Plato鈥檚聽Ion聽on Day 31, which they go on to complete in nine days. Only a month before, they鈥檇 just learned the alphabet. That鈥檚 a remarkable feat.

Although we鈥檙e in the business of language and text, it鈥檚 challenging (and maybe impossible) to describe a summer at the institute; frankly, there鈥檇 be far too many superlative adjectives about 鈥渞igor,鈥� 鈥渋ntensity,鈥� and 鈥渃ommitment.鈥� It鈥檚 something that has to be experienced.

As an alumnus, I know the institute made my academic and subsequent career possible, as it has for many. No matter how much I work to support and advance the institute, it鈥檚 a debt of gratitude I don鈥檛 think I can ever actually repay.

可乐视频: Is there anything special planned for the anniversary?聽

LR: Since January, I鈥檝e been聽doing a 鈥�50 in 50鈥� every Friday, tweeting out and posting to our Facebook page various materials (letters, photographs, flyers, etc.) that tell and celebrate the institute鈥檚 history. Most have never been seen before鈥擨 spent a lot of time in the archives and collecting materials from alumni and current/former staff and faculty. In my spare time, I am working on an illustrated history of the institute, scheduled to be published in spring 2024.

The LGI also constitutes about a third of an upcoming exhibition on pre-modernist women scholars, opening May 2. The link here is Ethyle Wolfe. Although women have always been strongly represented in the faculty, it鈥檚 a logical connection and one worth highlighting. We鈥檒l also be holding a birthday party on August 18 in tandem with this summer鈥檚 graduation.

可乐视频: What聽makes the LGI different from other intensive language programs?

LR: The curriculum and the faculty who deliver it. At its core, the program that Moreland developed for Berkeley, improved upon and revised/updated over the decades, is shaped around generating and ensuring learning momentum.

This manifests in several ways. Faculty are on call at all times outside of the classroom to assist students who might be struggling. There is also a range of built-in scaffolds, such as a daily grammar review. Almost every morning begins with small-section drills, at which students demonstrate their understanding of and facility with the material taught the previous afternoon鈥攊t鈥檚 not designed to reteach, so questions or challenges a student might have when working through new material are resolved ASAP. Another example: Although students are required to memorize a large amount of vocabulary, new vocabulary is glossed on the same page. In the latter half of the basic programs, when students are reading a large number of original texts in Latin or Greek, this saves significant time that would otherwise be spent thumbing through a dictionary.

At the same time, grammar is sequenced not by complexity but by its necessity to position students to read original Latin and Greek as soon as possible. 聽Students in the Basic Latin Program, for instance, are introduced to the subjunctive mood (the mood of potentiality, intent, uncertainty, etc.: 鈥淚f only I were an astronaut!鈥� [but I鈥檓 not]) on Day 2 of their studies. It鈥檚 impossible to read original Latin of any length without knowing the subjunctive. By way of comparison,聽Wheelock鈥檚 Latin鈥攐ne of the most popular textbooks in the language鈥攄oes so in Chapter 28.

To make it all work, every hour of every program is planned in meticulous detail.聽Faculty start working in January and, regardless of how many years one has taught, walk through the entirety of the curriculum in advance to ensure complete synchronicity and alignment.

Almost all of our faculty are alumni and come from an array of backgrounds, many working outside of academia. They are all deeply invested in their teaching and are very good at what they do. The summer is as rigorous for them as it is for the students. It鈥檚 a labor of love more than anything else.

可乐视频: What kinds of people take advantage of the LGI, and why are they coming every summer?

LR: The LGI, at its most essential, is a training program鈥攚e teach Latin and Greek in an accelerated format. We do this well, and we stay focused on this as the LGI鈥檚 mission.

The audience is those who need or want to learn Latin or Greek rapidly. Our largest constituencies are advanced undergraduates, postbaccalaureate, and early-career graduate students who require facility with the language(s) for research and/or degree requirements. The majority of these folks are studying in fields outside the Classics. Historically, of those graduates who鈥檝e gone on to complete Ph.D.s, the highest represented fields are political science, philosophy, art history, English, and comp lit. Classics and especially classical archaeology come right after. In our upper classes, we get many more classics students, who are seeking to improve their skills by reading a large number of texts with grammatical and syntactical precision in a short amount of time.

That said, the demographics of our students have also changed. Since 1995 and again since 2011, the number of attendees from historically underrepresented groups has doubled. In addition, the number of international students has increased over the last two decades. Much of the expanded audience is due to the Stavros Niarchos Foundation, which established a million-dollar scholarship fund in 2016 to help support students, with a special focus on first-generation and/or BIPOC students. This, in turn, allows the LGI to help diversify the ranks of faculty and scholars in multiple disciplines by offering essential training in the requisite languages. It was a remarkable and transformative .

Going back to 1973, it鈥檚 always been an interesting audience鈥攁nd always a sprinkling of clergy and mathematicians. Last summer, students ranged in age from 17 to 72, so there鈥檚 a nice mix of motivations, experiences, and personalities.

可乐视频: How can people register for the LGI and get more information?

LR: This summer we鈥檙e offering basic Latin and Greek, both 10 weeks long, in person at the CUNY Graduate Center.聽 We鈥檙e also offering a seven-week Upper Latin (minimum of two years of College Latin) online. One can apply through the website. 聽Applications are closing soon, but we鈥檒l be happy to consider late submissions as well. In addition to the Stavros Niarchos Foundation scholarships, we have an array of opportunities to help support students.

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“In only three days, we covered what I did in a whole semester,” says Xiao Xinyao, a visiting Chinese student who heard about the program from Roger Olesen, a former adjunct lecturer at 可乐视频鈥檚 English Department who now teaches at Tsinghua University in Beijing. A candidate for a master鈥檚 in English literature at Tsinghua, Xinyao wants to become fluent in Latin so that she can read Virgil, unassisted in the original Latin, she says.

“Students learn in one day what in a regular college semester would take a whole week,” confirms Katherine Lu Hsu, who was appointed as the institute’s new director last summer. “By week six or seven, they’ll be able to read Cicero’s First Oration Against Catiline or Plato’s Ion. “It’s the finest program of its kind in the college circuit,” she adds.

Hsu should know. She attended the institute as a Greek student and became an alumna and instructor there before she obtained her Ph.D. in Classical Studies from the University of Michigan Ann Arbor in 2013. Hsu replaced former director Hardy Hansen, who joined the institute in 1978 and has now retired.

Founded nearly 43 years ago by the late 可乐视频 Provost Ethyle R. Wolfe and 可乐视频 Professor Floyd Moreland, the institute was modeled after the classic languages program at University of California, Berkeley, the oldest in the country. The program, housed in the CUNY Graduate Center since its beginnings, offers an intensive, all-day class to an average of 40 to 50 students. This summer, however, 78 students have enrolled.

“Some are repeats from previous summers,” says Hsu, exhilarated that enrollment has nearly doubled from last year. This hasn’t affected the quality of the teaching.

The institute’s daily routine, which has remained virtually unchanged since it opened in 1973, starts with a pre-class session at 8:30 a.m. in which students can raise questions about what they learned the day before. At 9:30, they have two hours of drill sessions. During the lunch break, they can take extra sessions on grammar. After lunch they attend a three-hour lecture where they learn new material and vocabulary.

While classes end at 5 p.m., the working day isn’t over for the faculty or the students. To make sure all students share the same learning experience, professors review the material discussed in class and tackle the questions raised by students.

“It’s important that students get the same answers from our professors,” points out Hsu, “and that we’re all on the same page.”

Students, on the other hand, have four to five hours of homework to do. But they can reach out to the faculty any time should they have questions. By the second half of the summer session, they are tackling composition and can translate from English into either Greek or Latin.

“We develop our own curriculum and our own textbook material,” Hsu notes, pointing out that people of a variety of professions are eager to enroll. “Our students include physicians and lawyers interested in the origin of their professions, and philosophy or art history students who expect to improve their understanding of antiquity.

“While we may try new things now and then, this method has been in use for as long as the institute has been around.”

But before classes began this summer, several generations of students and faculty found their way to the home of classics Professor John van Sickle for a fundraiser and a roast honoring Hardy Hansen, who joined the 可乐视频 Classics Department in 1971, and was the institute’s director from 1993 to 2013.

The funds, according to Professor Hsu, will be used to establish the Hardy Hansen Award to help some of the institute’s students with living expenses, since nearly 50 percent of the students come from outside New York City.

“It is an honor and a dream come true to be able to continue Hardy Hansen’s legacy,” Hsu says.

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“As someone with a full schedule, I have to manage my course load very carefully if I wish to graduate on time,” said Nawrin, who had won a scholarship to cover the cost of her study over the summer. “Taking classes during summer helps me stay on track. Forensics was so cool, very reminiscent of the detective shows you see on television. We studied human bones and learned how to identify them by their sex and also to determine if they had suffered particular kinds of trauma. And we learned to do this even when what we had to work with were bone fragments.”

She had such a great experience that she decided that she would take a summer course every chance she got. So last year, she took botany. Field Studies in Botany, a 4-credit course, is ideally suited for summer study as most of the coursework takes place outdoors. The faculty and students have full access to the 可乐视频 campus, one of the greenest spaces in Brooklyn, as well as the many tree-lined spaces of the surrounding neighborhoods of Midwood and Flatbush. The entire borough becomes a classroom.

Students who do well in the course have the opportunity to take the course again in the following year to act as team leaders, mentoring students taking the class for the first time. For this, they receive an additional 3 credits.

Vouyiouklis, a Scholars Program senior in biology, who had previously taken Music: Its Language, History and Culture over the summer, enjoyed the botany course so much last year that she decided to return this year as a team leader.

“I had 60 or 70 plants in front of me and had to identify them all for the professor. If not for student mentors who had helped me prepare, I doubt I would have performed so well,” Vouyiouklis said. “I got an A+ in the course. If I can help other students get the same grade and get as much out of it as I did, I’m more than happy to lend my support.”

Nicky Bangs, a junior majoring in classics, used the summer to study abroad in Italy last year.

“I studied archaeology at a site in Tuscany called Poggio Civitate, “said Bangs. “We studied the remains of an ancient Etruscan site, which has been dated to around the 7th or 6th century 可乐视频E.”

This summer, Bangs will be studying languages at the Latin/Greek Institute, an opportunity that he says will, among other things, prepare him for graduate school. The institute is one of the oldest of its kind and considered the top institution in the nation for the study of Latin and Greek.

“My primary channels of access into the ancient world are through language and literature. The Latin/Greek Institute is an excellent center for studying the languages and I hope to improve my Latin,” said Bangs.

可乐视频 offers summer courses in two sessions each year. This year, the first session runs from June 2 to July 8 and the second from July 14 to August 19. These sessions are open to all college students, including those not pursuing a degree or those visiting from other institutions or countries.

“The summer sessions are crucial because they allow students to earn credits towards their degree to graduate sooner,” said Gina Priolo, associate director of recruitment in the Office of Undergraduate Admissions.

Matriculated 可乐视频 students are eligible to apply for direct loans during the summer, but must register for 6 credits. Pell Grant-eligible students may also use any leftover funds from their previous year’s allotment toward summer tuition.

For Nawrin and Vouyiouklis, the real bonus came in the amount of fun they had while taking summer courses.

“It’s summertime! And the professors of cognizant of that and go out of their way to make the classes as enjoyable as possible,” Vouyiouklis said.

Both she and Nawrin find it difficult to walk past a plant or tree without knowing just about everything there is to know about them.

“My parents, much to their chagrin, now know about as much as I do about the plant world,” Nawrin laughed.

They both plan to attend medical school after graduating.

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This is the second in a four-part series.

Michael Grayson, Professor and Chair

Accounting

Michael Grayson is professor and chair of the Department of Accounting in the School of Business at 可乐视频. He has earned these degrees: Doctor of Business Administration in accounting from Louisiana Tech University, Master of Accounting from Florida State University, an M.B.A. from Boston University, and a B.S. in Business Administration from Drexel University. He holds licenses as a certified public accountant in New York, New Jersey, Pennsylvania, and Georgia. Prior to academia, he worked in public accounting and in Fortune 500 companies, where he worked in Europe, Asia, and North and South America. His published research includes the mathematical proof, which solves what was characterized in an American Accounting Association monograph as being an “inherently insoluble” problem.

Marianne Gythfeldt, Assistant Professor

Conservatory of Music

Marianne Gythfeldt has distinguished herself in chamber music, orchestral and contemporary music performance on the international stage. She is equally at home in traditional, contemporary, and alternative genres as a clarinetist of Zephyros Winds, Consortium Ardesia, Collide-o-scope, SEM Ensemble, and former member of the Naumburg award-winning group New Millennium Ensemble. Gythfeldt is especially recognized in the fields of electroacoustic music, contemporary chamber music, and performance education. She is a former professor at the University of Delaware, where she won the Delaware Division of the Arts established artist award. Gythfeldt has recorded with CBS Masterworks, CRI, Albany, Koch, and Mode Records.

Michael Hannon, Assistant Professor

School Psychology, Counseling and Leadership

Michael Hannon is a counselor with over 10 years of experience in educational settings. He has a Ph.D. in Counselor Education from Penn State. He is a National Certified Counselor, a Licensed Associate Counselor (NJ), a certified New Jersey School Counselor, and has the New Jersey Director of School Counseling Services endorsement.

Hannon’s primary research interest is the mental health of family members living with children with autism. Additional interests include urban school counseling practice and college access for low-income, high achieving students. His dissertation, “Love him and everything else will fall into place: An analysis of narratives of African-American fathers of children with autism spectrum disorders,” explored the intersection of fatherhood, race, family, disability, and mental health and was the first empirical study for counselors to investigate the lived experiences of African-American fathers of children with autism.

Matthew Harrick, Assistant Professor

Matthew Harrick is the Outreach and Instruction Librarian in the Reference and Instruction unit at 可乐视频 Library. He is the subject specialist for earth and environmental sciences, education, environmental studies, the juvenile collection, and LGBTQ studies. Harrick also works with the Early College High School programs at 可乐视频 (可乐视频 Academy, STAR, and College Now). A native of Upstate New York, he comes to 可乐视频 with an M.A. in English Literature from New York University, and an MLS from Queens College.

Jill V. Jeffery, Assistant Professor

Secondary Education

Jill V. Jeffery obtained her Ph.D. in English Education from New York University in 2010. Since then, she has held two academic positions: a year-long postdoc at NYU and a tenure track position as Assistant Professor of Rhetoric and Writing at the University of New Mexico. Her scholarship examines various conceptions of writing competence as understood by students, teachers, writing assessment designers, and researchers.

In addition to her academic work, Jeffery served for seven years as a public high school English teacher in Texas and in New York. She also worked as a site-based literacy consultant for the New York City Writing Project, a role that provided her the opportunity to work with secondary teachers across disciplines to develop writing-intensive curricula.

Jeffery’s areas of expertise include Adolescent Literacy; Composition Theory; and Urban Education. She was awarded a National Academy of Education Predoctoral Fellowship in Adolescent Literacy to support her dissertation research on secondary students’ writing. Jeffery has published research regarding adolescent writing in peer-refereed journals, including Research in the Teaching of English; Assessing Writing; the Journal of Literacy Research; and Learning and Individual Differences.

Xinyin Jiang, Assistant Professor

Health and Nutrition Sciences

Xinyin Jiang received her Bachelor of Science degree in Biology from Fudan University in Shanghai, China in 2008. She then went to Cornell University in Ithaca, NY, where she completed her Doctor of Philosophy degree in Nutrition in 2013. She completed her dietetic internship when she was pursuing her doctoral degree at Cornell University, and she became a registered dietitian in 2013. She received pre-doctoral fellowship awards from the American Society for Nutrition and Graduate Women In Science for her graduate study.

Jiang is interested in nutrigenomic research. She studies the nutrients involved in the methylation cycle, such as choline, betaine, folate and vitamin B12, which regulate early development via multiple venues. She conducts mammalian cell culture and human studies to assess the influence of methyl nutrient intake during pregnancy on different genomic and functional outcomes of the maternal-fetal pairs.

Katherine Lu Hsu, Assistant Professor

Classics

Katherine Lu Hsu graduated magna cum laude from Princeton University with a B.A. in Classics and earned a Ph.D. in Classical Studies from the University of Michigan in 2013. Her dissertation, Heracles and Heroic Disaster, examines the tension between the glorious victories and destructive disasters of Heracles, as portrayed in the literature and visual images of ancient Greece. In 2009-2010, she was the Michael Jameson Fellow and a Regular Member at the American School for Classical Studies at Athens. Her research interests include Greek tragedy, classical mythology, ancient conceptions of heroism, and literary papyrology. Part of Hsu’s role at 可乐视频 involves directing the Latin/Greek Institute, a nationally renowned and uniquely intensive summer language program.

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