Q7: Have you run a survey to ask your students about the content of your curricula and reading lists OR have students commented on these issues in course feedback?,"Q7b: If you answered NO to 7, would you be willing to conduct a survey, if one were provided for your use?",Q8: Please comment on any aspects of your Roman Archaeology teaching and curricula that have not been covered in this survey.
No,Yes,
No,Yes,"Just to clarify, I rarely teach a straight up archaeology course, instead I incorporate as much into ancient civilization courses and language courses as I possibly can."
No,Yes,happy to email you my current syllabus if you are interested!
No,Yes,
Yes,,
No,Yes,
Yes,,"For me, teaching primarily in terms of frontiers, many of these topics are easy to incorporate, as we are dealing with the sharp edge of empire, but these are also topics that stimulate me as a teacher. I also benefit from knowing my colleagues complement and supplement my specialization with their own - I am not a lonely Romanist or the sole archaeologist!"
No,No,"From my perspective, think having a survey on 'Roman Archaeology' separately from 'Ancient History' limits the scope as so much teaching on aspects of 'Classic' Roman Archaeology takes place within Ancient History courses and so much of thinking about our field is being replicated through such teaching. This may be different in the UK from in the Netherlands or the US, but to me it does not seem that these are really independent fields any more until at the MA level, perhaps."
No,Yes,
No,No,"I wonder why material studies have not been mentioned, as I have noticed a marked decline in knowledge about all aspects of material culture in (finished) archaeology students and these surely form the basis on which to built theoretical models."
No,Yes,
No,Yes,"A good survey made me think. I suspect I am unusual being a zooarchaeologist who teaches Roman archaeology. It is the primary period of my research and in smaller departments you have to teach multiple topics. As my primary displine, zooarchaeology is dominated by female authors I wonder if this is why iÕve never considered the gender of the authors on my Roman reading list. 

I completed this on my phone so my apologies if autocorrect turned it into jiberish"
No,Yes,
No,Yes,
Yes,,
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No,Yes,"I prioritize teaching classical archaeology in a way that includes the perspectives of the poor, women, slaves and freedmen, etc. in addition to several days of class time devoted to the interactions between the Greeks/Romans and other Mediterranean cultures such as the Egyptians, Phoenicians, and Celts. My course is primarily a lecture course, and is taught at a school where I cannot reasonably expect students to complete a heavy reading load. I would appreciate having a textbook or a curated set of resources geared towards those of us who teach general audiences (not majors), and who have heavy teaching loads which deprive us of time to extensively rework our courses, develop innovative lessons, or track down the most useful materials."
No,Yes,"I am in a job right now where I have some freedom to choose the topics of my courses and have been able to diversify my course offerings a great deal because I am not teaching the usual service classes. I will say that several senior scholars in my department told me that I was teaching courses that are ""too niche"" and I should try to do something ""more normal"" (meaning Pompeii or Rome or Latin), so that I will be more appealing on the US job market. I think this kind of attitude is obviously very short sited and problematic, but it is pervasive in the US classics curriculum. I've enjoyed the diverse student body that I get with these more irregular offerings (like engineers taking my Roman technology courses or Spanish speakers enrolling in my Hispania class)."
No,Yes,
No,Yes,
Yes,Yes,"I have had 40 years of University experience both as an undergrad and as a lecturer. As you can imagine, a lot has changed, mostly for the better. i believe it is important to make the point about diversity in all aspects, both in the content of what we teach, and in who teaches it. While the role and visibility of women has increased, there is still little ethnic diversity, which is depressing. I was surprised not to see a question relating to religious orientation: as a cultural Jew I specifically include a PGT seminar on Rome and the Jews which I believe is important to explore some of these issues of diversity."
Yes,Yes,
Yes,Yes,"Outwith Norther Britain my teaching focuses on late antique and Byzantine archaeology, the latter #i have commented on. apart from Constantinople"
No,Yes,
No,Yes,"I am now in a ""history of art and design department"", at an art school, so the classes are less about classics and history and more about people and their objects; my classes now are less 'archaeological' than some I have taught in the past, but I do try to teach some methodology, and the investigative 'mind set' of archaeological inquiry, and what kinds of questions archaeology can answer. The 'design' focus makes makes it possible to spend more time on questions of use, manufacture, context, materials and makers' intention than when I was teaching in a classics department, at McMaster University (1 year) . [redacted] Thanks for the survey, and hope this is useful in some way"
No,Yes,I have a number of colleagues who are reluctant to teach this topics.
No,Yes,Interesting survey. I will be interested to see the results.
Yes,,
No,No,I'm hamstrung to an extent by curricula design/prescriptions/exam syallbuses that are organised centrally and apply across multiple tutors and colleges - I can't take much action in diversifying curricula without jeopardising my students' preparation for shared exams.
No,Yes,
Yes,,
No,Yes,
No,No,
No,No,"Your list of key topics doesn't include artefact studies, which is a key component of my teaching."
Yes,Yes,
No,Yes,
No,Yes,"If I think of something, I'll write back! Thanks for the survey :)"
No,Yes,
No,Yes,
Yes,,
No,No,
Yes,,
No,Yes,
No,No,"I should say that I would love to survey our students (as per the final question) but the logistics of doing that at the OU with hundreds of students makes that very hard. It isn't unwillingness, just practicalities! The way in which we teach at the OU is shaped by the nature of the institution, meaning that the actual range of content or number of more specialised modules we can offer is limited, and we have little opportunity for autonomy in this, but diversity is at the centre of the way in which we teach and how we determine what to teach, not least because we are aware that we have a very diverse student population and social justice sits at the heart of the OU mission."
No,Yes,"I think it would be important to encourage students to read foreign-language sources - e.g. Italian, French, German but also give a try at understanding the main aspects of a Hungarian paper, for example. This aspect has not been covered in your survey."
No,Yes,
No,Yes,
No,Yes,
No,Yes,
No,Yes,
Yes,,"Please note that since I teach at an American university, the audience for my courses is somewhat different from what would be the case in Britain. In my undergraduate lecture courses, the majority of my students are not actually Classics or Archaeology majors, but students in other majors (often non-humanities) looking to fulfill distribution requirements or find electives."
No,Yes,"I'm not responsible for designing the courses I currently teach on, but I would like to be able to add more diversity to my students' reading lists and the topics they study. Across all of my teaching experience (not just subjects related to Roman Archaeology), only those courses led by female staff have ever featured lectures or seminars devoted to gender."
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No,No,
No,,"My teaching activity is limited to few seminars and lessons for students or for professional guides, so I do not believe that it will be very significant for your survey. But I believe that modern politics and politically correctness should be kept out of archeological teaching and in general when teaching the ancient world. It makes no sense to look at ancient history and at old buildings with a modern frame of mind, especially when religion and culture and romanisation are concerned. We must try to understand their way of life and thinking, using information technology to access directly the ancient sources with no intermediaries and interpretations. In ancient Roman times there was nothing like modern gender, lgbt or other discriminations or women's rights as we mean today."
Yes,,
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No,Yes,
Yes,,
Yes,,
Yes,,
No,Yes,Good luck in your research!
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No,No,"This survey covers topics only. I welcome this approach and have covered some occasionally for other periods but they are not in the center of my work. Among the topics you mentioned up to date modelling approaches are missing. The list is focused on a small part of archaeology only. I am missing quantitative approaches and in particular approaches which integrate method and theory. 
Further more, I miss teaching concepts. Addressing the topics is not sufficient. We also have to discuss how to teach.

"
No,Yes,
Yes,No,Only that our Roman archaeologists --(we have three or four in classics and art history seem to do a good job)--we also have a conservation department at a second university near by---Buffalo State--and they do conservation on all kinds of objects including Roman.
No,Yes,
Yes,,
Yes,,
No,No,
Yes,,
No,Yes,"I would be willing to conduct a survey, if one was provided for my use (Q7b), but I am not lecturing this semester. I would conduct it in the future, whenever I teach again."
Yes,,"I think that a specific course in Roman archaeology in the provinces us very useful to open studentsÕ minds to diversity and to the peculiarities that art and architecture have in various areas due to the preexusten substratum. Many of my students tell me at the end of my course that a new world was opened to their eyes, and they want to go ahead with studying the provinces.

I would kindly ask you to let me know the results of this survey as I am very interested in it. [redacted]"
Yes,,"It is difficult to foster an understanding for Roman Archaeology in Denmark, because there are only few relicts apart from import finds."
Yes,,
No,No,
No,No,"I don't really teach roman archaeology, but i begin my chronology with roman times, and give examples, but only in Gaul, a few examples from Italy or middle east can be explained, but rarely developped. My teaching is about the uses of gypsum plaster."
Yes,,nothing to comment
No,,"Roman archeology reflects the Roman history. The result is obvious.
I consider the religious symbols in the Anatolian Neolithic culture as appropriate questions for the purpose of my own work."
,Yes,"I am an art historian and I do not specifically teach Roman Archaeology, but it is a major component of my courses. I hope my answers are still of value!"
No,No,
No,Yes,"Take into account that the teaching is very different according to the countries, not because of an ethnic issue but because of the way of teaching."
Yes,Yes,
No,Yes,"I would love to know what textbooks folks use. I use Kleiner, and I'm not terribly happy with it."
No,Yes,
Yes,,"Mir scheint diese Umfrage sehr spezifisch fŸr den englischsprachigen Raum konzipiert zu sein. Lehr und Forschung an deutschsprachigen UniversitŠten (Schweiz, …sterreich und Deutschland) ist vollstŠndig anders aufgebaut. Es wŸrde sich lohnen, diesen Aspekten in solch einer Umfrage RŸcksicht zu geben. [redacted]"
No,Yes,N/A
No,Yes,
Yes,,
No,No,"Aspects of Roman imagery; connectivity with areas/cultures outside the Roman world; temporal dimensions; there is a need to develop different approaches to early Rome, middle or late republic etc."
No,Yes,
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No,Yes,
Yes,,"Comparing the situation in Poland to that in Britain is not straightforward, due to the differences in history & traditions in academia, but also due to the different level of financial means, e.g. British libraries are definitely way better supplied than their Polish counterparts. This means it is much more easier for the British colleagues to have very up-to-date reading lists. On the other hand, our reading lists tend to be much more multilingual."
No,Yes,"Zena, I just want to say that this is such an important topic, and thank you for looking at it. Diversity of scholars represented on syllabi is a topic that a colleague in sociology and I have been working to raise awareness of at my institution. If you would be willing to share the results of this survey, she and I are always interested in more data on this topic. We're in the middle of preparing a proposal on this topic for our Faculty Senate, in fact."
No,Yes,
Yes,,
No,Yes,
No,,
No,Yes,"I've been big on including digital practices, including having students create their own maps with GoogleEarth Pro and ArcGIS online, to give them a sense of archaeological practice. I'm outside of Europe, so I can't just take them to a museum or an active dig site."
No,Yes,
No,No,
No,No,The answers are incomplete because the study programme started only in 2018.
Yes,Yes,"Textbooks in Roman archaeology are either flawed or too expensive for my students or both. This is often my main constraint in structuring the class and bringing in as many topics as I want (I assign articles and chapters too, but I have lots of general students without much background, so have to make sure they're somewhat accessible)"
Yes,,
Yes,Yes,"I am a 3rd year DPhil student, and feel I try to put together interesting and inspiring courses for my students while also covering the basics in the 8 hours contact time I have. I am at the start of my teaching experience, spend many hours preparing as it is at the expense of my thesis, and have almost no supervision (though I also havenÕt asked many questions of senior profs as they are so busy) - additional, publicly available resources would be a huge help! I really want to do a great job.
Also, your survey doesnÕt mention queer history or sexuality more generally - the intersections of many issues allow us to tell a range of stories about the past and our present, and I think this should be included"
No,Yes,"Open access and digital versions! I find it increasingly hard to get students to read physical books in the library, and they focus in on accessible journal articles. This adds another layer of equity as not all journals are available online, access to APCs is tricky. Reproducibility! To really understand the point of a piece of archaeology and evaluate it, students need to be able to look at the underlying research materials. Far too often these are not available. Language! Modern language skills in the UK are pretty bad - I have not put anything non-English on an undergrad reading list, but this then cuts out big chunks of the roman world which tend to be published in other languages (france, spain, E Europe). Big names! I think Roman archaeology has bit of a problem with prioritising big names who write sweeping narratives of cultural change - we all need to know what these different models are (or do we). Background of students - I find Arch & Anth students are far keener to read about disease/ osteoarchaeology/ power than Classics students who are keener about monuments/ city planning etc. And finally, career status of person tasked with re-writing reading list. When you are delivering teaching as a phd student/ECR which you know will not be highly valued on your CV and which you are being poorly paid for (Oxford tutorials...) it is hard to invest the time in revising reading lists which you will not get the credit for (not actually designing the course). The same goes for short-term teaching contracts everywhere else - when the big challenge is individual career progression (high impact research articles) it's hard to prioritise the time to make your teaching lists more equitable. I think pooling resources (as you are suggesting with the public reading lists) is a great solution."
Yes,Yes,
No,Yes,"Needless to remind, this feedback comes from an experience of covering Roman Archaeology in courses on history and theory of architecture and its conservation, at Departments of Architecture and Architectural Restoration."
No,Yes,
No,,
Yes,No,
No,Yes,
,Yes,"Probably it is not in the immediate focus of the survey, but note there are positions of Roman archaeologists working with historians, art historians or classicists where the specific approach is required, first and foremost in dealing with these disciplines' traditional and inherent biases regarding the general perspectives and overall attitude towards archaeology. In such cases the mere push of Roman archaeology in the orbit of their perception is quite a success, and usually there is no time and room to do any more detailed and deeper dive in many of the topics listed in the survey."
No,Yes,the Roman archaeology text books are mostly in English and our students are not good in English.
No,Yes,the Q of reading list and its specification was surprising for me.
No,Yes,"To some extent these responses may be a little non-conventional, given I am only two years out of my doctoral programme and thus have not yet settled into a more traditional suite of Roman classes. However, my attempts at deliberately reaching beyond the Roman world to include a more diverse body of scholars within my readings has resulted in a far more diverse body of students than I had encountered in more traditional classes (and also more diverse than the general body of students in my current institution)."
No,No,I doubt whether the intention of the survey is useful to promote Roman Archaeology
No,Yes,
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No,Yes,
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Yes,Yes,
No,Yes,
No,Yes,"In general I think at Oxford we are quite good on geographical coverage, largely as a result of the research interests of a lot of the teaching staff, but terrible on the history of the subject and on keeping up our reading lists, because this is a collective endeavour, so very rarely actually happens. Next time I am teaching this particular course I will try to ensure that we have a major facelift on that front; I'm currently doing the same for Roman History 146-46 (which includes as much archaeology as possible, though it isn't technically an archaeology course) and would love some reference points in terms of the online database mentioned etc. It also makes me wonder if a similar survey/effort in Roman History wouldn't be a good idea..."
No,Yes,"I now primarily teach students who are not studying archaeology or ancient history as a primary field of study but as a ""general education"" requirement. This poses some challenges for the level of depth that I can reasonably go but also means that I have the opportunity to convert students who may have never thought of archaeology or ancient history as a viable option. I also have a much broader cross-section of students from different backgrounds and fields of study, and this provides more opportunity to challenge widely-held assumptions about ""western civilization."""
No,No,
No,Yes,As I wrote before - Russian higher education and scholarship suffer from two problems: here are no specific courses on Roman archaeology and most students (especially in my home town) just can't read English fast enough to discuss a lot of needed works. Many efforts must be required to change things here.
Yes,,"Because I am an early career scholar (I graduated in summer 2018), I still  haven't had the time or space to shape my courses in a manner that makes a difference. In other words, I have been more or less following the guidelines of different departments in which I have taught. Although I teach primarily art and architecture of the city of Rome (again, my area of expertise), I do always incorporate extensive discussion on the experiences of non-elites, women, slaves, foreigners, etc. I also dedicate substantial time to address the biases that we find in the evidence (primary sources, archaeology, visual culture), as well as those present in the scholarly literature. I have noticed that students are particularly receptive to those two aspects of my teaching, and I plan to focus on that for future courses."
No,,
Yes,,
No,Yes,My teaching  has a lot of very relevant laboratory and practical activities;  they  should be taken into account
No,Yes,
No,Yes,"I think that the whole approach to Roman art/archaeology teaching needs to be rethought. I would prefer a ""site-based"" approach rather than a ""great monuments"" approach such as is commonly found in textbooks. This is a considerable burden to shifting perspectives. It goes along with some of the items in your survey - although I think that this survey only covers part of the concerns that I have with current teaching of the subject. The expectations of senior colleagues (not at my current institution) for my teaching are one of the issues that I have faced as well"
No,No,n/a
No,Yes,
Q7: Have you run a survey to ask your students about the content of your curricula and reading lists OR have students commented on these issues in course feedback?,"Q7b: If you answered NO to 7, would you be willing to conduct a survey, if one were provided for your use?",Q8: Please comment on any aspects of your Roman Archaeology teaching and curricula that have not been covered in this survey.