Qualified students working on an individual basis with professors who have agreed to supervise such work.

An honors thesis is required of all the students graduating with honors. Students ordinarily sign up for this course as a two-semester sequence. The first semester the student performs research under the supervision of a faculty member; the second semester the student writes an honors thesis.

A culminating experience for majors involving a substantive project that demonstrates a synthesis of learning accumulated in the major, including broadly comprehensive knowledge of the discipline and its methodologies. Senior standing required.

A comparative study of instruction and learning theories among ancient authors (in Latin) and compared with modern, language-learning educators who write about language instruction and learning theory.

This course will have appeal to Latinists, Latin teachers-in-training, trainers of teachers, and curriculum specialists at state and local levels as a broad introduction (with highly specialized bibliography) to a wide variety of issues in Latin methodology. Students will develop, implement, and evaluate an Action-Research Project in an active classroom setting as the final project for the course.

Close reading and study of select plays of Plautus, Terence, and Seneca, as well as select fragments of Republican Roman tragedy.

Readings in Latin from the Roman historians and biographers. May be repeated without duplication of readings.

Close reading of selected works in Latin.

Readings in Latin of major authors and works produced from the second decade of the first century CE to the last decades of the second century CE. Course content may vary and may include both prose and poetry.

Reading in the Latin texts of Ovid, Tibullus and Propertius.