Fall 2014 New Faculty Members, Classical and Near Eastern Studies
This is to announce the results of 2013/14 hiring in the Department of Classical and Near Eastern Studies.
Omid Ghaemmaghami. Professor Ghaemmaghami, who received his PhD from the University of Toronto in 2013, has research and teaching interests in Modern Standard Arabic, Classical Arabic literature, technology-enhanced learning, Islamic intellectual history, Shīʿī Islam, Islamic mysticism, and Qurʾānic studies. His current monograph project is the first attempt in any language at a comprehensive, analytic and synthetic treatment of a recurring and salient leitmotif in many of the Arabic primary sources devoted to the Hidden Imam, the central figure of Shīʿī Islam, in the period from 874-1292 CE. Dr. Ghaemmaghami is also very interested in Persian instruction on our campus.
Elizabeth Robinson. Professor Robinson, who received a PhD in Classical Archaeology in 2013 from the University of North Carolina at Chapel Hill, has research and teaching interests that include ancient Roman and Italian archaeology, Romanization, Geographic information systems (GIS) and mapping, ancient Italian urbanism, and Latin language and literature. Her current monograph project is an archaeological and historical study of the continuities and changes happening politically, socially and culturally at Larinum (Molise, southern Italy) from 400 BCE to 100 CE. She is currently part of the topography team at the Gabii dig outside Rome and hopes to direct a dig of her own in Molise. She is very keen on bringing students to Italy to assist in those projects.
Gregory Key. With a PhD in Turkish linguistics (University of Arizona, 2013) and considerable experience teaching both modern and Ottoman Turkish, Professor Key comes to us well prepared to expand Turkish offerings on our campus. He has worked as a freelance translator and has even studied acting and theatrical diction — in Turkish — under noted performers from the Turkish stage. As for his scholarship, he studies the structural aspects of Turkish grammar. Yet his teaching of the language seeks to draw students in and to make it enjoyable. Indeed, insights gained from his scholarship and teaching enable him "to establish a rapport with my students and effectively address their needs as learners."