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					                           Description of Teaching Experience
                                           Jinyu Liu


    My teaching experience has been lengthy and varied. I have taught ancient history in
both China and in the United States, in both big and small classes, at both research
Universities and Liberal Arts College. In addition, I have taught English to Chinese students,
Latin and Greek at all levels, and tutored Chinese to English speakers. Despite the diversity
of the subject matters and audience, I have found that the key to successful teaching remain
the same, that is, to teach with enthusiasm, to know my material, and to know my students.
The table below summarizes my university level teaching experiences.


When            Course                          Location              My role         Class size
Spring, 2006    Ancient Mediterranean World     DePauw University     Professor       23/25
Spring, 2006    LAT 124A Elementary Latin       DePauw University     Professor       3/22
                II
Spring, 2006    GRK 205 Greek Prose &           DePauw University     Professor       1/10
                Poetry (Herodotus)
Spring, 2006    GRK 452 Greek Reading           DePauw University     Professor       1/10
                (Herodotus)
WT 2006         Roman Coins                     DePauw University     Professor       11/20
Fall, 2005      CLST         254     Roman      DePauw University     Professor       22/20
                Civilization        (Writing
                intensive course)
Fall, 2005      CLST         120     Ancient    DePauw University     Professor       25/25
                Mediterranean World
Fall, 2005      LAT 431 Roman Historians        DePauw University     Professor       8/12
                (Livy)
Spring, 2005    LAT 124B Elementary Latin       DePauw University     Professor       7
                II (Group 5)

Spring, 2005    CLST         254        Roman   DePauw University     Professor       32
                Civilization (Group 4)
Spring, 2005    CLST 300 Topic in Ancient       DePauw University     Professor       14
                History: Ancient Cities
Fall, 2004      Latin 123B Elementary Latin     DePauw University     Professor       16
                I (Group 5)
Fall, 2004      HIST 100              Ancient   DePauw University     Professor       29
                Mediterranean World (Group
                4)
Fall, 2001      Roman Imperialism        Columbia                     Teaching        35
                                         University                   assistant
Spring, 2000    The Romans and their Columbia                         Teaching        80 in total
                Empire: 754 B.C. to A.D. University                   assistant


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 Spring, 2001     564                                                                         15 per section
 Fall, 1999       Survey of Ancient Greek Columbia                          Teaching          40 in total
                  History: 800 to 146 B.C University                        assistant
                                                                                              10 per section
 1996-1998        World History                    Nanjing    University, Lecturer            30
                                                   China
 1996-1998        History Readings in English      Nanjing    University, Lecturer            35
                                                   China
 1997             History of Christianity          Nanjing    University, Lecturer            30
                                                   China
 1994-1996        English                          Nanjing    University, Instructor          45
                                                   China


        My first experience as an independent instructor began in 1994, when I was working
towards my Master’s Degree in history in Nanjing University, China. I taught English to students in
the section of continuing Education. I stayed with the same class for 4 semesters and helped them
advance from elementary level to advanced level. I obtained great satisfaction teaching this class,
because many of my students were older than I. More importantly, I developed my own
understanding of what constituted quality teaching. I believe that the instructor’s ability to explain
complicated (grammatical) phenomena in simple and clear languages is crucial for the best results
of both teaching and learning.
        From 1996 to 1998, I taught World Ancient History in the Department of History, Nanjing
University, China. As an introductory level lecture course, it was compulsory to the second-year
undergraduate students with history majors. Designed to cover all the major ancient civilizations
except ancient China, it was a very intensive course. Through teaching this course repeatedly, I
substantially improved my skill to impart information in a systematic and balanced manner.
        While getting my doctorate at Columbia University from 1998 to 2004, I have had excellent
 opportunities to lecture and lead recitations in a variety of history courses, including the survey
 courses in Greek and Roman history, and the more advanced course on Roman Imperialism. These
 have provided me with exciting opportunities to interact with students in small discussion groups,
 and to develop my ability of adaptation to a higher degree of diversity than I usually found in the
 Chinese classrooms. Students entered my classroom with varied levels of experience with ancient
 history, diverse learning styles and different expectations of the class. I viewed this diversity as
 both asset and challenge that compelled me to broaden my vision and always be prepared to adapt.
        As I grew as a scholar, I also enriched the content of my teaching. In my classes at DePauw,
 the students obtained information not only about chronology and historical events but also about


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the compositions and the limits of our source materials, the trends in scholarship, the academic
controversies, the ever-improving methodologies in ancient studies as well as the impact of the
ancient cultures on the later human experience. While I emphasize the importance of the
familiarity with the primary sources, what I value even higher is the conscious notion as well as
the ability to read the literary, documentary and archeological sources closely and critically. I
believe that Ancient History as a discipline provides a gratifying training ground for intellectual
wrestling. I consider it my responsibility to introduce competing arguments, to share with the
students the various ways to evaluate these arguments, to consider alternative viewpoints, and to
stimulate the originality that is innate in the students. It is through such exercises that Ancient
History may contribute best to the general education of the students.




                            Statement of Teaching Philosophy
                                            Jinyu Liu


     I have found that working with students has been a very rewarding part of my academic
career. I highly value teaching because I believe that teaching stimulates, challenges, and
completes a scholar. My teaching experience has been lengthy and varied. I have taught
ancient history in both China and in the United States, in both big and small classes. In
addition, I have taught English to Chinese students, and tutored Chinese to English speakers.
Despite the diversity of the subject matters and audience, I have found that the keys to
successful teaching remain the same, that is, to teach with enthusiasm, to know my material,
and to know my students.

     Teaching with devotion and passion, in my opinion, is one of the best ways not only to
share knowledge effectively but also to nurture long-lasting interests in ancient history
among a wider audience. My commitment to the classroom and to the study of ancient
history is reflected in the questions and handouts that I carefully prepared for class, the
prompt response to any questions that students raised in their emails, the incorporation of
innovative multi-media teaching methods that I mastered by practice, and the detailed
comments that I attached to the students’ papers. I also think it important not to neglect such
details as making eye contact with students in class and memorizing their names early in the
semester. Students can easily translate the combination of all these efforts into a strong



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message that their teacher does care about both them and the course. Such message, in turn,
contributes to maximizing the students’ commitment and participation that are so crucial for
the achievement of the best teaching and learning results.

     I believe that an essential aspect of teaching is to impart information in an organized and
systematic way. By information, I refer to not only chronology and historical events but also
the compositions and the limits of our source materials, the trends in scholarship, the ever-
improving methodologies in ancient studies as well as the impact of the ancient cultures on
the later human experience. Students should walk out of my classroom with a good
understanding of the width and breadth of ancient history as a discipline. It is through such an
understanding that they can make spontaneous connections between ancient history and the
other disciplines and experiences in which they have been involved. While I emphasize the
importance of the familiarity with the primary sources, what I value even higher is the
conscious notion as well as the ability to read the literary, documentary and archeological
sources closely and critically. I consider it my responsibility to introduce competing
arguments, to share with the students the various ways to evaluate these arguments, to
consider alternative viewpoints, and to stimulate the originality that is innate in the students.

     I enjoy interacting with students in both classroom settings and informal meetings. I
believe it is the teacher’s responsibility to honor the students’ capabilities, to recognize their
individual needs, and to treat every student with equal respect. Students enter my classroom
with varied levels of experience with ancient history, diverse learning styles and different
expectations of the class. I view this diversity as both asset and challenge that compels me to
broaden my vision and always be prepared to adapt. I strive to improve my teaching by
seeking student feedback and by observing how senior professors teach. Through these
evaluative and learning processes I am continually growing as a teacher/scholar.




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