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Join us for our annual Birthday Bash fundraiser by participating in our engaging live events! There’s a little bit of something for everyone at these events, including a Master Class with Dr. Carla Ionescu and new and retro Archaeogaming Specials! Over the last week we have hosted a panel discussion discussing Underwater Archaeology/Preservation and Burial Comparisons of Cleopatra’s Lost Tomb, and there is more to come this weekend! SASA’s Archaeogaming department is hosting two livestreams on twitch, expanding our mission to engage the younger generation in archaeology through video-gaming: Join on Twitch, or RSVP here today! Join on Twitch, or RSVP here today! SASA's Triathlon is also running during this time! Participants, or “Triathletes”,  engage in a friendly race to see who can secure the most donations in their name. The goal is to bring in at least 3 donations of any amount from different sponsors, ending on April 12th, 2025. This event is open to all employees, interns, volunteers, both past and present, email subscribers, and the general public. The triathlete who brings in the most donors will receive a masterclass of their choosing and a merch item of their design from our Bazaar. Triathletes can be supported by friends, family or external donors - to be involved, visit our website today! If you’re passionate about ancient studies and love a good challenge, we will also be having our Monthly Trivia Night on Apr 17, 2025, 8:00 PM – 9:00 PM EDT via Zoom. Engage with fellow historians and take a stab at questions following this month’s theme of “Ancient Technologies”. Winners will be listed on the Save Ancient Studies Website, and all skill levels are welcome.  We look forward to seeing you there!

The Negatives of Artificial Intelligence in Education By Jacob Lindbert Table of Contents: I. Introduction II. Widening the Digital Divide III. Loss of Human Interaction and Personalized Attention IV. Data Privacy and Security Concerns V. Ethical Considerations and Bias VI. The limitations of AI written works VII. Conclusion VIII. Sources I. Introduction In recent years, the integration of artificial intelligence (AI) into society has rapidly increased. Within the last few years, AI has made its way into a variety of diverse fields including education, medicine, engineering, and many more. In particular, the field of education has experienced a major emergence of AI-powered tools and systems that are aimed at revolutionizing the educational field and learning processes. With the rapid advancements in artificial intelligence, there is the potential to improve educational experiences by tailoring lesson plans to the individual, helping to streamline administrative tasks, saving educators massive amounts of time. However, it is important to acknowledge the negative implications that AI can have on education and educators. The main purpose of this paper is to explore negative aspects associated with the use of artificial intelligence in education. In particular, this paper will address the following topics: the widening of the digital divide, the loss of human interaction and personalized attention, and the concerns surrounding data privacy, security, and ethics. In looking deeper into these topics, we can begin to further understand the risks that go along with integrating artificial intelligence in educational environments. The hope is that through the analysis presented in this paper, the implementation of AI in educational settings can be effectively navigated. II. Widening the Digital Divide Since AI is a digital technology, integrating its use into educational settings has the potential to exacerbate existing inequalities through the widening of the digital divide. The digital divide is the gap between people who have access to and use of modern information and communication technology and those who do not. It can be influenced by a variety of different factors including: income, age, skills, political engagements, etc. One major concern is that resources will not be readily available among disadvantaged students. Many students, specifically those who reside in remote or underserved areas, already face limited access to reliable internet connections and technology sources. If the digital divide widens through the use of AI, these disadvantaged students will only face worse situations, and it is not just students who will suffer. The digital divide can have negative implications on the field of health, social inclusion, and economic development. When there are disparities in who has access to technology, then opportunities for learning will also decrease, as those unable to afford or attain these AI tools will not receive the benefits of them, limiting the benefit of Artificial intelligence. As mentioned above, the insufficient availability of high-tech devices further adds to the digital divide. Disadvantaged students often struggle to afford or even access technology devices that are capable of supporting AI tools and technologies. Much of this divide comes down to differing socioeconomic statuses. The vast disparity in device ownership, like computers and smartphones, among those with different socioeconomic backgrounds leads to the unequal access of educational resources, including AI powered software. High socioeconomic status students often have access to computers and AI tools which allow them to gain educational advantages over lower economic status individuals.. Those with the means to access AI are granted access to personalized education and enhanced learning experiences, perpetuating the existing gap between who can and who cannot access and use artificial intelligence resources. As a result of this, the achievement gap between privileged and disadvantaged students widens, hindering efforts to promote equitable education. If AI is used as a tool that personalizes education to the individual, then those who are unable to access AI will be the ones left behind. This marginalization will lead to not only the academic performance of these students being unequal but could also lead to more negative educational experiences overall. This could lead to increased mental health issues and reductions in the rates of those who graduate. In addition to the access issues previously discussed, technical expertise and support are significant challenges to implementing artificial intelligence in schools. If AI is intended to be widely utilized within educational settings, training will need to be conducted for both students and teachers to fully understand how to use them. At this moment in time, with many artificial technologies being as new as they are, teachers and students generally lack the necessary training and digital literacy skills to effectively use artificial intelligence tools and resources. This will require significant time, energy, and financial resources to properly train both teachers and students. Implementing a training plan of this magnitude would require significant investment in infrastructure, financial support programs for all students to ensure devices are affordable and accessible, regardless of economic status,, and comprehensive training programs to enable teachers and students to effectively utilize artificial intelligence tools. Overall, while the integration of artificial intelligence within educational settings seems promising in radically transforming the educational experience, it also represents many challenges. One of these challenges is the widening of the digital divide, which if not addressed appropriately, will continue to grow. Insufficient access to resources, the marginalization of disadvantaged students, and the reinforcement of socioeconomic disparities are all major concerns of implementing AI in the educational field. To ensure the responsible and equitable use of AI in education, it is imperative to bridge the digital divide through targeted initiatives, promote equal access to AI technologies, and address the socioeconomic barriers that hinder equitable educational opportunities. III. Loss of Human Interaction and Personalized Attention Integrating artificial intelligence in educational settings raises concerns about the potential loss of interaction and personalized teacher-student attention. Both of these are crucial for the success of students and promoting effective learning. Face-to-face interactions between teacher and student help to foster rapport, trust, and a sense of community within the classroom that helps build an environment in which students are comfortable asking questions, engaging in meaningful discussions, and expressing their thoughts. For all of these reasons, artificial intelligence cannot fully replace the care that teachers provide, nor can it replicate human interaction. One of the biggest drawbacks of artificial intelligence systems is their limited and reduced capacity to understand the emotional needs of students. AI may be able to provide automated feedback to students in need, but it lacks the empathy of human interactions. Students need emotional support to succeed, especially when it comes to education, as they are stressed and constantly learning. The absence of human interaction in scholarly settings could negatively impact student motivation, engagement, and overall well-being. Another major concern is the potential impact of artificial intelligence on the development of critical thinking skills and creativity. Artificial intelligence software often prioritizes efficiency as opposed to creativity, leading to an emphasis on memorization as opposed to true learning. Human teachers encourage open-ended questions that promote explorations of topics, problem-solving, and critical thinking. Increasing reliance on AI technologies in the educational process may limit opportunities for students to engage inessential aspects of cognitive and creative development. In looking forward, efforts to integrate artificial intelligence should complement teachers’ efforts as opposed to undermining or replacing them. Collaborative projects, group activities, and class discussions could use artificial intelligence to foster teamwork and cooperation. However, teachers are more equipped to moderate discussions to curtail arguments and work through disagreements between students, where AI does not have this capability. It is important to explore different ways that artificial intelligence can work with teachers as opposed to taking their place. This may require changing the way we think about teachers and their roles in education by focusing on their unique skills as humans to care for, mentor, and nurture their students’ emotional and physical well-being. Additionally, one of the major proposed positives of artificial intelligence technology is that it can create personalized lesson plans. With artificial intelligence largely relying on algorithms and standardized approaches, this could cause issues in understanding and responding to the unique needs of students. AI would need to make many adjustments, oftentimes quickly, to adapt to unique situations. With AI’s current capabilities focused on patterns, it may experience limitations in adapting to student’s unique needs, and would therefore struggle to accommodate diverse learning styles and effectively address specific areas of learning difficulty. Teachers are more equipped to consider a student’s progress holistically and provide more individualized support to ensure students are given the support they need to reach their full potential. In summary, the integration of artificial intelligence in education presents several challenges including the loss of human interaction and personalized attention towards students. The emotional support, tailored guidance, and individualized feedback that human teachers provide cannot be fully replicated by AI systems. AI’s inability to adapt to diverse learning mechanisms and lack of foster creative thinking are major negatives of using AI in school. Moving forward, it is crucial that humans are not taken out of the equation for education so that they are able to receive the personalized care that they need for their overall growth and academic success. IV. Data Privacy and Security Concerns The integration of artificial intelligence in education requires the collection and analysis of vast amounts of student data and information. While this data will be necessary to create personalized lesson plans for students, it also raises serious concerns regarding data privacy and security. Ensuring that student data is secured is crucial in order to protect student privacy, maintain trust within educational institutions, and prevent the potential misuse or breach of any of this information. AI systems often gather data including student demographics, academic performance, behavioral patterns, and more. This wide collection of personal information increases the risk of unauthorized access, data breaches, or potential misuse by third parties. For these reasons, it will be crucial that academic institutions have a robust privacy department to protect all student information. In breaking down the data breaches and potential privacy concerns, we can discuss several different examples that could negatively impact students. The first could be that the misuse of student data can have significant consequences including identity theft, cyberbullying, and exposure to inappropriate content. If student information is not securely and privately maintained, then many problems might arise. What is needed are stricter regulations, new policies, clear consent mechanisms, and transparency in data handling practices. To address some of these issues, institutions should implement robust data policies and safeguards to protect all students. This includes adopting encryption and secure data storage practices, conducting regular audits and assessments of AI systems, and providing clear guidelines on data access and usage. In addition, establishing ethical review boards and committees can help oversee the implementation and deployment of AI technologies, ensuring that they align with ethical principles and legal frameworks. Ongoing monitoring and auditing of AI systems will be crucial to identify and address potential vulnerabilities. Regular assessments should be conducted to ensure compliance with data protection regulations and ethical standards. Educational institutions must also establish protocols for promptly addressing data breaches and security incidents, including notifying affected parties and implementing measures to prevent future breaches. Another important aspect to consider is the potential for bias and discrimination to specific students based on the information that AI might collect. If AI algorithms collect biometric data, then they might perpetuate biases that are present in their algorithms. AI systems are trained on large datasets, and if these datasets contain biases, the algorithms can replicate and amplify those biases. This can lead to discriminatory outcomes in areas such as grading, recommendations, and educational opportunities. It will be paramount to ensure that the artificial intelligence algorithms are developed using diverse and inclusive training data, addressing any existing biases to ensure that all students are treated equitably. Moving forward, it will be necessary that institutions clearly define what information will be collected by AI systems as well as how that information will be utilized. It should be necessary that both parents and students provide consent to AI using all of this information and storing it. This transparency builds trust and allows individuals to make informed decisions about their privacy. Lastly, educating all students, teachers, and administrators about data privacy and security will be vital moving forward. Students should be informed of the importance of protecting their personal information and the risks of sharing that information online, while teachers and administrators should all receive training on data privacy practices. By promoting data literacy and cybersecurity awareness, educational institutions can empower individuals to take an active role in safeguarding their data. All of this training and information will be crucial to ensuring that AI is used to enhance the student’s learning experience in a positive way while keeping student information secure and safe. In conclusion, integrating artificial intelligence in education raises serious concerns regarding data privacy measures and security. Protecting the information of students should be prioritized to promote safety for students and maintain trust within educational institutions. Transparent and robust data practices and policies, informed consent, regular monitoring, and collaboration amongst all stakeholders will all be critical to protect and secure student information. Additionally, testing and evaluating algorithms will be important to eliminate any potential cases of bias or discrimination that could arise. All of these measures will be necessary and require successful implementation to protect the well-being of all students. V. Ethical Considerations and Bias Integrating artificial intelligence in education can raise some serious ethical considerations, specifically when thinking about bias. Bias has been largely discussed throughout this paper as it is a major issue that could have serious negative implications on students. Artificial intelligence algorithms are specifically created on evaluating vast datasets. If these datasets contain inherent biases, then the software can perpetuate these biases within educational settings, making it worse for many students. One major area of concern with regard to bias comes to grading and assignments. What happens if AI favors certain groups over others? If AI collects demographic information, it will have the capability to evaluate work based on these datasets, enhancing the likelihood for bias. This could have a significant impact on students from marginalized communities, confounding already existing disparities. Therefore, it will be critical to regularly audit artificial intelligence grading systems to detect and prevent any biases that might be already present or arise so that all students have equal opportunities. These biases could also be perpetuated by the lack of diverse personnel working on the development and training of the AI software systems. If those programming the AI software are not representative of the diversity of the student population, then the algorithms may not accurately address and understand the experiences, perspectives, and needs of the marginalized communities. Encouraging diversity among artificial intelligence teams will be necessary to address these issues and ensure biases are not present in educational settings. To address some of these ethical considerations, a multipronged approach will be needed. Ethical review boards and committees should be created and implemented within institutions to ensure adherence to any and all ethical policies and principles. These committees could serve to provide oversight, evaluate any potential risks and benefits, and make recommendations for the equitable use of artificial intelligence in education. Regular audits, transparency in algorithm design, and ongoing training on ethical considerations are essential components of this approach. These committees can also facilitate effective communication in terms of the goals, capabilities, and limitations of artificial intelligence systems to help manage expectations and foster trust among students and their families. Another ethical consideration is the potential impact on student autonomy. If artificial intelligence takes over for teachers and creates personalized lesson plans, then this can impact not only their current learning but also their future learning. If not structured correctly, AI can influence decision-making processes including course recommendations or career guidance. This could limit students in what they can explore for future careers, and could significantly interfere with their autonomy in making decisions for their future. It is important to ensure that students have the freedom to make informed decisions to pursue their own interests and aspirations. In summary, using artificial intelligence in educational institutions requires carefully evaluating ethical policies. Addressing biases, ensuring transparency, preserving student autonomy, and respecting data ownership and control are vital in creating an ethical framework for AI use in education. With the implementation of ethical committees, ethical challenges can be navigated and effectively managed. Addressing the possibility of bias in grading, the lack of diversity of AI in development, and the potential dehumanization of education are all major issues that need to be addressed. If AI is going to be implemented within educational systems, it will be important that all ethical considerations are considered to promote equitable learning environments. VI. The limitations of AI written works The following paragraphs will highlight some of the key limitations associated with AI written works. These limitations include the absence of emotional intelligence, the inability to provide opinions that are subjective, and tendencies to provide surface-level information when it comes to complex or higher-level topics. The following ChatGPT examples will illustrate some of the limitations of artificial intelligence in showing emotions, offering opinions, and the ability to deeply dive into complex subject matter. The first example shows the limitation of artificial intelligence to show any real emotion. This piece of writing from ChatGPT serves as a direct reminder that AI does not have the emotional capacity to connect with students. Development and growth of students requires that they receive the emotional and physical support that they need. AI has directly stated itself that it lacks the ability to accomplish this. Without the nurturing touch of human teachers, kids in educational settings will not grow up with the care that they need. This increases the importance of human educators who possess the empathy, understanding, and ability to connect with students on an emotional level. The unique abilities of human teachers to promote well-being and growth cannot be replaced by artificial intelligence, highlighting the irreplaceable role that human interactions have on young students. The second example shows the inability of artificial intelligence to provide opinions, which can be invaluable methods of learning. This writing sample from ChatGPT directly states that AI does not have the ability to state nor create personal opinions. While this may seem like a positive aspect of AI, where students will be presented with facts instead of opinions, it also takes away a major part of the learning experience. When students ask questions in class, they want to get an answer that is not just robotic and void of emotion. Additionally, not all questions in school are directly related to subject matter taught in class. Students want to get to know their teachers and form human connections with them. Without this critical aspect of learning, students will not receive the full experience that education should afford and become confined to what artificial intelligence tells them. The last example discusses the inability of AI to deeply evaluate topics of higher education. AI largely evaluates patterns within datasets without actually truly understanding what that data means. The following was too large to fit in one picture so it is as follows. My question: I am working on a public health issue for diabetics among the Pima American Indian tribe, how can I address this community's need for healthier food, proposing specific interventions. ChatGPT’s answer: I am a current Master’s student pursuing my degree in Public Health, so this is a topic from past work that I have done. While this is not an inherently bad response from ChatGPT, it is not a response that contains any real substance to it. This is a complex and higher-level question that requires knowledge about the group in question along with understanding the environment in which we may aim to help. This answer discusses generalities for ways to address diabetes among communities. It talks about new educational materials, private gardens, and cooking classes for the community to learn to create healthier versions of traditional dishes. These are all great suggestions for addressing diabetes generally, but it does not take into consideration the unique struggles experienced by the Pima community. The Pima are a community that largely suffer from high rates of diabetes due to lifestyle changes that started around 100 years ago. These were mostly facilitated through the Damming of the Gila River and the loss of water which was critical to the way the Pima community used to live. They used to rely on the flowing water that helped them grow their own food which helped enforce an active lifestyle and prevent the rise of diabetes. Now that this lifestyle has been taken away from them, they have been forced to buy unhealthy foods that come in to the few markets that they have available. This is an issue much wider than what can be obtained superficially from ChatGTP. This is why artificial intelligence software’s need to be carefully evaluated before being used at any higher education institutions. VII. Conclusion With artificial intelligence being brought into educational settings, it has brought with it several potentially negative implications as well. One major concern is the risk of the widening digital divide among students of all levels. AI tools require access to internet connections and smart devices in order to operate. Not all students have the same opportunities which can create disparities in educational opportunities. Students from disadvantaged backgrounds may lack access to these resources, exacerbating existing inequalities and further marginalizing them in the learning process. Another major drawback of relying on artificial intelligence in education is the loss of human interaction. Current teaching practices now emphasize a connection between students and teachers with face-to-face interactions. This allows for teachers to understand their students’ strengths, weaknesses, and motivations so that they can better help them succeed. This is not something that AI tools have the ability to do. They cannot empathize or provide the emotional support that humans can offer within classrooms. Another drawback of artificial intelligence is that it raises concerns about data privacy and security. Educational systems using AI can collect wide amounts of student information which is susceptible to breaches, hacking, and misuse. Additionally, AI algorithms may perpetuate bias and discrimination leading to unequal treatment for students based on race, gender, socioeconomic background, culture, and more. In conclusion, while artificial intelligence tools may have the ability to revolutionize educational institutions, it is necessary to acknowledge its flaws. The widening of the digital divide, the loss of human interaction in schools, and concerns about data privacy are all negatives that need to be carefully evaluated to ensure equitable use of AI in education. It will also be important to evaluate whether or not artificial intelligence tools can adequately interpret and understand the information that it shares. At this moment in time, it has been observed that AI does not possess the means to perform high level thinking noremotions. In all, while artificial intelligence might have several positives to it, there are many negatives associated with its use within educational settings that need to be carefully evaluated before it can ever be implemented successfully. VIII. Sources AFRIKTA Team. “10 Negative Effects of Artificial Intelligence in Education.” AFRIKTA, 12 Apr. 2023, afrikta.com/10-negative-effects-of-artificial-intelligence-in-education/#:~:text=10%20Negative%20Effects%20of%20Artificial%20Intelligence%20in%20Education. Alkaissi, H., & McFarlane, S. I. (2023). Artificial Hallucinations in ChatGPT: Implications in Scientific Writing. Cureus, 15(2). https://doi.org/10.7759/cureus.35179 Bogost, I. (2022). 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At SASA, we are always looking for ways to connect the ancient with the present, making history feel relevant and engaging in today's world. The Inspire Campaign  is all about bridging this gap—bringing art, classics, and other fascinating aspects of the past into everyday conversations, making them accessible and exciting for everyone. Started by SASA’s Summer Interns, the Inspire Campaign makes use of social media to inspire curiosity, engagement, education and enjoyment with and from the Ancient World. It focuses on digital outreach and makes use of social media platforms to inspire a new generation of enthusiasts in the richness of the ancient world.  We spoke with Nithya Sevugan, an intern at SASA’s Inspire Campaign. Nithya, an art history and ancient studies enthusiast, is engaged in creating catchy content that appeals to the younger audience. As an individual passionate about SASA’s mission, Nithya uses her skills to create social media posts about ancient facts from different parts of the world. For example, her first post is about an ancient sculpture from the Indus Valley Civilization known as The Dancing Girl of Mohenjo Daro. The Dancing Girl of Mohenjo Daro, Bronze Statue c. 2300-1750 BCE, New Delhi Museum, Delhi The Inspire Campaign functions under different categories. ‘The category I chose was Pop Culture. The movie Mohenjo Daro  is a Bollywood hit starring actors Hrithik Roshan and Pooja Hegde. I immediately knew if I connected how the artifact I am showing is from the civilization depicted in the movie, younger generations will relate to it better and be interested to learn more about it.’, says Nithya. Starting with introductory categories like What’s that Artifact? to intriguing ones like The Ancient Kitchen, the Campaign tries to bring the ancient world to your fingertips. Under the Ancient Anime category, the campaign talks about the world’s most popular form of entertainment and how it uses various popular myths. Ancient FanFiction is another category that discusses ancient events, objects and people. Inspire Campaign on Instagram, posted 2nd March, 2025 Nithya believes that using social media has allowed her to promote content to Gen Z and Gen Alpha about things that are not really taught extensively at school. She hopes that through the content that they put out, they will be able to inspire people to look up information regarding ancient rituals, culture, sites, and sculptures. For her, the most rewarding part of the experience has been in collaborating with her team in creating content that resonates with the modern audience. Nithya looks forward to continuing on her journey with the Campaign! Nithya and the Inspire Team have only scratched the surface of this new initiative. Follow them on Instagram , LinkedIn and Bluesky  as they bring exciting new information right into your feed! Learn more about SASA’s Inspire Campaign here !

Education is the single most powerful tool that can help us change the world. Since 2018, we come together on 24th January to honour the role of education in fostering peace and development in our society. This year, the International Day of Education focused on AI, under the theme AI and education: Preserving human agency in a world of automation . At SASA, we’re focusing on something more important: the decline of interest in ancient studies - but these two topics might not be as separate as you might think. As technology advances, and modern education integrates AI models and digital programmes into the curriculum, let us remember that the past is not an ancient relic, it is an important part of who we are and where we come from.  To think about ancient studies in the context of this year's theme of AI literacy might lead to some interesting results. In a time when students rush to learn digital technologies, and when universities push for lucrative STEM courses, it would do well for us to use what we know about AI to help us learn more about our past.  We need to get past the distinct divide between science and humanities and try to have a mutually beneficial relationship between the two. As AI powered systems become more advanced, it would be useful to apply the benefits of AI and other digital tools to archive ancient languages, document heritage, digitize manuscripts and record any data that might be at the risk of being forgotten. Doing so will not only make sure that our heritage is preserved but can also bring valuable data to audiences in interactive forms.  Fields like Archaeology, Ancient Languages, History and Philosophy are not stuck in the past. With the number of myth-fic movies that are coming up, and our general affinity for all things historic, it might seem like ancient studies are thriving now more than ever. However, the truth is that we are at an all- time low when it comes to scholarly interests in ancient studies. For a more numerical view on things, take a look at the data from SASA’s research. Data Source: David Goldberg, Dennis Looney, and Natalia Lusin, "Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2013," Modern Language Association, February 2015, p. 2 All the charts point at one thing: lesser and lesser people are enrolling themselves into programs studying ancient cultures, and we need to do something about it. Instead of viewing the ancient world as something that belongs just to the past, we must realize that it is very relevant in the present time as well. Think about the last time you read about democracy, or last the time you had ginger and turmeric to help with stress and anxiety- these traditions originated in ancient Greece and ancient India and are still very much in use. Therefore, to think that ancient studies have no place in the modern world would surely be a mistake. That is why the decline in interest is troubling: if we do nothing about it, we risk losing our cultural heritage to time.  Education is not just about preparing oneself for the workforce- it is about learning how to make use of our abilities to bring about a positive effect in the world. As we reflect on this International Day of Education, let’s take a moment to appreciate and stay connected to our roots!

Around 14 miles southeast of Naples, Italy, lies the once-grand city of Pompeii. Not far away stands Mount Vesuvius, the mountain that showered volcanic debris all over Pompeii on 24th August 79 CE, effectively burying the luxurious city under a thick layer of ash, rocks and pumice and freeing it in time. Years after the eruption and the destruction of both Pompeii and Herculaneum, archaeologists and historians have carried out excavations to reveal many intricate details about this ancient city. Pompeii has always remained alive in our collective memory through the many movies and stories that have been created based on it. Today, almost 2000 years later, we are still trying to find out more about Pompeii and life as it was then.  Here’s what we know so far:  The Pompeii ruins were first discovered in the late 16th century by architect Domenico Fontana. In 1763, we found an inscription that identified the site as Pompeii. By the 1990s, two-thirds of the city had been excavated. In 2025, excavations are ongoing and we still have much left to discover. Most recently, researchers have unearthed a large private thermal complex from the Regio IX section of Pompeii.  A picture released by the Pompeii Archeological Park Press Office, Friday January 17th, showing a private bathhouse recently discovered in the Pompeii Archeological Site (Archeological Park of Pompeii Press Office Via AP, HO). “We have here perhaps the largest thermal complex in a private house in Pompeii,” said Gabriel Zuchtriegel, director of the Pompeii archaeological park. “The members of the ruling class of Pompeii set up enormous spaces in their homes to host banquets.” These private bath houses were well decorated with elaborate mosaics and spa-like facilities. Having a luxurious bath allowed them to host public gatherings to discuss matters of state importance, and in the process display their belongings. These bathhouses tell us about the day-to-day practices at Pompeii.  Additionally, in the Salerno province in Italy, researchers have uncovered footprints of Pompeii and Herculaneum citizens trying to escape the Mount Vesuvius eruptions. These footprints possibly belong to men, women, children and livestock- some barefoot, some wearing footwear- as they tried to escape. Along with this, further excavations revealed the remains of an ancient village and the community, including pottery, plates and other structured ceramics. What started as a part of a gas pipeline project ended up providing much information regarding this ancient settlement.  Even after nearly two millennia since Mount Vesuvius buried Pompeii, discoveries continue to emerge, proving that the study of ancient civilizations is far from obsolete. Each excavation uncovers new details about the city's social, cultural, and political life, reinforcing the relevance of historical research. As archaeologists piece together Pompeii’s past, these findings not only deepen our understanding of ancient societies but also highlight how history continues to shape our present.

On July 21st-22nd, 2024, SASA held its fourth annual virtual conference, Opening the Ancient World . This free, live-streamed conference brought together scholars from around the world to present where they may not otherwise have the chance and support independent researchers worldwide. With the theme Representations of the Past in Ancient and Modern Times,  chosen to expand upon the growing idea of the reception of the ancient world, the conference aimed to  broaden the idea of reception achieving this with an interdisciplinary exploration of how different societies across time have interacted with their historical roots.  Across the two days of live-streaming, with the help of SASA’s partners, 25 individual talks were held with a combined attendance of 24,000 people attending the conference. SASA was able to support a wide range of diversity in this audience with individuals tuning in across the world from Australia to France, India to the United States. This diversity extended through to education level and age with an age range of 13-60+ and education ranging from High School diplomas to PhDs.  One of the partners who helped make this event possible was the New Classicist s , an online academically peer reviewed journal aimed at providing a publication platform for postgraduate students and early career researchers in fields related to antiquity. Funded and supported by the Institute of Classical Studies at the School of Advanced Study, University of London, and publishing both continual articles and yearly complete issues this is a vital resource for those interested in the ancient world.  SASA is excited to announce that we are working with the New Classicists to create a special edition journal after the success of this year's conference, giving our amazing speakers the chance to expand on the work already done for the conference and further the goal of the conference to reach more people. Set to be published at the end of 2025 and with a majority of the speakers from the conference already expressing interest in this brilliant opportunity, the edition is shaping up to be a brilliant example of SASA’s work to bring more people to the forefront of this conversation. Further SASA is taking an active role in the edition of this work with SASA’S David Danzig, Julie Levy, and Anh Nguyen thrilled to be working with the team at New Classicists towards this completion of the journal.   SASA would like to also thank the other partners who helped make this event, and now this publication possible. Each of these organizations; Digital Hammurabi, Voices of Ancient Egypt, World History Encyclopedia, World of Antiquity, Per-Hay Studio, History in 5 minutes, and History with Kayleigh have been crucial in their help advertising and streaming the conference. And, with the generous grant from the Wenner-Gren Foundation, SASA was able to reach a more diverse audience with the inclusion of live interpretation during the conference in both Spanish and Arabic. Without such crucial help, SASA would not have been able to reach our record breaking audience, helping to spread the message of ancient studies across the world and would not be able to expand this reach further with this amazing opportunity.  So, keep your eyes peeled for updates and more information to come in the new year and beyond!

We at SASA are joined in our mission to preserve and promote the study of ancient cultures and materials. A vital group in our work towards this is the interns who support each of our teams, and gain valuable experience while getting the opportunity to support this important cause. With tasks ranging from writing blogs to researching, from writing grant proposals to content creation, they support all aspects of SASA. We are honored to have them as part of our team.  As we approach December, we also approach the change over point for our interns. We thank the Fall interns who have supported us from August and get ready to welcome the Spring interns who will be joining us in January. We thought it would be a perfect time to share some of the insights and behind the scenes snippets to help inform those interested in joining our teams.  To do this we have invited some of our current Fall interns to answer a few questions about their experiences and give their seasoned advice from their time working with us.  1. What do you do as an Intern for your team?   “As a grant writing intern for SASA, I research and identify potential funding opportunities that align with SASA’s mission to promote ancient studies and cultural preservation. I also work on drafting and submitting grant proposals, highlighting our goals and achievements, including recent grants won, such as Delmas, Spotlight, and Wenner Gren. My role involves collaborating with team members to refine application strategies, ensuring each proposal meets the requirements and effectively communicates SASA’s vision.”  - Jayona Griffin, Grant Writing   2. How do you feel this internship will support your future career / education?  “The internship supports my career and education through gaining the knowledge of learning different educational methods. I am hoping to teach within the academic field of archaeology over the next couple of years. The internship also allows me to learn how archae-gaming is incorporated within archaeology since it is a very new area of study. I believe archaeo-gaming will have a huge impact within the research and teaching within universities. To add, I am having the opportunity to learn about different regions of the world, which I have never researched and conducted work on. My area of study is Mesoamerica, Turkey and the United States.”  - Asli Erem, Archeo-Gaming 3. What would you tell someone interested in this opportunity? Would you recommend it? “I would definitely recommend this opportunity to someone who is interested. I did not know much about SASA when I applied, and I have found this internship to be very interesting, and I would definitely recommend it. It is a great learning opportunity that I would recommend.” - Madaline Wiesbeker, Inspire 4. What has been your favorite / most memorable experience in SASA so far? “My favorite experience in SASA so far has been watching my own growing interest in ancient studies. As a child, the exposure to ancient studies I had was limited to fictional books delving into mythology. Prior to starting this internship, I had just taken a class centered around archeo-gaming. It was almost as if I had applied to join the INSPIRE team at the perfect point. Throughout this internship, I’ve immersed myself in researching, creating content, and gained a deeper appreciation for the complexities and relevance of ancient civilizations. I find myself sharing facts and information with those around me in my life on the daily. It’s been incredibly fulfilling to expand my understanding of the world today by throwing myself into the stories of the past.” - Kimberly Baldwin, Inspire   5. Have you got any advice for people interested in applying?  “Just go for it! I was nervous about not knowing enough about social media or ancient history, but I definitely did, and everyone is so willing to teach and help you learn. The interview was so friendly and inviting, and the onboarding process made it really easy to know what I was doing and how to start. I tell everyone I know about SASA because I think it is one of the most rewarding experiences I have had so far, especially as a student studying the Ancient World. It has allowed me to work on something I’m really passionate about!” -  Agnes Tate, Social Media  If this has sparked your interest and you would like to get involved, apply here  for a position on the team as a Spring intern on one of our teams supporting the continuation of studies in the ancient world!  We would like to  take this time to thank our Fall interns, both those who will be leaving us soon and those who are staying on as volunteers. We at SASA are grateful for all the hard work they have put in this semester across the teams and to those who were able to answer these questions.  We look forward to the next season of SASA and our continued growth!

SASA volunteers are set to present at the upcoming American Schools of Overseas Research (ASOR) annual meeting taking place from November 20th through the 23rd. Among these volunteers, Frederick Winter's, one of SASA’s ambassadors, contributions stand out as he prepares to delve deep into the intricate relationship between popular art and perceived threats during the interaction of European Celts with the Hellenistic Kingdoms. Winter will not only share his insights during the conference but will also lead a workshop on "Repatriation in the Global Context - Georgian" and shed light on "Repatriation Complications: Giving It Back Isn’t Always Simple." This exploration of repatriation complexities adds a nuanced layer to the discourse surrounding cultural heritage. David Danzig, SASA’s Executive Director, will be presenting his analysis on “Babylonian traditional religious culture in Classical and Late Antiquity.” By shedding light on the continuities and transformations within this ancient civilization, Danzig's work contributes to a better understanding of the religious dynamics that shaped Babylonian society over time. Sarah Richardson, a team leader on our outreach team, will be showcasing her expertise in the archaeology of the Southern Levant at the ASOR conference. As both a chair and presenter, Richardson's contributions to the sessions are expected to bring depth and insight to the discussions. Her involvement in Archaeology of the Southern Levant I, II, and III highlights her commitment to amplifying academic discourse with her knowledge and experience.  Kate Minniti will be presenting on the Digging Up Data workshop at ASOR, focusing on "A Monstrous Compendium: A Database of Egyptian ‘Monsters’ in Video Games." This presentation will offer a unique perspective on how ancient themes are incorporated into modern media and cultural artifacts. As part of SASA’s commitment to education, there will be an opportunity to view our poster showcasing our innovative archaeogaming education programs for undergraduate level students throughout this three day conference. These programs have been made possible through the generous support of the National Endowment for the Humanities, highlighting SASA's dedication to fostering interest in ancient studies among the younger generation. SASA will also be holding a round table meeting on Thursday, November 21st, from 12:45-2 pm EST, with a focus on "Including Non-Academic Professionals and the Public in the Ancient Studies Community." The roundtable discussion will aim to explore pathways for maintaining engagement with individuals who have studied ancient studies and wish to stay connected to the intellectual community, regardless of their career paths. By fostering dialogue and sharing strategies for maintaining community and engagement, the round table seeks to build a network of support and learning for individuals passionate about ancient studies across various career paths. The roundtable will be hosted by the Executive Director of SASA, David Danzig, alongside organizational ambassadors, Barbara Porter, Chuck Jones, and Fred Winters. At SASA, we are dedicated to fostering connections within the ancient studies community, not only through our own initiatives but by collaborating with others who share our commitment to preserving and expanding access to knowledge. We believe that by working together, we can strengthen networks of support for and engagement with those passionate about ancient studies throughout their lives. We look forward to seeing you there and spreading awareness for ancient studies together!

Saving Ancient Studies Alliance (SASA) is proud to have been awarded an honorable mention in the NJCH Katz Prize for Humanities Outreach Projects in New Jersey. We are thrilled to have been recognized for our outstanding Archaeogaming Education Program, which has been developed with support by New Jersey Council for Humanities (NJCH). The NJCH Katz prize, established in celebration of the Council's 50th founding anniversary and in tribute to the esteemed scholar and longtime NJCH board member Stan Katz, aims to acknowledge and celebrate a New Jersey-based organization that has showcased notable commitment and influence in recent community-focused public humanities initiatives within the state. This prestigious award serves as a recognition of significant contributions to the public humanities landscape, reflecting dedication, impact, and meaningful engagement with diverse communities across New Jersey. Kickstarted with support from NJCH in 2021 and bolstered with additional funding in 2023, SASA has been dedicated to targeting middle school educational settings in New Jersey through the innovative concept of Archaeogaming, which involves using commercial video games as an educational tool to teach ancient history and cultures.  Our program provides polished engaging videos and supplemental materials that cater to a wide range of students and teachers. By bridging the gap between the past and present in a creative way, SASA helps educators leverage media that resonate with young students to enhance their learning experience. Since 2023, our program has made a significant impact in classrooms not only in NJ but across the United States and abroad. We have developed six Archaeogaming modules (AEMs), each supporting a different lesson on ancient studies. And thanks to the success of our initiatives, SASA was recently awarded an NEH grant to further expand our reach to the undergraduate level. By offering free, easily accessible, and implementable materials, we support excellent and engaging teaching in underserved schools. The positive feedback we have received confirms that incorporating video game elements into education not only captures students' attention but also fosters familiarity and engagement. Our AEMs have successfully immersed thousands of students in learning about the ancient world, demonstrating the program's effectiveness in making ancient studies more accessible and inclusive. By nurturing communities of learning in schools, SASA is proud to provide educators with the tools to empower students to explore historical concepts with empathy, inclusivity, and a deeper understanding of different cultures. We are honored to be acknowledged for our commitment to advancing humanities and ancient studies in schools across New Jersey and beyond. Link to SASA's Honorable Mention: https://njhumanities.org/katz-prize/#morven

As a member of the SASA community, you may have heard whispers about our new and improved benefits for our supporters. As a non-profit organization, SASA is grateful for the support of our community who help us run our events and bring those already involved in the world of ancient studies together.   Because of the continued generosity of our community we wanted to change our benefits to make sure we are giving back to our community. Don’t worry! Existing members of the community who do not contribute financially are not going to lose out on the features you have gotten used to, the monthly newsletter and all educational levels will stay completely free and accessible to everyone.   To spice up the levels of support, we’re introducing ancient artisan giving levels. What does this mean? Well, each level that you are able to support, named after different artisanal bases, entitles you to different levels of benefits.  Here is the list of the new benefit tiers Starting with our Wood Carvers , supporting $5-$9.99 a month, will have their names listed on our patrons list and gain access to the Wood Carver donor events.  The next tier is the Stone Hewers , supporting with $10-$14.99 a month, who will have their names listed on our patrons list and access to this tier’s donor events, a 5% discount on SASA’s merchandise and downloadable backgrounds at no extra cost.  Our third level is the Bronzesmiths , who give $15-$24.99 a month, who receive their names listed on our patrons list and access to the Bronze smith donor events, a 10% discount on SASA’s merchandise and downloadable backgrounds at no extra cost.  The fourth tier is the Ironsmiths , giving $25-$49.99 a month, who receive their names listed on our patrons list and access to all of the  donor events, a 15% discount on SASA’s merchandise and downloadable backgrounds at no extra cost.  Next is the Silversmiths , supporting $50-$74.99 a month, who receive their names listed first on our patrons list and access to all of the donor events, a 15% discount on SASA’s merchandise, access to donor specific packages and a personalized thank you letter. They also receive exclusive access to Roundtable Discussions in which they can meet with our founder David Danzig to discuss thoughts and aspirations for Ancient Studies.  The final level of giving is the SASA League Member , who gives $75 onwards. Named after the historic Amphictyonic League formed by several Greek city-states sworn to protect the Delphic Oracle. In this giving level, you pledge to join SASA on its mission to protect Ancient Studies as an official league-member! You will receive a personalized letter of thanks from one of our leaders, firsthand access to all events, and the ability to work closely with our team in efforts to expand outreach. Your name and title at the top of the Patrons list on the Donation page. Also you’ll get access to a 20% discount on SASA merchandise and the donor packages in the Bazaar. As a sneak peek of some of these awesome donor exclusives here’s a few examples of what we will be hosting. From a pictionary night to a scavenger hunt, headline or headlie to a tabletop RPG, SASA’s new exclusive events have something for everyone. Whether you’re a donating SASA supporter or one of the valued members of our flourishing community who give their time to this cause, which has united us across the world, SASA would like to thank you for your ongoing support and hopes that you will continue to support us as we expand and are able to reach more people in our goal to make ancient studies accessible to all. See how you can become a SASA Supporter today! Want more information? Click here to find out what SASA does with your donations Click here for a book from our Book Club Events! Click here for The Bazar!

On July 21st-22nd, 2024, SASA held its fourth annual virtual conference, Opening the Ancient world . This free, live-streamed conference brings together scholars from around the world to present where they may not otherwise have the chance and support independent researchers worldwide. Across the two days of live-streaming, with the help of SASA’s partners, 25 individual talks were held with a combined attendance of 24,000 people attending the conference. SASA was able to support a wide range of diversity in this audience with individuals tuning in across the world from Australia to India, France to the United States. This diversity extended through to education level and age with an age range of 13-60+ and education ranging from High School diplomas to PhDs.  The success of this event would not have been possible without the support of SASA’s partners. Each of these organizations; Digital Hammurabi, Voices of Ancient Egypt, World History Encyclopedia, World of Antiquity, Per-Hay Studio, History in 5 minutes, History with Kayleigh, and New Classicists have been crucial in their help advertising and streaming the conference. And, with the generous grant from the Wenner-Gren Foundation, SASA was able to reach a more diverse audience with the inclusion of live interpretation during the conference in both Spanish and Arabic. This year's theme was “Representations of the Past in Ancient and Modern Times,”  chosen to expand upon the growing idea of ‘the reception of the ancient world’. A discipline with its roots in the 1980s, ‘Reception Theory,’  which refers to the relationship between the ancient and modern and the extent to which the more modern ideas of the ancient are influenced by their own social constructs and content rather than the material from the ancient world itself. This conference aims to broaden the idea of reception, taking a step back from the Western and Colonial interpretations and towards a more universal understanding, achieving this with an interdisciplinary exploration of how different societies across time have interacted with their historical roots.  The 25 presenters SASA welcomed this year came from a variety of both scholarly adjacent and more separate backgrounds, all devoting a portion of their personal time to pursuing scholarship. The virtual nature of the conference allowed SASA to host speakers from across the world, with this year's conference supporting presenters from the United States, Canada, Sudan, Germany, the Netherlands, the United Kingdom, Italy, Jordan, Iran, India, and New Zealand. The conference was divided into 5 sessions, each providing insights on representations of the past through different periods of ancient and modern times and different cultures, including but not limited to Ancient Mayans, Indians, Greeks, Egyptians, Mesopotamians, Iranians, and Sudanese persons. The five sections were Modern Projects on the Past, Mythology and Religion Over Time, Kinship Narratives, Art and Aesthetics, and Recontextualizing Ancient Poetry.  The Keynote Speakers:   The three keynote speakers, Dr. Martha Tepepa Covarrubias, Dr. Laura Castro Royo and Dr. Marian Feldman, discussed topics in their presentations ranging from the changing portrayal of Achaemenid Culture in modern media, the shift in representations of the Maya and the reception of Akkadian period royal monuments in Mesopotamia.  Dr. Martha Tepepa Covarrubias:  a current professor at Western Connecticut State University who holds an MA in Cultural Anthropology from Columbia University (New York), as well as a PhD in Urban Environmental Studies from El Colegio de México (Mexico City).  Spoke on:  Shifting Representations of the Maya Dr. Laura Castro Royo:  an Art Historian with an MA in Medieval Studies from the Universidad Complutense de Madrid and a PhD from the School of Art History and School of Modern Languages, University of St Andrews (Scotland). She is also the Director of the online public project ‘Las Plumas de Simurgh (Mesopotamia and Iran)’. Spoke on: Under the Shadow of the Huma: Representations of the Achaemenid Culture in Modern Media Prof. Marian Feldman:  Currently a professor at Johns Hopkins University who received a PhD in Art History at Harvard University in Near Eastern Art. Additionally, she holds the W.A. Collins Vickers Chair in Archaeology, a position she has held since 2018.  Spoke on: The Display and Reception of Akkadian Period (c. 2350-2150 BCE) Royal Monuments in Later Mesopotamian History Partners:  SASA were honored to have been supported this year by our partners who have made this conference possible. Digital Hammurabi ( Website , YouTube  )  Voices of Ancient Egypt ( Website )  World History Encyclopedia ( Website , YouTube , Instagram )     World of Antiquity ( YouTube )  Per-Hay Studio ( YouTube )  History in 5 minutes ( YouTube ) History with Kayleigh ( YouTube , Instagram ) New Classicists ( Website ) SASA would like to thank everyone who tuned in to this year's virtual conference and invites you to catch up on any sessions you have missed via the 2024 Virtual conference  playlist, to join us at next year's conference in the summer of 2025 and to check out our many free public events across the year.  Want to find out more? 2024 Conference Report: 2024 Opening the Ancient World Conference Report   Watch recordings of any of the sessions from the Virtual Conference:  2024 Virtual Conference

Through accessible and engaging history, SASA aims to reignite passions for ancient research. It would not be possible to achieve this goal without the work of our team members. We would like to take this moment to celebrate the work of Alexander Vandewalle who recently received his PhD. Alex lives in Belgium and has been co-leading the Achaeogaming Live team since 2021. .For the past three years, he’s been organizing, and executing the quasi-weekly livestreams on SASA's Twitch channel. He obtained a MA in Linguistics and Literature: Latin & Greek from Ghent University, and a MSc in Film Studies and Visual Culture from the University of Antwerp, where he wrote a thesis on the narrative coherence of the so-called 'cinematic universe' technique in contemporary superhero fiction. He started his PhD research at both of those universities in November 2020 and completed it in September 2024. His dissertation focused on the reception of Greco-Roman mythological characters in video games. Approaching the topic via the lens of characterization, which is the ascription of character traits to the textual entities that we call characters. The first stage of research conceptualized how something like characterization could operate in games, which resulted in a published framework of characterization cues in video games. This framework was applied to a corpus of Greco-Roman mythological video games, to show how different games use different methods or modes of mythology reception to characterize Greek gods and heroes. Alex examined how players participate in the characterization process, such as the choices players make and why. as well as different types of developer motivations that go into the design process of mythological characters. Starting his dissertation during the pandemic meant that online community was even more important for gaining a sense of community. The inherently digital nature of his research had already translated itself into a number of virtual environments with like-minded people. There was a struggle in finding the right balance between the ancient and modern aspects of the thesis: studying classical reception in video games means that you need to persuade those with backgrounds in game studies as well as those in the Classics. Convincing people that games are worthy of academic investigation was another challenge, since games have acquired a reputation for being a waste of time. Alex will be working with media that he finds compelling and has a broader relevance to our world. He enjoys combining the media he loves with sustained academic inquiry, and to explore what these media do, are, and mean in our society. He will be starting a three-year postdoc project that will allow him to work on these questions in depth. Alex started a database in 2020 ( www.paizomen.com ) that introduces its users to games set in ancient Greece and Rome, and he has a chapter coming out that details the study of the ancient world in video games to help readers get a grasp of the field. He is currently creating larger structures to support the study of games at his school. All of us at SASA wish Alexander the best of luck in his next endeavor's. And we'll be looking forward to seeing what he accomplishes next.