James A Capreedy

James A. Capreedy is Associate Professor of Greek and Roman Studies at Hobart and William Smith Colleges, where he has been a faculty member since 2009. He holds a Ph.D. from the University of British Columbia, an M.A. from Tufts University, and a B.A. from Hamilton College. His academic work bridges classical philology, ancient historiography, and digital pedagogy.

• Ph.D., The University of British Columbia
• M.A., Tufts University
• B.A., Hamilton College

His research centers on Ancient Greek alliances, particularly the dynamics between smaller coalitions and larger hegemonic powers like Sparta’s Peloponnesian League. He is especially interested in how regional alliances served as stepping stones toward autonomy. A major focus of his work is Xenophon’s biography of King Agesilaos, which he analyzes through the lenses of encomium, historiography, and political ideology.

Capreedy is a pioneer in integrating geospatial technologies into classical education. His project, The Nearchus Project, promotes the use of instructor-led mapping tools and GIS to enhance students’ understanding of ancient geography and history. His recent publications and conference presentations reflect a strong commitment to digital pedagogy and innovative teaching methodologies in Classics.

His scholarly output shows a consistent trend toward interdisciplinary research, combining textual analysis with spatial and political theory. The articles span topics in ancient political history, alliance structures, and educational technology, demonstrating both depth in classical scholarship and forward-thinking in pedagogical application.

• “Technology, Maps, and Teaching Ancient History,” NECJ 42.3 (2015)
• “Losing Confidence in Sparta: The Creation of the Mantinean Symmachy,” Greek, Roman, and Byzantine Studies 54 n.3 (2014)
• “A League within a League: The Preservation of the Elean Symmachy,” Classical World 101.4 (2008)

Capreedy has presented his research at prominent academic conferences including the Classical Association of the Atlantic States (CAAS), the Classical Association of the Mid, West and South (CAMWS), and the Society of Classical Studies (formerly APA/AIA). While no formal advising or grant information is available in the text, his leadership in digital pedagogy suggests active engagement in curriculum development and educational innovation.

He leads The Nearchus Project, a web-based mapping application (www.nearchus.org), which serves as a digital platform for integrating geographic visualization into the teaching of ancient history. This initiative reflects his broader mission to make classical studies more accessible and engaging through technology.