Author: claremontdh

Alex Juhasz’s DH Story: An Invitation

In the Summer of 2014, I agreed to helm the Mellon Digital Humanities grant awarded to the Claremont Colleges. I had not authored the grant application (this effort was led by my colleague Jacque Wernimont, now at ASU), so first I read it to ascertain that I could shepherd its several categories of support in good faith. More importantly, I needed to evaluate my own comfort level with becoming a face of DH in/for Claremont, again obviously something I decided to take on, but in this case with a more complex back-story (my DH story below), one I am about to unroll here in hopes that it might prove illuminating for those who are in the earlier stages of developing their own (this prosthelytizing, or at least tutoring about DH being obviously one of my main roles as grant administrator, and of DH itself).

I have an open-hearted, big-tent approach to the digital humanities whereby I believe that all humanists are most likely digital, only they don’t know it or don’t want to know it. By this I mean they are probably using digital methods in their teaching, research or publication and/or they are considering the digital, as humanists in their teaching, research or publication, but perhaps they are not fully aware of or interested in the conversations in the newly developing field of DH that applies to said activities.

Given that every humanist is a digital humanist in that they probably email, read and watch things online, use the Internet for their teaching, and/or use digital machines to record, store, write, and publish, what use could such a completely capacious definition serve? As far as the grant is concerned, I’d suggest there are two important outcomes from such openness. And then, as far as my own DH story, I’ll add a few more. Here in Claremont (and across the humanities), a generous DH allows for:

  • new opportunities for inter-disciplinary and trans-disciplinary connections and collaborations in relation to themes, methods, tools, and outcomes
  • new opportunities for funding, publishing, teaching, and other professional possibilities connected to a growing interest in DH in a time of humanities scarcity
  • new opportunities to learn, refine, and question digital possibilities within our worklife as humanists, and as citizens of academia and the world

My own DH story suggests that such opportunities are stimulating and generative. I came to DH a doubter; or better said, it came to me. In a 2009 blog post entitled, “Digital Humanities,” I wrote:

Tara McPherson asked of us our relation to the term “digital humanities,” and I said I had always thought of myself as a media scholar, artist, and activist but would be pleased to also take on this newer title. However, after spending a few days amongst digital humanists of various home disciplinary stripes, I believe that this inter-disciplinary field holds much in common with earlier practices enabled through the work of scholars who have pressed at the intersections of academia and art and/or activism.

Shortly thereafter, and with McPherson’s help and that of the Vector‘s team at USC (and more Mellon and also NEH funding), I built and then published my born-digital, free, online “video-bookLearning from YouTube (MIT Press, 2010). That publication led to many more “DH” possibilities. I was invited to write, present, interact, and challenge the digital themes and methods raised by that project in that it critically considered and also used digital platforms and tools for teaching, writing, research, and publication. While my more longstanding homes in Media Studies, feminist and queer studies, and activist academia certainly embraced this new project, I found that invigorating conversations about critical or activist Internet studies were as often as not happening around the edges of DH. In fact, I’d suggest that librarians and people in Rhetoric have been at this for much longer than most of us other humanists and I really enjoyed the conversations I was having as a “DH” person with many people who I was meeting in these fields through DH.

Since then, I’ve engaged in any number of projects I’ll gladly call DH (and other things)—if it will have me—that further situate my teaching, research, and writing at what I hope are the most critical edges of the Internet (often tipping off, I must admit):

  • I taught Learning from YouTube for the fourth time this Spring, and I had hoped to add a practicum where some of my Claremont students would have taken the class with ten inmates at Norco California Rehabilitation Center as part of the larger Prison Education Project (hence the tipping off I spoke of above), thereby challenging our understandings of the power, relevance, and reach of YouTube (and the Internet more broadly) given that some of the students in the class would have been denied access to the web as an integral feature of  of their punishment. While this was cancelled by the Prison at the last minute, I ended up writing about the relations between social (in)justice and social media twice at a site called Lady Justice. And the class allowed me to refine my on-going thinking about new and social media and feminism.
  • FemTechNet, which I co-facilitated with Anne Balsamo during its inception in 2012, is an international collective of artists, activists, academics, librarians, technologists and students that has conceived and successfully run the DOCC (Distributed Open Collaborative Course), a feminist rethinking of the MOOC (Massive Open Online Class). I have taught the DOCC twice to Claremont students.
  • My current research project is Ev-Ent-Anglement: an experiment in a digital embodied collective feminist media praxis committed to intentionaly recutting the fragments of ourselves otherwise strewn willy-nilly across the Internet.
  • I have taught Visual Research Methods every year at Claremont Graduate University since 2011, where graduate students across several humanities disciplines learn how to “provide a theoretical and historical background for considering three scholarly traditions—from the arts, humanities, and social sciences—that research about and/or with visualization tools (cameras; digital media) and/or visual objects (art, photography, film, video, digital media).” See this blog post where students in the second iteration of the course define DH. That year I added the really useful (and available online for free) anthology Debates in the Digital Humanities (Matthew Gold, ed.). I highly advise it for doubters or newcomers.
  • My class, linked site, and public performance, Feminist Online Spaces, attempts to “build and link principled sites in collaboration.” It builds from my criticism of YouTube (a corporate enterainment platform that we’ve been given for free) to imagine, interrogate, and inhabit other kinds of Internet spaces and communities, especially those built outside the dominant logics of corporate capitalism.
  • And of course, I blog here and elsewhere, and have since 2007: an integral part of my digital life, and one I require of my grad students in VRM (to build and write an “academic blog” among other digital things).

Over the next four years of the DH@CC grant I look forward to hearing the DH Stories of many of you here in Claremont, and those we will meet elsewhere. And I use this blog post as an invitation to hear your Claremont DH stories.


Hackfest at Ottawa: DHBenelux 2015

Dear colleagues,
Please find enclosed a series of announcements concerning the upcoming DH
Benelux conference (8-9 June 2015 in Antwerp, Belgium), including links to
the conference¹s preliminary program and registration form, more information
on our bursaries for early career scholars, etc.
Preliminary Program
It is with great pleasure that we announce the preliminary program for
DHBenelux 2015. You will find the program on the conference's website: Please note that this is the
*preliminary* program, subject to changes.
We were very excited to welcome many great contributions of high quality.
Unfortunately this also meant that competition is up and we had to reject a
larger number of papers than the previous year. We shall however take it as
a positive sign of a well developing DH Benelux community. Please check out
this year's host of high quality papers, posters, and demosŠ
DHQ: Special DH Benelux Issue
It also gives us great pleasure to be able to announce that we have found
the editorial board of Digital Humanities Quarterly willing to work together
with us on a special issue of DHQ ( on the occasion of DHBenelux 2015. The
special issue will show case the highlight contributions to the conference.
Bursaries for Early Career Scholars
We are also proud to announce that we can offer a limited number of
bursaries to early career scholars who wish to attend the DH Benelux
conference. In addition to a reimbursement fee to cover travel and
accommodation expenses, the bursary will include an invitation to the
conference dinner at the Antwerp Zoo, and a waiver of the recipient¹s
registration fee. For more information on these bursaries please refer to
the dedicated section on our website (  ).
It remains then for us to once again kindly invite you to join us for this
exciting digital humanities event in the beautiful and bustling city of
Antwerp. Registration is now open. We offer discount fees for early bird
registration (until May 15). Please refer to the registration form
(  )
for more information. Please also note that instead of an integrated fee
payment system we rather make use of decentralized highly intelligent
payment systems that are able to ensure timely payment of fees to the
appropriate account (this means you).
Reminder: Workshop on Visualization in DH
Finally, we also wish to remind you that the University of Antwerp¹s
Platform Digital Humanities is organizing a three day workshop on
'Visualization in Digital Humanities' that will immediately follow the DH
Benelux conference (10-12 June 2015). Registration for this workshop is open
until 30 April 2015. For more information please visit the workshop¹s
official website:  .
Kind regards on behalf of the Program Committee and Organization Committee
-- Joris van Zundert (Chair), Marijn Koolen (Vice Chair)

Michigan State University looks for Digital Librarian

Humanist Discussion Group, Vol. 28, No. 896.
Department of Digital Humanities, King's College London
Submit to:
Dear colleagues,
Please feel free to share this position widely. Application deadline is 5pm May 6, 2015.
Digital Library Programmer, Librarian I
See job posting #1154 at for full description and application procedure.
Minimum $50,000;
MSU provides generous fringe benefits.
Position Summary:
Reporting to the Head of the Digital and Multimedia Center, we are looking for a 
creative Librarian who will plan, code, test, and implement technologies
and systems that promote and advance the Library's mission of 
preservation, creation, transmission and application of knowledge. As 
part of a unified team, the incumbent shall work with and through the 
G.M. Kline Digital and Multi-media Center, Digital Curation, 
Collections, Systems and Public Service staffs to further develop or 
enhance application design and functionality for vendor supplied, open 
source or in-house applications, with an emphasis on collection 
stewardship and discovery.
This librarian will participate 
approximately quarter-time in a secondary assignment based on 
qualifications, interests and need; may include work in areas such as 
cataloging, catalog services, reference, or collection development.
Librarians are appointed as regular faculty in the continuing appointment system 
and are engaged in professional development and scholarly activities 
related to their position in addition to serving on library and 
university committees as elected or assigned.
Michigan State University Libraries serve more the 4,900 faculty, 36,000 
undergraduates, and 11,000 graduate and professional students on a 
park-like campus of over 5,000 acres. The Main Library and 4 branch 
libraries have combined holdings of over 5 million volumes. East Lansing
is a community of 50,000 located adjacent to Lansing, the State 
Minimum Qualifications:
  *   Master's degree in information or library science from a program accredited by the American Library Association.
  *   Broad understanding of emerging trends in digital technologies and
scholarship; experience with languages such as Python, PHP or Java and 
demonstrated facility with XML and database construction (e.g. MySQL);
  *   Advanced use of HTML, CSS;
  *   Knowledge of standards-based metadata schema;
  *   Excellent interpersonal, oral and written communication skills;
  *   Ability to be flexible in a dynamic and changing environment;
  *   Ability to work effectively with diverse faculty, students, and staff;
  *   Ability to work independently and collaboratively;
  *   Ability to prioritize and balance various unit needs;
  *   Attention to detail.
As librarians are appointed as regular faculty in the continuous 
appointment system, also required are preparation and commitment to 
conduct independent scholarship consistent with a librarian appointment;
and capacity and commitment to engage independently in continuing 
professional development.
Desired Qualifications:
Familiarity with repository software technologies, especially Fedora Commons and 
Islandora. Degree or coursework in Computer Science or allied field.
Closing Date:
5pm on Wednesday, May 6, 2015
Instructions to Applicants:
Interested applicants should provide a letter of application, resume and names, 
addresses and email addresses of 3 references to posting #1154.
Jacquelyn Hansen:


Instructor: Zachary Dodds
Institution: Harvey Mudd College
Next HW:    Gold HW 11    will be due on: Sun., Apr 19, 11:59pm
Next Lab: Lab 11: vPython!    will be held on: Mon. April 13 or Tue. April 14
Submissions: CS submission site

CS 5 Course Syllabus

Welcome to CS 5! This course is designed to give you a broad introduction to the exciting, and sometimes misunderstood, field of computer science.

Course Aims and Objectives

This course has two central aims, each with a number of associated objectives:

  • Aim 1: To give students the tools to take a computational problem through the process of design, implementation, documentation, and testing.Objectives:
    • Break a broad problem down into specific subproblems
    • Write an algorithm to solve a specific problem, and then translate that algorithm into a program in a specific programming language (Python)
    • Write clear, concise documentation
    • Develop test cases that reveal programming bugs
  • Aim 2: To give students an understanding of the breadth of Computer Science as a discipline and how it exists in the world.Objectives:
    • Identify applications of computer science in society
    • Describe the big questions in computer science
    • Describe the relationship between a number of major sub-disciplines within computer science, including functional and imperative programming, computer architecture, and theoretical computer science

Content Overview

In brief, the material CS 5 covers is a superset of the following:

Week 0 Introduction to computation: CS, Python, and Picobot
Week 1 From data to information: strings, structures, and slicing
Week 2 CS’s fundamental building blocks: functions
Week 3 Self-similarity as design strategy: recursion
Week 4 Top-down vs. bottom-up problem solving: analysis and synthesis
Week 5 Computation’s physical building blocks: circuit design
Week 6 The nonliving world’s native tongue: assembly language
Week 8 Iteration in Python: repetition through loops
Week 9 Serious structures: nested loops and dictionaries
Week 10 Self-defined structures: objects and classes
Week 11 Piecing everything together: large-scale problem solving
Week 12 Piecing everything together: final projects
Week 13 Theoretical CS: state-machine models of computation
Week 14 Theoretical CS: provably uncomputable vs. currently uncomputable functions

Basic Information

Each week, this class consists of two 75-minute lectures and one 2-hour lab. The lab is optional, but highly incentivized – don’t miss it!There are three sections of CS 5.

  • CS 5 “Gold” is intended for students with little or no prior programming experience.
    • For the record, CS 5 “Gold” is also the Spring section of CS5
  • CS 5 “Black” is intended for students with prior programming experience (e.g. high school AP).
  • CS 5 “Green” is a course that presents computer science via a biological context and motivations

All sections of CS 5 provide the same foundational skills and will prepare you equally well for CS60 or other CS pathways you might choose.

  • Lecture Times and Locations:
    • CS 5 Gold: Big Shan (Shanahan 1430) M/W 1:15-2:30pm, Dodds
  • Lab Times: CS 5 has shared labs. CS 5 green has its own lab (Friday afternoons), and CS42 does not have a time designated specifically for lab work. Regardless of these formal lab times, there are many hours each week in which labs are staffed by student assistants – use them! Here are the 2015 lab times for CS5 gold:
    • Lab Section 1, Mondays, 2:45-4:45pm (CS 5 black and gold sections)
    • Lab Section 2, Mondays, 8-10pm (CS 5 black and gold sections)
    • Lab Section 3, Tuesdays, 2:45-4:45pm (CS 5 black and gold sections)
    • Lab Section 4, Tuesdays, 8-10pm (CS 5 black and gold sections)
  • Lab Location: The CS labs are in HMC’s Beckman B126, Beckman B101, B102, and B105 along HMC’s “CS hallway”
  • Lab attendance:
    • Labs are not officially required (we can’t do that for a three-unit class).
    • However, they’re incentivized: if you come to lab and give a full effort on the lab problems, you will receive full credit for those problems, even if you do not complete them
    • More importantly, they’re a great way to get guidance with new/unfamiliar challenges!
    • As long as there’s room (and there usually is), you are welcome to attend any of the CS lab sections without formally switching with the registrar.

Instructor Information

Zach Dodds

Course Content


There are two 75-minute lectures per week. Attendance at these lectures is important: during lecture, you will sometimes be asked to complete a short worksheet to get some initial practice with the material. Completion (not correctness) of these in-class exercises is part of your course grade.


Each week you have the option to attend a two-hour closed lab session. The labs are run by the course faculty and grutors (student graders/tutors). They provide a great opportunity for you to practice with new material on some fun problems in a supervised setting.Attendance at labs is not required, but we strongly encourage you to attend! Specifically, we incentivize the labs as follows:

  • if you attend lab and make a good-faith effort throughout, you will receive full credit on the lab problem(s) – which are always part of the week’s homework problems – even if you do not complete it within the two-hours.
  • we encourage you to complete the lab in your own time so that you can fully learn the material, but this is not required
  • if you don’t attend lab, the lab problem(s) are graded as usual, as part of that week’s homework assignment.

You’re encouraged to bring your laptop computer, if you have one, to lab. Using the guest accounts on the lab Macs, of course, is equally encouraged!


Each week you will be assigned a set of homework problems. These problems will be due on Monday evenings at 11:59pm, unless otherwise indicated.

Pair Programming/Partner programming

  • We use the term pair programming to describe a team of two people working on a single computer to solve a problem together.
  • We use the term partner programming when two people are working, each on their own computer, to solve a problem together.

Typcially, assignments contain one or more “individual” problems that each student must complete on their own.

For the rest of the problems, you may complete them alone or with one other student. If you choose to work with another student, you may pair program (one computer) or partner program (each with a computer). You and your partner will submit only one solution for each problem.

If you choose to work with a partner, you must work together — physically, in the same place — for every problem that you do together. While you are working, the computer screen(s) should be visible to both people. If pair programming, one person should type (the “driver”), while the other person observes, critiques and plans what to do next (the “navigator”). You should switch roles periodically, about every half-hour or so. Your overall solution must be a true joint effort, equally owned, created, and understood by both students.

Specifically, splitting up the problem(s) into parts and working on them separately is not permitted and violates both the letter and the spirit of the HMC (and 5Cs) honor code.

In the event that you and your partner make some progress together but then are unable to complete the assignment together, you may send each other the code that you developed together and then split up to work individually on the remainder of the program. You would then submit the problem individually, but should make a note along with the submission that this had happened. We expect that this will only occur in rare circumstances, such as when one member of the team falls ill.

Late Homework Policy
Homework is due on the day indicated (Sundays, for 2015) at 11:59 PM. At the beginning of the semester you will receive three CS 5 Euros (which has been losing value recently, so that we are considering a switch to bitcoin…). Each “Euro” provides one 24-hour extension on any one homework assignment, i.e., a “late day.” If you submit your homework after the deadline, you will automatically be charged a CS 5 Euro.

You do not need to tell us that you’re using a “Euro” extension — the submission system will notice that based on your submission time and “bill” your virtual account a Euro. Homework that is more than 24 hours late or submitted after the deadline when no CS 5 Euros remain results in undefined behavior.

In extreme circumstances (such as serious illness), if you require an additional extension or a longer extension, you should talk to your instructor and the Dean of Students.


There will be one midterm exam and one final exam. The exams are in-class and closed-book. However, you are allowed to bring one double-sided sheet of notes (hand-written or word-processed) to the midterm and two such sheets to the final exam. You will have 75 minutes to complete the midterm, and three hours to complete the final. If you require extra time for medical reasons, please let us know.

Here is the CS5 exam schedule (and the Claremont-wide schedule)

Midterm Final Exam
Wednesday, April 1, 2015 (in-class) Friday, May 15, 2015 @ 2pm
Here is the official final-exam schedule

Reading assignments

Throughout the semester, several assignments have a portion that involve completing a short reading and writing a short response. These readings describe real-world applications — and visions — for various facets of computer science.

Final Project

During the final three weeks of the semester, you will complete a final project. You’ll choose your project from a small set of open-ended problems that we will present toward the end of the semester; more details on these project options will emerge as the semester progresses.


Your grade for this class will be a combination of your homework, exam, and participation work. Participation is largely based on effort (not correctness) of the in-class exercises/worksheets. Lab and project grades will be incorporated into the homework score. Each homework assignment is worth ~100 points. The midterm is worth ~100 points, and the final is worth ~200. In-class worksheets, i.e., participation, are also worth ~100 points.Based on these point values, the approximate weight of each component is:

  • Homework/Projects: 65%
  • Exams: Midterm 10%, Final 20%
  • Participation/in-class worksheets: 5%

If you’re a first-term HMC student, your grade will be recorded officially as High Pass, Pass or Fail, but your internal composite course score will be calculated through the semester for your information. Usually about a quarter of the class earns an HP, though it varies. If you’re not a first-term HMC student, it’s certainly possible to take CS5 pass/fail, but it is graded by default. We use a pretty standard scale for letter grades; here, expressed in Python:

if perc >= 0.95: letterGrade = 'A'
elif perc >= 0.90: letterGrade = 'A-'
elif perc >= 0.87: letterGrade = 'B+'
elif perc >= 0.84: letterGrade = 'B'
elif perc >= 0.80: letterGrade = 'B-'
elif perc >= 0.77: letterGrade = 'C+'
elif perc >= 0.74: letterGrade = 'C'
elif perc >= 0.70: letterGrade = 'C-'
elif perc >= 0.60: letterGrade = 'D'
else: letterGrade = 'F'

Important! Additional requirement for HMC first-years in CS5
If you’re an HMC student taking the course pass/fail, to pass CS 5 you must have a passing grade on each of the three individual components of the course (exams, homeworks, and worksheets). If you fail one of these components, you will not pass CS 5, even if your weighted-average scores are mathematically above the passing threshold.

Honor Code

All solutions and code should be produced by you alone, or by you and a partner, where appropriate. For pair-programmed assignments, each partner (or member of the pair) must be equal co-owners of the work.

You may discuss algorithms at a high level with any student in the class. You may also help any student find small bugs (syntax issues) in their code. However, you may not copy solutions from anyone, nor should you collaborate beyond high-level discussions with anyone who is not your partner. For pair programming problems, you must follow the guidelines given above.

If you have any questions about what behavior is acceptable, it is your responsibility to come see one of the instructors before you engage in this behavior. We are more than happy to answer any questions you may have.

Symposium at Scripps: What is a Book?

What is a Book? A Symposium on Bibliographic Research
Friday 4/17, 1-5:30
Holbein Room
Ella Strong Denison Library
Scripps College
Humanities research requires the study of books, but we often confront the limits of this category. This afternoon symposium will bring together area scholars, librarians, and students enrolled in the Scripps College course ENGL 197 to consider the question: What is a book?This event was organized by Marissa Nicosia (Scripps, English) and sponsored by The Andrew W. Mellon Fellowship of Scholars in Critical Bibliography at Rare Book School with additional support from the Denison Library and the English Department.
1-2 Text & Paratext
Jessica Rosenberg (USC/University of Miami, English)
Alvaro Molina (Scripps, Hispanic Studies)
Francesca Gacho (Claremont Graduate University)
2:15-3:15 Print & Manuscript
Philip S. Palmer (UCLA’s Clark Library)
Rachael Scarborough King (UC-Santa Barbara, English)
Glenda Goodman (USC, History)
3:30-4:30 Beyond the Book
Warren Liu (Scripps, English)
Laurel Schy (Scripps)
Decca Dennett (Scripps)
Kitty Maryatt (Scripps College Press)
4:30-5:30 Exhibition in the Denison Rare Book Room
For more information:

CFP: Network Detroit: Digital Humanities Theory and Practice – Due June 1, 2015

*Network Detroit: Digital Humanities Theory and Practice* will return Friday, September 25, 2015 to Lawrence Technological University.

*Network Detroit* showcases the best of digital humanities research in the Great Lakes region by leading scholars from museums, libraries, universities, liberal arts colleges, and community colleges. For this event, we welcome proposals for papers and panels that focus on the digital humanities, especially regarding the cultural heritage of Michigan and Detroit.

This year our theme is *Cultural Criticism and the Digital Humanities*, and we encourage submissions on race studies, gender studies, postcolonial studies, and political dissidence. The *Detroit Historical Society*, which will host this year?s dinner and keynote address, recently launched a special project entitled “Detroit 1967.” Papers that address digital approaches to the memorialization, dissemination, and understanding of this significant year in Detroit’s history are also encouraged. If you know a student with a promising project, please encourage them to submit to our student poster competition open to both undergraduate and graduate students.

*Proposal Deadline: June 1, 2015*

*Submit a Paper or Poster Proposal:>*

The following topics and lines of inquiry are recommended:

  • Detroit history and culture
  • Critical race studies, gender studies, postcolonial studies, and political dissidence
  • digital art
  • humanities computing
  • digital archiving
  •  career paths for digital humanists (universities, libraries, corporate, alt?ac)
  •  text analysis
  •  digital pedagogy (methods, gamification, content management systems, online learning)
  •  history of the book
  •  design thinking
  •  simulation
  •  game studies
  •  impact of evolving communications technologies on aesthetics, consciousness

For more information, visit the conference website <>.

DH@Guelph Summer Workshops May 19-22

Registration is now open for the inaugural DH@Guelph Summer Workshops, which will run May 19-22 with courses on Omeka, topic modelling, and a CWRC-shop on collaborative online scholarship, plus an introductory talk and reception, a panel on DH and early career scholars led by Adam Hammond (Guelph; soon to be at San Diego State University), and a plenary by Jennifer Roberts-Smith (Waterloo) titled “Your Mother is Not a Computer: Phenomenologies of the Human for Digital Humanities”. Courses count towards the University of Victoria graduate certificate in Digital Humanities. Fees and on-campus accommodation costs are modest. Deadline for registration is April 20th.

For more information, see:

Inquiries may be sent to Susan Brown ( or to



DH@CC Summer Institute Meeting February 9, 2015

DH@CC Summer Institute Meeting 2-9-15


  • This meeting is called to refine the information we’ve been developing in past Summer Institute meetings. We will first address the structure of the seminar. We     will also discuss DH@CC resources and how those resources will be provided to participating faculty. We also want to establish what information the seminar will provide, what questions it will answer. We will provide hands-on demos in the institute, so we need to establish what those look like and which tools are focused on. There will also be a best practices session with the library.


  • The Summer Institute is a week long event where faculty who plan to apply for Digital Course Development grants can learn more about DH, explore possibilities, and build skills for using DH tools. Snacks and coffee will be provided, but participants will provide their own lunches.


  • 10 faculty members will participate in the Summer Institute. Preference will be given to faculty who are new to DH. Applications for the Summer Institute, which were already designed and implemented in our last meeting, are due on March 6th. They will be reviewed by this committee on March 9th, and we will notify faculty of our decisions     on Friday, March 13th.


  • Once our 10 participants are chosen, we will send them a survey to establish which break-out sessions will take place in the afternoon. They will choose 4 from a list of 11, which we developed in our last meeting.


  • Faculty are encouraged to come to     the Summer Institute with a project they would like to investigate. This could be the Digital Course they want to develop.


  • The Summer Institute will work like a clinic, or hands-on seminar.


  • The mornings of the Summer Institute will be lectures.


  • The afternoons will consist of hands-on tool and skill learning. Four experienced individuals will be paid 400 dollars to give these sessions. They will be optional     for faculty, as they may choose to do one-on-one mentoring instead.


  • A best practices lecture will take place after lunch. This part of the day addresses meta data, copyright, data management, privacy, and so on.


  • Following the day’s event, there will be a reception where faculty and facilitators can decompress and discuss the day’s findings.


  • 9:30 to 10am coffee and socializing


  • 10am to 11am: First session—The     Digital and the Disciplines


  • 11am to 12pm: Reading on DH


  • 12 to 1:30pm Lunch


  • 1:30 to 3pm: Breakout session


  • 3 to 3:30pm: Break


  • 3:30 to 4:30pm: Best Practices


  • 4:30 to 5pm: Reception


Summer Institute Fellows, 2015                                  PIT                                           Art                                         CMC                                        Religion                     SCR                                        IDCLA                                      POM                                        MS                                      HMC                                        History                        SCR                                         Music                          POM                                        Math                                     POM                                        History                                 POM                                        Theater/Dance                        PIT                                          History                             POM                                        Music                               PIT                                           IDAAS

DH@CC Grant Winners and Summer Institute Fellows Announced

On March 9th, the DH@CC committees convened to discuss and select the 2015 DH grant recipients. The opportunities that were offered include Course Development Grants, which are intended to infuse digital pedagogy into existing courses or implement new DH courses, and The Summer Institute, a week-long educational event that will be tailored specifically to the DH interests of faculty participants.

Decision making was difficult because of the inventiveness and creativity of the applications received. In fact, the committee determined that more applications should be approved for the first year round of grants than was originally planned. Though this decision gave the selection process momentum, final decisions were still a challenge. After determining fair and appropriate criteria, however, the committee is pleased to present the chosen grant recipients and institute fellows.

Course Development Grant Winners

Eric Doehne for new course Capturing Art: Digital Preservation and Analysis in 100 Objects – Scripps – Art Conservation

Tarrah Krajnak for a redesign of Introduction to B&W Photography – Pitzer – Art

Gina Lamb for a redesign of Media for Social Change – Pitzer – Media Studies

Rachel Mayeri for a redesign of Art and Science – Harvey Mudd – Media Studies

Daniel Michon for a new course design – CMC – History

Paul Steinberg for a new course design – Harvey Mudd – Political Science

T. Kim-Trang Tran for a redesign of Women’s Work and Collective Actions – Scripps – Art

Raquel Vega-Duran for a redesign of Encounters in the Atlantic – CMC – Modern Language and Literature

Summer Institute Fellowships

Bill Anthes – Pitzer – Art

Gary Gilbert – CMC – Religious Studies

Martha Gonzales – Scripps – IDCLA

Jonathan Hall – Pomona – Media Studies

Vivien Hamilton – Harvey Mudd – History

Candida Jaquez – Scripps – Music

Gizem Karaali – Pomona – Math

Gary Kates – Pomona – History

Joyce Lu – Pomona – Theater and Dance

Harmony O’Rourke – Pitzer – History

Joti Rockwell – Pomona – Music

Kathleen Yep – Pitzer – IDAAS