Fall 2019 Research Studio Series is in full swing!

Now in the second week of the Fall 2019 semester, the DH@CC Team is gearing up for a variety of activities over the next few months. In addition to supporting digital humanities work in classes and digital humanities research projects here at The Claremont Colleges, in collaboration with The Claremont Colleges Library, we’ve recently launched a new set of programs called The Research Studio Series, a year long program of linked events (and refreshments!) on Friday afternoons hosted in the Research Studio, the Library’s hub of DH research and practice.

Fall 2019 Research Studio Series | Friday Afternoons | 2:00-3:30pm | Research Studio, Honnold/Mudd Library

Our first workshop was led by Mark Buchholz, the Digital Production Assistant at TCCL. In his presentation, entitled How I Made This: A Primer on Digitization Programs, Mark shared his experience from working with a broad array of digitization platforms, technologies, and workflows from libraries and other research environments.

This week, Leigh Anne Lieberman, director of the Digital Research Studio for DH@CC, will be hosting a Digital Pop Up entitled, “So, You’re Writing a Thesis” that will introduce participants to some of the digital tools that they might want to try if they’re embarking on a long-term research project.

We’ll be posting updates from the Research Studio Series throughout the semester, so keep an eye on our events calendar and our social media accounts (Facebook, Instagram, Twitter) for more information.

2017 Course Development Grant Recipients

The following faculty members are the recipients for the final round of $6000 Digital Humanities Course Development Grants:

Paul Faulstich, Pitzer College:  NatureWorks:  Aesthetics and Praxis in the Anthropocene

This course explores the ecology of expressive culture and how art mediates between humans and the more-than-human environment. We combine the social sciences and humanities with ecology to break down normative barriers between the scientific and the poetic.  We explore how science, art, and philosophy can be effectively integrated for activist and educational effect. This course engages students in intellectual inquiry and creative practice, without acquiescing to a division between the two. It integrates studio work with scholarly analysis. Since the humanities employ skills that can uniquely address strategies of reform and conservation, they play a powerful role, serving as the conscience of culture and offering creative solutions.


Phyllis Jackson, Pomona College:  Black Aesthetics and the Politics of (Re)Presentation

Using a constructionist approach to representation, the course encourages students to historically situate and question the theoretical, ideological, spiritual, and aesthetic assumptions of artists, collectors, art critics, and art historians.   We explore the ways in which the interlocking constructs of race/class/gender/sexuality/religion/citizenship influence representational practices, the training and education of artists, public and private patronage, cultural criticism, and the histories of art. This course provides a social-historical frame for the interpretation of art form and content, resulting in students’ production of original theoretically sound, socially aware cultural criticism.  We examine changes in modes of expression, formal techniques, pictorial themes, visual codes as well as the impact of movements such Modernism, Black Aesthetics, African Aesthetics, Afrocentrism, Critical Race Theory, Black Feminism, and Postmodernism.


Tanja Srebotnjak, Harvey Mudd College:  Forthcoming New Course

The course aims to bridge several humanities and STEM disciplines by linking statistical analysis, petroleum engineering, political science, history and community, and social justice questions.  In this studio course, students will examine the role of environmental (in)justice in the joint evolution of Los Angeles’ demographics and its century-old oil and gas exploration and production.  The course will map and statistically analyze the timeline of the socio-demographic and socio-economic evolution of communities in proximity to oil and gas production from 1900 to present to answer these questions:  So is oil and gas production an environmental justice problem in Los Angeles? How did people settle and move in parallel to Los Angeles’ oil boom of the 1920s and until today?


Erich Steinman, Pitzer College:  “Unsettling Settlers and Making Space: Pitzer College and Indian Nations of Southern California”

The course seeks to operate on a variety of levels, from intellectual to personal; it is designed to link theory and history to contemporary social relations; and it aims to connect analyses of injustice with praxis that works to undermine colonial dynamics. This is a writing-intensive course that will include a personal essay reflecting on students’ community engagement, an analytical (argument) essay regarding inclusion of Indigenous perspectives in higher education, and a research project focusing on linking students to entwined histories of Indigenous presence and colonial settlement. Engagement will draw on existing Pitzer projects or collaborations promoting Indigenous access to higher education and supporting land-based cultural practices. The creation of a holistic learning community among students in the class will support the learning, processing, and integrating of course information and experiences.


Tamara Venit-Shelton, Claremont McKenna College:  Human Health and Disease in American History

This course is designed to give students hands-on experience with historical practices, reading and analyzing primary sources against theoretical works and secondary scholarship as we explore the intersecting histories of medicine, public health, and environmental health in the United States from the colonial period to the present.  We pay particular attention to the way that social difference (race, gender, and class) has contributed to health inequities and access to care. Topics include: Indian dispossession and epidemic disease, the professionalization of American medicine, immigration and public health, eugenics, abortion, and birth control, disease eradication and diplomacy, race and medical testing, and the AIDS crisis.


Weiqing Gu, Harvey Mudd College:  Forthcoming New Course

This course focuses on developing students’ ability to analyze big data, as well as their data-to-decision skills, which will provide a foundation for future studies and potential career paths. We will explore the key determinants of currency crises to facilitate the application of data analytics to study real world issues. Previous scholars have conducted extensive studies regarding the impact of macroeconomic factors on the occurrence of currency crises; therefore, our course will not only build on the foundation established in the literature, but it will also expand our analysis to non-economic factors, such as politics and culture. We aim to build connections across the disciplines of social science, humanities, and computer science.


Gabriela Bacsan, Scripps College:  Trans-Caribbean Formations: Translating Identity, Race, and Gender in Cuba, the Dominican Republic, and Puerto Rico

The course aims to explore questions of identity formations during different historical time periods in the Caribbean. Our main goal will be to explore how the intersections of race, gender, and sexuality are translated into Caribbean identity formation. We will pay close attention to how conceptualizations of blackness are deployed—simultaneously highlighted and erased—during different iterations of nation-building projects in each country. We will also explore the place of indigenous peoples in Caribbean national imaginaries.


Isabel Balseiro, Harvey Mudd College:  Forthcoming New Course

This course will introduce students to an interdisciplinary approach to the digital humanities through an examination of the anthropological and literary work of the first African American woman to graduate from Barnard College: Zora Neale Hurston. Born poor in the South, highly educated in the North, a luminary amongst the talents of the Harlem Renaissance, and buried in an unmarked grave in her native Florida, Hurston’s writing and life offer a unique view onto notions of race, gender, and class in the aftermath of Reconstruction that reverberate to this day.


Todd Honma, Pitzer College:  Science, Technology, Asian America

This course examines the construction of Modern Western Science through the lens of race, class, gender, colonialism/empire, and globalization, with a particular focus on its effects on Asian diasporic communities in the United States. The course investigates how the construction and institutionalization of Modern Western Science has privileged certain groups while marginalizing others. We examine how marginalized groups have struggled against hegemonic forces of domination to challenge systemic forms of inequality and oppression in the fight to establish a more socially responsible and democratic engagement with science and technology. We also analyze different approaches and strategies in various social justice movements of science that will help to inform our work in the community.

What is the DH Clinic?

Graphic that describes DH Co-Teaching opportunities.

NOTE: These courses will go through the same approval process as any other course at your campus. Please talk with your department chair and dean about your proposed course redesign or new course plan, as well as how it fits into your current and future teaching responsibilities. As specified above, DH clinics may run through Claremont McKenna College as DGHM 150 or through your home campus and department.

Sample Catalog Description: This is a project-based course that focuses on the applied integration of humanistic inquiry, data science, computer science, and project management to build out and present a scholarly digital humanities (DH) project. Students work in teams of 4-6, alongside the instructors, to design and create a project based on the professors’ source material and research. This course also offers opportunities to present both the process and product, as well as the potential to publish this work in DH and disciplinary journals.

Frequency: 1-2 clinics will be offered each semester of the 2017-2018 and 2018-2019 academic years. Apply now and specify which semester works for you.

Eligibility: Faculty from any discipline with a humanities or social science research project will be considered for this opportunity.

Apply today at https://dh.libraries.claremont.edu/applications (2nd application on page)

FMI: Ashley_Sanders@cuc.claremont.edu

Announcing the 2016 DH@CC Grant Winners

We are excited to announce the 2016 Faculty Programs Recipients!

The selection committee, comprised of faculty from across the 5C’s and members of the DH@CC staff, received over thirty applications for our 2016 programs and choosing our final group of recipients was a difficult process. Digital Humanities at the Claremont Colleges (DH@CC) takes an expansive and inclusive approach: scholars who use digital methods in their teaching, research or publication and/or are considering the digital, as humanists, in their teaching, research or publication.

The Summer Institute recipients are: Tanja Srebotnjak, Erika Dyson, Nancy Macko, Todd Honma, Paul Faulstich, Tamara Venit-Shelton, Sarah Sarzynski, Char Miller, Virginie Duzer, and Kyla Tompkins.

The Course Development recipients are:

Vivien Hamilton, History, Harvey Mudd College

Professor Hamilton will be redesigning the course Popular Science since the 19th Century. This course will examine the ways in which science has been written and displayed for non-specialist audiences from the early 19th century to today. As the course moves into the late 20th and early 21st century, they will examine popular science online, on websites, blogs and comics, asking how and whether these new modes of communication allow greater engagement and participation from more diverse communities. Additionally, Professor Hamilton hopes to work with the class to write simple python scripts in order to engage with digitized primary sources.

Anne Harley, Music/Humanities, Scripps College

Professor Harley has proposed to redesign the course Mobilizing Art: Creating Activist Performances. THe course exAMINES the following questions: How does political art function differently than activist art? What strategies do effective activist art and political art deploy? What can we learn from late twentieth-century and early twenty-first-century activist and political art performance in the U.S. and Asia, as it played out in visual art, theatre, music, dance and multimedia?   The course culminates in the deployment of student-directed and student-performed activist art works coordinated by members of the class and presented publicly, and/or for the students of the Scripps College Academy. With support from this grant, one project will focus on the collection and curation of an activist archive/exhibits focusing on activism, and art activism in particular, at the 5Cs.

Kathleen Yep, Asian American Studies, Pitzer College

Professor Yep has proposed to redesign the course ASAM94: Community Health which examines the following aspects of human existence: wellness and injustice.  As an interdisciplinary course from the discipline of Asian American Studies, ASAM94: Community Health explores how social factors (poverty, war, migration, citizenship status, language barriers, age, and racial ideologies) negatively impact wellness  in Asian, Asian American, and Pacific Islander communities.  Inspired by C.Wright Millsʻs “sociological imagination” or the intersection of history and biography, this class will combine digital humanities and community engagement to document life stories of immigrant and refugee elders. The project draws from a six-year partnership with Literacy for All of Monterey Park (LAMP). LAMP is an adult and family literacy program that furnishes language classes, computer classes, citizenship classes, and individual tutoring. College students will facilitate English-as-a-Second-Language conversation classes with and for Asian and Pacific Islander immigrant and refugee elders at LAMP. Using Ira Shorʻs and Paulo Freireʻs critical pedagogies, the Claremont College students will digitize photographs and personal artifacts and record immigrant and refugeeʻs stories of chronic stress and wellness.

Harmony O’Rourke, History, Pitzer College and Ruti Talmor, Media Studies, Pitzer College

Professor O’Rourke and Professor Talmor proposed a new course that will examine contemporary Africa from a historical perspective, focusing on African art, culture, and politics since the 1970s. The broad purpose of this course is to expand our understanding of how to generate knowledge about the more recent past outside of traditional sources and in a manner that privileges diverse perspectives within civil society.Through the use of digital tools such as Omeka, WordPress, and video, students—in collaborative projects—the students will be challenged to locate and digitally curate a diverse set of primary sources in order to build complex understandings of African experiences after colonial rule. These projects will be accessible to the general public as well, with the goal of engaging with both local and global—especially African and African diaspora—audiences.

Ethel Jorge, Modern Languages, Literatures and Cultures, Pitzer College

Professor Jorge has proposed to redesign an upper division Spanish course Los Angeles, The City and Its People which explores the lives of Angelinos and the urban spaces they inhabit; the presence of the Latino community and other ethnic groups in the city; racial backgrounds and their contexts; and economic inequalities, frictions, and social struggles, historical and contemporary. The class includes weekly daylong exploratory field trips in Los Angeles, selected readings, classroom discussions, reflection papers, and a capstone project or paper. This project aims to add to the course some of the technological and social media skills that students will need to thrive in the 21st century, and to integrate digital humanities with language learning and critical pedagogy. It will also enhance the community engagement aspects of the course through recorded interviews of community members, GIS studies of neighborhoods, and students’ own explorations of significant areas of the city using mobile technologies on site.

Feng Xiao, Asian Languages & Literatures, Pomona College

Professor Xiao has proposed a new course entitled Chinese Language in Society. Using a systematic data-driven approach, this course introduces the current trends in research on Chinese language learning (e.g., sociolinguistics and second language development). It addresses two broad questions: how a second language is learned? and how social and cultural norms are encoded in the use of Chinese? Students are expected to increase their understanding of the mechanism of second language acquisition and knowledge of Chinese linguistics. They will also develop their academic skills such as using statistical software (e.g., SPSS), searching digital databases (e.g., MLA, LLBA, and PubMed), and doing corpus analysis. In essence, the proposed course attempts to situate the domain-specific learning in the context of domain-general learning theories, which prompts an interdisciplinary perspective on learning Chinese language and culture.

Dru Gladney, Anthropology, Pomona College

Professor Gladney has proposed to redesign the course AN 150: Anthropology of Religion, Myth, and Ritual. There has never been an digital dimension to the course. The central question of the course will be the quest for meaning through religious myth and ritual as evidenced in sacred social space.  Students will be asked to digitally interact with and map sacred social spaces through a wide variety of texts and media. This project aims to add to the course some of the technological and social media skills that students will need to thrive in the 21st century, and to integrate digital humanities with language learning and critical pedagogy. It will also enhance the community engagement aspects of the course through recorded interviews of community members, GIS studies of neighborhoods, and students’ own explorations of significant areas of the city using mobile technologies on site.

Jonathan Petroupoulos, History, Claremont McKenna College

Professor Petropoulos has proposed to redesign the interdisciplinary course History 88: Museums and Leadership. It is a history, art history, politics and leadership studies course, all at once.Museums and Leadership is divided into four units: the first concerns the history of art museums in the West, from the British Museum and Louvre in the 18th century to the Met and vanity museums today (among other topics).  This unit engages intellectual history (Kant, Winckelmann, and others had a lot to say about museums), and, of course, art history. The second unit focuses on antiquities in museums. The third quarter explores Nazi art looting and restitution issues, focusing on leadership issues that arise in conjunction with this issue.  The final unit is about how museums function (boards, etc.), how museums are evolving (the above-mentioned “vanity museums”), and how the art market relates to museums. The students will be given more freedom in the redesigned course to determine their own questions and direction. The goal is that students undertake a digital project that they can then present to the class. This work can be topical (the expansion of the Met, which now holds over 3 million objects), or issue-oriented (e.g., the problem of forgeries), or even activist (e.g., combatting the looting of antiquities by ISIS in Palmyra and other parts of the Middle East).

Apply for the 2016 Digital Course Development Grant Cycle!

As the DH@CC Mellon grant is focused largely on pedagogy, one of its major activities is Digital Course Development. The DH@CC initiative offers competitive Digital Course Development grants of $6,000 to 5C professors who will use the funds to develop or redesign courses that focus on or make use of digital tools. The grant cycles will take place over three years and result in a robust offering of up to 25 DH courses which will be taught at least twice during the life of the DH@CC Mellon grant.

Faculty who are awarded Digital Course Development grants may also apply for funds to hire undergraduate or graduate student assistants to collaborate with. With the help of the Honnold Library staff, students and faculty will together design and implement digital media projects that further enable their DH courses to succeed in the classroom.

Application is closed

The deadline to apply is Sunday, March 13, 2016.
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2015 Summer Institute Speakers

The DH@CC Summer Institute is a week long, immersive learning symposium held for faculty members who were awarded a Summer Institute Grant. It took place during the first week of June at the Honnold Mudd Library, 2015. During the event, a wide selection of presentations and hands-on sessions were led by scholars working at the forefront of the digital humanities. Key topics at the symposium included discussions regarding the definition of the digital humanities and its uses, DH criticism, the advantages to infusing humanities courses with the digital, and controversies in the field. Hands-on sessions focused on getting started with tools such as Omeka, WordPress, video production and post production, mapping, and GIS, many of which were presented by professionals working at the 5Cs.

Below is a list of Summer Institute presenters and their talks.
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2015 Summer Institute Fellows

The DH@CC is a week long, immersive learning symposium held for faculty members who were awarded a Summer Institute Grant. It took place during the first week of June at the Honnold Mudd Library, 2015. During the event, a wide selection of presentations and hands-on sessions were led by scholars working at the forefront of the digital humanities. Key topics at the symposium included discussions regarding the definition of the digital humanities and its uses, DH criticism, the advantages to infusing humanities courses with the digital, and controversies in the field. Hands-on sessions focused on getting started with tools such as Omeka, WordPress, video production and post production, mapping, and GIS, many of which were presented by professionals working at the 5Cs. Below is a list of The Summer Institute presenters and their talks.

The 2015 Summer Institute Fellows, chosen from across the 5C’s faculty, are described below.
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Digital Course Development Grants

One of the major components of the DH@CC initiative is offering 25 Digital Course Development Grants to faculty members at the five undergraduate Claremont Colleges. The DH@CC initiative offers competitive  grants of $6,000 to 5C professors who will use the funds to develop or redesign courses that focus on, or make use of, digital tools. The grant cycles will take place over three years and result in a robust offering of up to 25 DH courses which will be taught at least twice during the life of the DH@CC Mellon grant.

Another major focus for the DH@CC Mellon grant is to build a vibrant DH community across disciplines, departments, and institutions. Not only do faculty involved in the DH@CC become familiar with each other, the DH@CC team, and the Honnold Library staff, those who receive Digital Course Development grants are asked to present their DH courses and projects to the 5C community. Faculty may choose to either make a formal presentation at a DH@CC event, or develop an educational video with DH@CC media personnel.

2015 Course Development Grant Recipients:

Eric Doehne, Scripps College, for a new course: Capturing Art: Digital Preservation and Analysis in 100 Objects. This experiential learning course will provide students with new digital tools, such as such as RTI and Light Stage 3D capture, to “back up”, study and provide increased access to important works of art. Digital archives are useful for preservation and analysis. This course engages participants in a series of hands-on class projects for the digital capture, analysis, restoration and dissemination of works of art: specifically, 100 ‘hidden gems’ of the museum and library collections at the Claremont Colleges, selected by their curators. These will range from an ancient Chinese scroll looted from a cave along the silk road, to a Mary Cassatt painting and early stone tools. Capturing art enables new questions to be asked, such as helping scholars understand how a translucent marble sculpture or a palimpsest manuscript interacts with light–revealing subtle details and inscriptions. Calibrated data also aids curators and art conservators in managing change – evaluating if the colors in a painting or a Native American basket have faded after loans and exhibitions. Using digital restoration techniques, students will gain insights into how a painting appeared when it was created. For more information, see the course website coming soon.

Tarrah Krajnak, Pitzer College, for a course redesign of Introduction to B&W Photography. I propose to create a catalog of safety training videos and equipment demonstration videos that would cover laboratory set-up and chemical handling, as well as all the basic analog and digital photographic processes we cover in the current Introductory course. I would house these training videos on a Vimeo site specifically designed for the Pitzer Photography Labs. This site would then allow me to run a “flipped classroom” in the introductory course where training and demonstrations would occur BEFORE we attempt to do them together in class. The students would then be able to access these training videos all semester long on their phones or ipads AS they are working. I anticipate that this would dramatically transform our program¬ making the labs and all these analog processes safer and more sustainable in the long term.

Gina Lamb, Pitzer College, for a course redesign of Media for Social Change. This course built a rich digital online “space” that facilitates multiple student users (entire class) to contribute to an ongoing semester long (or possibly longer) social justice project utilizing a variety of digital tools in the area of data visualizing, asset mapping, and media archiving, news search feeds, first source documents, with the goal of inciting dialogue that raises community consciousness and/or advocates direct action around a specific current topical social issue. The students also made use of GIS and the expertise of Warren Roberts, the Library’s GIS specialist, to uncover the often hidden forms institutionalized oppression through an app that allows students to report microagressions, where they took place, and if anyone stepped in to stand up for other students. Check out Make Some Noise, the class’s website documenting the Black Lives Matter movement and more!

Rachel Mayeri, Harvey Mudd College, for a course redesign of Art and Science. This course would enhance dialogue between the arts, media studies, and STEM fields. This is an interdisciplinary course, which offers a background in the field of contemporary art and art-science-technology practices. At this point, students can bring in their own knowledge of technology into the course, but with the help of this grant, I would be able to create modules (and perhaps have an assistant with a tech background available) for non-technical students to learn basic scientific and computer science techniques to expand their methodological palette. These I imagine could include tutorials and support for analyzing and visualizing data, using GIS for locative media projects, and making apps. I’d like to create a public website for the class to archive projects and techniques for future students. Be sure to take a look at the course website!

Daniel Michon, Claremont McKenna College, for a new course design to be taught Fall 2017. There are two fields of inquiry that this course will bring together: (1) the philosophy/history of ‘space’ and ‘place’ and the contribution that the study of digital media might offer to this conversation; and (2) the material history of the ancient world and its contribution to the Humanistic study of the past. The course will engage with ancient sites by reconstructing both the tangible and intangible heritage. In doing so, we can explore how paying attention to ‘place’ rather than mere ‘space’ might influence or interpretations of such sites. The goal of creating these interactive models is not to just ‘recreate’ these ancient sites for aesthetic appreciation, but to understand how moving through a ‘lived place’ might alter our interpretation of it. The two [proposed] software packages are Sketchup and Unity 3D. The sites we choose to recreate will come from already published materials. My goal, in fact my expectation, is that this faculty-student collaboration will produce new interpretations of heritage sites. In my past work on Sirkap, I demonstrated how canonical interpretations of the site based on two-dimensional media (site maps, satellite photos, drawings, text) are challenged when the site is experienced in three-dimensions and with activities represented. That is, the model of Sirkap we built is not empty space, but inhabited by people and objects. Further, those who ‘visit’ it virtually, inject desires into the space, which transforms it into place. I hope that each project will challenge some of the canonical interpretations of that place.

Paul Steinberg, Harvey Mudd College, for a new course design Political Studies 179: Bicycle Revolution. What does it take to bring about local change? This community-based course will examine the politics and policy of increasing bicycle transit access in the San Gabriel Valley (specifically Pomona, La Verne, Claremont, Upland, Ontario, and Rancho Cucamonga). Digital technology will allow this course to serve as a forum, an archive, and a powerful message. A major goal of the course is to promote local change by documenting local problems, diffusing best practices, and facilitating peer-to-peer exchanges among planners, activists, and elected officials in the region. I would like to create an online presence that includes (1) student documentary footage from our rides, revealing the city from the perspective of the bicycle rider; (2) oral histories based on interviews with changemakers in the LA/SB region; (3) an archive of final projects by students, whether papers, posters, GIS projects, or other media; (4) one-stop-shopping for local officials who are curious about policies and practices of surrounding communities in the San Gabriel Valley.

Kim-Trang Tran, Scripps College, for a course redesign of Women’s Work and Collective Actions. United: Women’s Work and Collective Actions is a course that explores key moments in the 20th c. history of organized labor and its representation in the media to understand women’s participation in and the public’s imagination of the labor movement. Given the course content, students have collectively created print and e-zines for the past two projects. It is now necessary to expand their capacity to produce media-rich texts and to model this by creating a much needed course textbook/reader by using Scalar, or another born-digital publishing platform, and additional tools. This past summer (2015) I worked with two student research assistants to create a book in Scalar that I’m now having students in my class add commentaries to and further build the book. See their book here!

Raquel Vega-Duran, Claremont McKenna College, for a course redesign of Encounters in the Atlantic. “Encounters in the Atlantic: Transnational Relations Between Spain and Latin America (1491-2015)” introduces students to over five hundred years of relations between Spain and Latin America. Starting with Columbus’s diary and finishing with narratives about Hispanic American immigrants in present-day Spain, this course examines the evolution of the cooperation and conflict between Spain and Latin America through social, political, and cultural texts, from the sixteenth through the twenty-first century. I plan to digitally map these transatlantic relations using an interactive website to help students visualize the different narratives and journeys more clearly. I hope the website (with an interactive map, e-biographies and events easily accessible, and related links, all in the same space) will help them better visualize the larger networks of transatlantic journeys. For example, the interactive map will allow the students to add information as we study and collaborate in the recreation of particular journeys that have contributed to the dialogue between both shores of the Atlantic.

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Unless otherwise indicated, all materials licensed by the CC 4.0 BY-NC License.

DH@CC has been made possible through a generous grant from The Andrew W. Mellon Foundation.