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Rise of Rome, historical simulation using Civilization V

In the year 264 BCE, Rome sent a military force across the Straits of Messana to intervene in a dispute between Carthage and Syracuse. This military action, a prelude to Punic Wars, represented a fundamental change of direction in the course of Roman history and capped a crucial period of expansion. Five centuries earlier, Rome was nothing more than a collection of huts on a hill near the Tiber river and its salt beds. By the time the Romans sailed for Sicily, they had mastered the Italian peninsula and invented a system of political subjugation, population control, and military calculation that would eventually make them masters of the known world.
The year 264 also marks a shift in the security of our evidence and understanding of the course of Roman history. From that point onward, we have more and more valuable and trustworthy sources, but before that time our tradition is, as Mary Beard says in her recent history SPQR, “based on garbled hearsay and misunderstood myth—not to mention the propagandist fantasies of many of the later leading families at Rome, who regularly manipulated or invented the ‘history’ of the early city to give their ancestors a glorious role in it.” Our most important ancient source for the period is the Ab Urbe Condita of Livy, who composed his history during the principate of Augustus (27 BCE–17 CE). Originally, the work covered the history of Rome from its legendary beginnings, Aeneas’ flight from Troy, to his own era, the death of Drusus in 9 BCE. Of the original 142 books, only 35 have survived: books 1-10, which cover Roman history from its mythical beginnings to 293 BCE, and books 21-45, which cover 218-167 BCE. While Livy is a valuable resource for understanding the history of this time, and while the study of archaeology and the material record have supplemented our literary sources to a degree, there is still much we do not know or understand about the story of how Rome came to dominate the Italian peninsula by the middle of the third century BCE.

To understand the early history of Rome, then, we must closely scrutinize and creatively manipulate every precious piece of evidence we have, and this project was intended to do precisely that. We proposed to create a simulation of the expansion of Rome throughout the Italian peninsula using the game Civilization V. Grounded on thorough research into the primary literary sources, the material record, and recent scholarship, the finished simulation presents the gamer with a more historically accurate representation of the history of Rome.
Our team consisted of research intern Ian White, coding intern Catalina Ionescu, research advisor Scott Farrington, and coding advisor Todd Bryant.

We expect several concrete outcomes from the project. First, we hope that the general public and the Civilization gaming community enjoy the modified game and through gameplay gain a basic understanding of the history of the period. Furthermore, we intend to integrate the mod into the Introduction to Roman History course at Dickinson College. Furthermore, we hope to present the results at upcoming digital humanities conferences.

We hope that by developing an innovative and creative way to interact with early Roman history, we have opened new avenues of inquiry into a historical question that is current, by no means settled, and often overlooked.

Read the entire ReadMe file documenting the research – http://bit.ly/DickinsonRiseOfRome 

Download via Steam – http://steamcommunity.com/sharedfiles/filedetails/?id=1091032377

Screenshots:

WorldBuilder map

Opening Screen Game Map Puppet City Options

Words Take Flight

DICKINSONIANS DIGITIZE LETTERS FROM THE FRONT AND HOMEFRONT TO OFFER A 360-DEGREE VIEW OF WORLD WAR II.

by MaryAlice Bitts-Jackson

When hundreds of Japanese fighter pilots attacked a Hawaiian naval base on Dec. 7, 1941, they steered a two-year conflict, distant to many Americans, onto U.S. soil. Ralph Leland Minker ’47, a first-year history major at Dickinson, had just finished a roast beef dinner and was on his way to Conway Hall when he heard the news.

“At first there was a period of intense excitement and anxiety: What was going to happen?” Ralph—known as “Lee” to his family—later wrote. “After the New Year, a nervous calm prevailed but war became more real.”

This snippet is from just one of hundreds of letters Ralph penned to his family from 1942-45, chronicling his journey from undergrad to World War II commander and bomber pilot. Together with hundreds more mailings from his parents and sisters, the letters provide a vivid account of the war, viewed from battleground and homefront alike.

Two generations of Dickinsonians

The Minker family’s story begins at Dickinson, where Ralph Minker Sr., a senior in the class of 1920, met Edna Jones, class of ’24. They married three years after Ralph Sr.’s graduation, and Ralph Jr. was born in 1924. Shirley followed in 1926; Bernice, in 1928.

The Minkers settled in Wilmington, Del., where Ralph Sr., a Methodist pastor, also worked as a reform school superintendent, and for a decade, the family lived on school grounds. Ralph Jr. was a high school class president and, despite his small frame, played second-string quarterback. He arrived at Dickinson at age 17 in the fall of 1941.

Too young to enlist when America entered the war, Ralph volunteered for a military preparation program on campus that included accelerated classwork and rigorous phys-ed courses. Fourteen months later, he’d completed three semesters of credits and was ready to ship off to Florida for basic training.

Getting his wings

That train ride south was an adventure for the 18-year-old, who’d always wanted to travel, but had only ventured about 125 miles from home. And within just a few months, Ralph saw another boyhood dream come true when he climbed into a cockpit and learned to fly.

“There seems to be nothing at all around you—you’re floating in midair, but with the awful roar of the Franklin 65 H.P. engine in your ears,” Ralph wrote home from flight camp in Nebraska. “The ground looks just as if it were a picture by Stephen Curry.”

Ralph went on to pass his flight tests with flying colors, “feeling rather cocky,” he wrote from the classification base in California where he was stationed along with Joe DiMaggio. By the time he was assigned his B-17 crew, however, the weight of responsibility was beginning to sink in. “I hope I’ll make a good leader,” he wrote to his father. “Now is when it counts.”

Dispatches from the homefront

Ralph Sr. sent his son encouragement, advice, Dickinson updates, baseball scores and news of his anxious congregation and dwindling school staff. He also discussed his role as civilian defense warden, organizing government bond fundraisers, purchasing air-raid sirens and addressing jammed phone lines when too many soldiers called home.

When Ralph Sr.’s secretary joined the WAVES (Women Accepted for Volunteer Emergency Service) reserve, Edna filled in. In June 1943 she wrote to her son, “Maybe you will be surprised to learn that your mother is a ‘working lady’ now.”

Writing twice-weekly letters on the school typewriter, she provided church and family news and work gossip; she also sent packages of cookies and hard-to-find items, like film.

As Shirley finished high school and began college, she saw many friends leave for war. She wrote to her brother of military leaves and school goings-on, including an informal and female-dominated prom.

In between jokes and news, Bernice discussed a program to keep soldiers’ farms afloat, a teacher who joined the Red Cross, the scarcity of Hershey bars and a school air-raid evacuation in December 1943: “I had to get all of the ‘Ag’ boys in from outside. They were in the chicken house, and if you know what bedlam is, you can well imagine me trying to holler, ‘Air Raid, follow Plan B,’ over the chickens’ protesting clucks.”

 

A close shave

Ralph received his wings and commission as a second lieutenant on March 12, 1944. After co-piloting two missions, the youngest member of the 447th Bomb Group was ready to take command of his own crew.

Ralph went on to aid battles in Rhineland, the Ardennes region and central Germany flying 15 missions in support of ground troops during the Battle of the Bulge. His most nail-biting moment arrived when he nearly ran out of gas after bombing a Berlin train station and landed the B-17 on little more than gas fumes. Ralph was promptly inducted into the “Lucky Bastards Club,” reserved for those who flew 35 successful missions. He also earned the distinction of being the youngest 447th pilot to complete a 35-mission tour.

When V-E Day arrived, Ralph sent news of “the joy and thanks deep in the hearts of those of us in the service,” while his father wrote about “how the Nazi ideology could so completely grip people … the ‘spanking’ we have given them is just the beginning of the work necessary to a changed point of view.” The Minker women’s letters were less introspective. Edna focused on her son’s safety, his sacrifices and work yet to do, while Bernice was outright unimpressed: “I rather expected shouting and parades, but it’s just another day when we sit with ears glued to the radio, hoping for news.”Although his job was officially over, Ralph volunteered to stay on and fight, much to Edna’s dismay. By war’s end, he was a captain with an Air Medal and five oak leaf clusters, and he’d flown 37 missions—all before age 21.  

Memorializing a life of service

Ralph set sail for home on the HMS Queen Elizabeth, playing cards with fellow pilot Jimmy Stewart during the voyage. He returned to Dickinson and graduated with his history degree in 1947, followed his father’s footsteps to Boston University of Theology and was ordained in 1951.

Two decades later, after serving 11 churches and raising two children with first wife Peggy Ann, Ralph launched a career-counseling business. He married Sandra O’Connell in 1980, and they lived in Reston, Va. After Ralph’s 1995 Alzheimer’s diagnosis, he and Sandra decided to donate the family’s 656 WWII letters, recognizing their value to history.

The originals are housed at the Delaware Historical Society (DHS), with copies in the Dickinson archives; Ralph and Sandra also co-published a 2005 book about the collection with historian Harry Butowsky. In 1999-2000, Patrick Stevenson ’01 conducted an oral history of Ralph, published on the Dickinson website; they remained friends until Ralph’s death in 2008.

Last year, Sandra spearheaded a project to digitize the letters, with additional support from her sister, Sharron E. Juliano, and the Ralph Minker Peace Fund for Student-Faculty Research at Dickinson College. Patrick Kennaly ’17, a double major in history and Russian, helped prepare letter abstracts through a Dana Research Grant-funded project led by Associate Professor of History Jeremy Ball. The Minker family collection was made available on the DHS website last spring.

“Reading the letters was quite a privilege for me, especially as a history major, as I was able to work with such a large collection of primary sources that were very personal to the family,” said Kennaly, who was struck by the letter-writers’ distinctive tones.  

As Sandra notes, the online collection invites people worldwide to discover “not only the history of World War II, but also the values of doing your duty, love of country and family and shared sacrifice,” and she’s already tapped the online resource to help teach students about history and the value of letter-writing. Sandra is working with the DHS to develop online resources for further educational use.

“This is a legacy that is continuing to share the values of the generation that won our freedom,” she adds. “Seventy years later, young people are learning about the war and the people who lived through those days through these letters.” 

Learn more

Published January 16, 2017

How far will core vocabulary get you?

One of the claims that scholars make about vocabulary acquisition in Latin and Greek is that a relatively small number of high frequency lemmas (dictionary headwords) accounts for a high percentage of word forms in a typical text. John Muccigrosso and Wilfred Major, for example, estimate that the number of lemmas that will generate 80% of a typical text in Latin is 1500, in Greek, about 1100. (Muccigrosso, 2004, p. 416; Major, 2008, p. 7). Of course it stands to reason that this figure will differ between texts, and within texts, since some authors use relatively simple vocabulary (Nepos, Lysias), while some do not (Juvenal, Aeschylus), and some passages within an author have more unusual words than others. I and others have long wanted a way to calculate the “core percentage” in a given piece of text, that is the number of word forms in a section of a text that derive from high frequency lemmas. This would be both interesting from the point of view of literary criticism, and helpful pedagogically. Some data on that is now emerging in the case of Latin, thanks to the work of LASLA, of Bret Mulligan and his Bridge application, and the Excel skills of Derek Frymark (Dickinson ’12). If we take the 1000-word DCC core Latin vocabulary as the definition of high frequency lemmas, then 78% of Caesar’s Gallic War consists of core lemmas, excluding proper names. The core percentages by book in Caesar’s Gallic War look like this:

Book      Percentage

1             0.80

2             0.78

3             0.77

4             0.79

5             0.77

6             0.78

7             0.75

Individual chapters range from a high of 100% (7.61) to a low of 57% (7.72).

In the Aeneid (taking the chunks of the text as presented in Perseus) the average is 70% core, with a high of 88% (7.1–4), and a low of 46% (6.417–425).

Two Dickinson students, Seth Levin and Connor Ford, are working on visualizing the core percentage data for the Aeneid and the Gallic War as part of Dickinson’s Mellon-funded Digital Boot Camp, led by Patrick Belk, starting this week. I look forward to sharing the results in the next few weeks, and hearing what you think of them!

References

Major, Wilfred E. (2008). It’s Not the Size, It’s the Frequency: The Value of Using a Core Vocabulary in Beginning and Intermediate Greek. CPL Online, 4.1, 1-24.

Muccigrosso, John (2004). “Frequent Vocabulary in Latin Instruction.” Classical World, 97, 409-433.

Dickinson Expands Digital Humanities Projects, Resources

[Reprinted from an article by Kristina Rodriguez ’19 (Staff Writer) in The Dickinsonian: The Dickinson College Student Newspaper, from October 15, 2015]

As the field of Digital Humanities grows in academia, Dickinson continues to integrate it into the curriculum, and is currently sponsoring training opportunities and a new Pulp Magazine digital archiving project.

The term Digital Humanities is inclusive of “a wide range of activities, from online preservation and digital mapping to data mining and the use of geographic information systems, data visualization and digital publishing,” according to the Digital Humanities Advisory Committee (DHAC) page on Dickinson’s website.

“Digital humanities considers the text, object and world in digital terms, explained Patrick Belk, the current post-doctoral fellow in Digital Humanities. “It acknowledges the ways in which scholarship, teaching and social activities are themselves increasingly digital and often taking place online.”

Belk is working on a few different projects in the Digital Humanities at Dickinson, including Digital Boot Camp and the Pulp Magazines Project.

The Digital Boot Camp at Dickinson College is a 10-day training program to teach students to be able to participate in the digital age more efficiently through digital tools and skills such as WordPress, editing videos and using Geographic Information Systems to make maps.

The program this academic year can take up to 10 students who would receive a $350 stipend, training materials and campus housing from Jan. 18 to 22. Interested students must apply by 5 p.m. on Friday, Nov. 20 to participate in the boot camp.

Rachel Kruchten ’16 attended Dickinson’s first Digital Boot Camp two years ago.

“I was recommended for the Boot Camp because I was working as the Digital Services Assistant in the library and had very little experience with digital technology, ironically enough,” explained Kruchten. “The overall experience of the Boot Camp was positive and gave me tools that I ended up using over the next two summers working on the Carlisle Indian School project. I have continued to engage with digital humanities beyond the boot camp, and I highly recommend it for other students as I think it has given me a better understanding of the integration of science, technology and the humanities, and I know the skills I have learned will be useful for me in the future.”

From last spring to the current semester, students have been working on Belk’s Pulp Magazine Project. Victoria DeLaney ’17, Harris Rissell ’16, Jenna Howdyshell ’17, Katie Lasswell ’17 and Edgar Estrada ’18 have contributed to the project thus far. The goal of this project is to complete TEI/XML P5 “mark-up for…the 320 magazines available on the Pulp Magazines Project website,” Belk’s personal project in Digital Humanities.

teiSummer2015_3

Belk is also collaborating with Vy Huynh ’18 this semester “to develop new and experimental search features, designed for exploring popular periodicals through their character-based, plot-driven fiction.”

Another project that Belk works with is the Humanities Lab, which is used to help students develop skills such as close reading, deep interpretation of text and critical analysis when conducting Humanities research. Students involved in this project “are building infrastructures for digital research and enabling increasingly sophisticated modeling of digital texts by adding layers of mark-up to facilitate more complex interactions between texts and computers,” Belk said.

The DHAC webpage also includes information about Digital Humanities projects with which students can get involved, such as: Russian Rooms, where there are photos of Russian citizens that individuals are able to read biographies on as well as listen to interviews and get a taste of the Russian culture; Eighteenth Century Poets Connect, a project to see relationships among individuals in the literary field in Britain during the 1730s; and Women’s Experiences at Dickinson College, a site meant for the women of Dickinson College to digitally voice their collective stories.

Frank Vitale ’16 interned over the summer in Oxford at Zooniverse, a research group that builds crowdsourcing platforms for science and humanities projects. The projects at Zooniverse “allow for people without specialized training to contribute to real research,” Vitale said.

“More students should get involved with digital humanism, and consider it as a serious and worthwhile academic pursuit,” Vitale said. “The political scientist, linguist, historian, philosopher, classicist, sociologist, archeologist, et cetera of old are being replaced by those who can use digital tools to innovate and expand their fields in new and previously unimaginable directions. The digital humanities truly are the new frontier for our generation of humanists, and those without the skills to keep up will be left behind.”

“In many ways, Digital Humanities is no different than ordinary humanities. We still read texts, tease out their meanings, interpret our results, analyze patterns and draw connections between them,” said Belk. “The main difference is that now we can do those things digitally.”

Willoughby Digital Scholarship Lab

Over the summer months, a space in the Waidner-Spahr Library was reconfigured to serve as a new computer room. Known as the Willoughby Digital Scholarship Lab, this room was created in response to a request from Prof. Francese, on behalf of the Digital Humanities Initiative, that there be some dedicated space where faculty members and their student interns may work on digital projects of various types. The Library has received similar requests for workspace for such faculty/student collaborative work in the past, so there seemed a clear enough need, and the Library responded.

Willoughby_Lab_1

The computers in the Willoughby Lab have been outfitted with both Mac and PC desktop computers as well as a variety of software applications, but additional software may be added as necessary in support of the specific research needs of faculty and students. There is also a new book scanner – a Zeutschel Zeta – that makes relatively quick work of any scanning project.

The Lab includes lockers so that materials may be stored securely. There are also shelves and cubbies to store other materials that may not need to be locked up – basic reference books and things of that sort. There is a table for meetings and small group discussion, and a large whiteboard.

Willoughby_Lab_4

Our temporary Library Digital Projects Manager, Don Sailer, has oversight for the room and spends much of his time working in the Willoughby Lab. He is able to provide basic assistance to any faculty members or their interns who may be pursuing their work there.

For more information about how you and your student interns may make use of this space, please contact Don Sailer, Library Digital Projects Manager, or Jim Gerencser, College Archivist.

–Jim Gerencser, College Archivist

Bryan Alexander visits Dickinson

Well-known and well-bearded Higher Ed. consultant and futurist Bryan Alexander returned to Dickinson this week to deliver a stimulating talk about economic, cultural, and technological trends affecting higher education. The seminar was integrated into the week-long Willoughby Institute for Teaching with Technology. Alexander’s talk was opened to the broader community as well, and the lively audience included representatives from surrounding institutions such as the Bosler Free Library, Bucknell University, and Messiah College. While the event was not recorded, the material he presented is based on his Future Trends in Technology and Education report, which is available here.

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Dickinson Classics Online Seminar in Shanghai

DCCShanghaiSeminarGroupPhoto1

DICKINSON ESTABLISHES COLLABORATION WITH CHINESE SCHOLARS OF THE GRECO-ROMAN CLASSICS

By Chris Francese

Marc Mastrangelo and I traveled to Shanghai in June, 2015 to meet some leading Chinese scholars of the Greek and Roman classics, with a view to exploring possibilities for collaboration on a Chinese version of the Dickinson College Commentaries websites. Our contacts in China were made via Jinyu Liu, who is Associate Professor and Classics Department Chair at DePauw University, and also Shanghai “1000 plan” Expert/Distinguished Guest Professor at Shanghai Normal University, where she resides in the summer months. The conference was jointly sponsored and funded by Dickinson College, thanks to Dean and Provost Neil Weissman, and by Shanghai Normal University, thanks to Chen Heng, Professor of Humanities and Communications there. Participants included Liu Chun (Peking University), Chen Wei and Bai Chunxiao (Zhejiang University), Zhang Wei and Huang Yang (Fudan University), Xu Xiaoxu (Renmin University of China), Xiong Ying (Nanjing University), Zhang Qiang and Wang Shaohui (Northeast Normal University), and a contingent from Shanghai Normal itself: Kang Kai, Li Shangjun, and Yi Zhaoyin. Unable to attend but interested in the project were Li Yongyi (Chongqing University), and Michele Ferrero (Beijing Foreign Studies University).

The meetings took place in a seminar room in the humanities building at Shanghai Normal University. We were assisted by a wonderful group of SHNU students.

The meetings took place in a seminar room in the humanities building at Shanghai Normal University. We were assisted by a wonderful group of SHNU students.

Prior to the seminar itself Marc and I gave public lectures attended by students and faculty at SHNU. Marc spoke on June 9, on the topic of “Plato’s View of Poetry and the Early Christian Poets.” I spoke on June 10 on the topic of “Sebastian Brant: An Early Modern Editor of Vergil and Multimedia Text Annotation.”

The conference itself began on Friday, June 12. It started with a presentation from me on the topic “Digital Commentary on Classical Texts: Problems and Prospects,” which outlined the goals of the current DCC project within the context of unsolved problems of text annotation in a digital environment. I ended by emphasizing the collaborative nature of this kind of work, and urged the group to think about what kinds of resources are most needed for Chinese students and scholars. Throughout the seminar we talked with Chinese students as well, learned about their needs, and heard about current teaching practices and materials.

Friday afternoon we were treated to a field trip to see the Bibliotheca Zikawei (Xujiahui Library), a historic collection of western and Chinese books and manuscripts, including an impressive collection of Greek and Roman materials, gathered by the Jesuits and now maintained in their original setting by the Shanghai Library. Thanks to Prof. Chen we received rarely-given access to the sections closed to the public. (The library is the subject of an excellent article by Gail King, pdf)

On Saturday morning work began in earnest translating the Greek Core Vocabulary into Chinese, starting with the grammatical terms and categories. The Chinese scholars appreciated this exercise in particular, since the special terms to describe Greek and Latin grammar have yet to be fully standardized in Chinese. They repeatedly said that the opportunity to discuss such issues as a group was very valuable. Saturday afternoon, while work continued, Marc and I took the participants outside one by one and interviewed them on their hopes for the project, and on their views on the importance of the Greek and Roman classics in contemporary Chinese intellectual and cultural life. This video was captured by Eleanor Yan (Dickinson ’18). Her father, who works for a Chinese television station, provided the camera. We plan to edit this video into an introduction for the project on the website when it is developed.

Since the participants arrived having previously done translations of a subset of the Greek and Latin core lists, the editing work proceeded quickly once they got going. Part of Saturday afternoon and most of Sunday was devoted to the Latin list. The latter part of Sunday afternoon was spent on a discussion what direction they would like the project to go.

The most urgent immediate needs identified were:

  • Reliable lexica
  • Introductory readers based on good pedagogy, with accurate translations, and high quality audio recordings
  • Intermediate readers that included key ancient passages dealing with particular themes, such as Athenian Democracy, Roman history, and Greek philosophy
  • A glossary of unfamiliar terms from Greek and Roman culture

Greek and Latin grammars were also identified as an important project, though one that may take longer to complete. And it was agreed that the long term goal would be to produce reliable translations and commentaries on all the major of the works of the Greco-Roman classical canon, an undertaking that will take many years.

As will be apparent from the video, enthusiasm for the project was very high. The group worked together with splendid collegiality, humor, and good will, and with a sense that this is the beginning of something very important for the field. The climax of the event was the agreement on a new Chinese name for the Project and the formulation of a Chinese logo for the new “Dickinson Classics Online.”

Chinese name logo

The team that met in this seminar now constitutes our Editorial Board, the team of classicists who will oversee the development of essential infrastructure such as lexica and grammars, high quality language teaching tools for Latin and Greek, and expert commentaries and translations by Chinese scholars that make the classics fresh, relevant, and interesting to Chinese students. All resources will be provided free of charge on the internet, giving direct access to the words and ideas of the Greek and Romans to millions of people for the first time. A reasonably priced mobile application will allow serious students to learn on a convenient and portable platform.

This initial meeting included a concrete beginning, the production of a communally edited Chinese version of the DCC Greek and Latin Core Vocabularies, which is one of the most widely used features of the DCC site. We plan to have that up as a website this summer, and will work with computer science students to begin creating the mobile application.

In the meantime some prominent western scholars have signed on to be part of an Advisory Board: Shadi Bartsch-Zimmer (University of Chicago), Walter Scheidel (Stanford University), and Jeremy McInerney (University of Pennsylvania). With a distinguished team on both sides of the Pacific, we hope to be in a good position to raise substantial outside funds to make the ambitious project a reality. Our hope is that DCO can bring Chinese scholars to Dickinson to work alongside each other and with the scholarly and web development team that creates the DCC.

Left to right: Bai Chunxiao (Zhejiang University), Zhang Wei (Fudan University), Li Shangjun (Shanghai Normal University), Chen Wei (Zhejiang University), Chris Francese, Xiong Ying (Nanjing University), Jinyu Liu (DePauw University), Marc Mastrangelo, Xu Xiaoxu (Renmin University of China), Zhang Qiang (Northeast Normal University), Huang Yang (Fudan University), Liu Chun (Peking University), Wang Shaohui (Northeast Normal University)

Left to right: Bai Chunxiao (Zhejiang University), Zhang Wei (Fudan University), Li Shangjun (Shanghai Normal University), Chen Wei (Zhejiang University), Chris Francese, Xiong Ying (Nanjing University), Jinyu Liu (DePauw University), Marc Mastrangelo, Xu Xiaoxu (Renmin University of China), Zhang Qiang (Northeast Normal University), Huang Yang (Fudan University), Liu Chun (Peking University), Wang Shaohui (Northeast Normal University)

Mellon Grant Interim Report 2015

Dickinson College received a $700,000 grant in December 2012 from The Andrew W. Mellon Foundation for use over approximately four years to support faculty and curricular development in the digital humanities. The Mellon Foundation provided project funding to support the following: 1) a one-course reassigned time for the faculty chair of a digital humanities advisory board to guide the initiative; 2) a postdoctoral teaching fellowship to help introduce the latest digital technologies, link Dickinson’s efforts to a larger community of scholars, and assist our Library and Information Systems (LIS) staff in defining needed future capabilities; 3) competitive internal grants for faculty to incubate significant expansion of existing digital projects and/or pilot the use of new tools in teaching and research, including providing student-faculty research opportunities; 4) an intensive program to better train undergraduate students for robust collaboration with faculty on complex digital projects; 5) a virtual “digital studio” to provide accessibility, visibility, and outreach for the best work being done at Dickinson in this field, 6) workshops with representatives of all humanities departments and with key all-college committees to enhance their capacity to support and evaluate digital work in the humanities and across the curriculum; and 7) work toward defining learning outcomes expected for Dickinson students with regard to digital humanities skills.

Here are some excerpts of the report prepared for the Mellon Foundation on activities completed in the second year of the grant, prepared by Chris Francese, Patrick Belk, and Cheryl Kremer:

Digital Humanities Advisory Committee

Over the past year our Digital Humanities Advisory Committee (DHAC), which is the key planning committee for this initiative, continued to meet regularly to guide and oversee all aspects of the project. The committee is currently comprised of seven faculty members: Chris Francese, Asbury J. Clarke Professor of Classical Studies (Chair); Susan Rose, Director of Community Studies Center and the Charles A. Dana Professor of Sociology; Matthew Pinsker, Associate Professor of History and Pohanka Chair in American Civil War History; Lynn E. Helding, Associate Professor of Music; Gregory Steirer, Assistant Professor of English and Film Studies; Sarah Kersh, Visiting Assistant Professor of English; and Patrick Belk, Postdoctoral Fellow in Digital Humanities. Also serving on the committee are five administrators who have a strong interest and/or connection to digital humanities work and to this grant project: Patricia Pehlman, Director of Academic Computing; Jim Gerencser, College Archivist; Todd Bryant, Language Technology Specialist; Ryan Burke, Web Development Specialist; Sarah Sheriff, Director of Online Marketing; and Cheryl Kremer, Director of Academic and Foundation Relations. 

The chair of DHAC (Professor Chris Francese) receives one course reassigned time each academic year through this grant to coordinate this multi-faceted initiative. Over the past year, he has used his reassigned time to organize and lead the committee’s work, to regularly update a robust portal for Dickinson digital humanities efforts, and to maintain an active blog with news and notes about ongoing DH projects and events.

Postdoctoral Teaching Fellow

Our first Mellon Postdoctoral Fellow in Digital Humanities, Matthew Kochis, accepted a tenure-track position at another institution last fall. We conducted a successful search for his replacement and hired Patrick Belk (Ph.D. in English from the University of Tulsa, 2012) who began at Dickinson in August 2014. Professor Belk organized and executed our second successful Digital Boot Camp in January 2015, established a Textual Studies Lab, collaborated on a number of faculty-led projects, and taught a course called Early Science Fiction in the Magazines (ENGL 101) for 22 students in the spring semester of 2015.

Professor Belk has maintained an active scholarly career during his time at Dickinson.  In February 2015 he delivered the manuscript for his first monograph, Empires of Print: Adventure Fiction in the Magazines 1899-1919, which will appear in print from Ashgate. He also continues to enhance the award-winning digital archive of early twentieth-century pulp magazines, The Pulp Magazines Project, using funding from our Mellon Foundation digital humanities grant to hire students to help him tag and create metadata for his magazine scans in TEI-compliant XML. In November 2014 he delivered a paper at the Modernist Studies Association Conference entitled “Baroness Orczy’s Eldorado (1913) in Africa.”

Our postdoctoral fellow also has been busy helping Dickinson faculty develop their own digital humanities projects and ideas. An excellent example of this work is a project with Jacob Sider Jost, Assistant Professor English, who is developing a web site entitled “18th Century Poets Connect,” which documents patronage, printing, and literary affiliation networks using data compiled over many years. Professor Belk helped Professor Jost and his student research assistant Mary Naydan ’15 reimagine the possibilities of his data, and he built an elegant interface in Drupal. He also helped faculty in the Departments of History and English—in addition to forging a new and productive partnership with Associate Professor of Computer Science Grant Braught to help steer senior computer science majors towards collaborative digital humanities projects for their senior theses. On the strength of his work with the Boot Camp and with faculty development, he has been invited to serve as a consultant for Guilford College as they plan to make the most of their own Mellon grant.

Professor Belk also helped to organize a two-day visit by Cliff Wulfman to Dickinson in April 2015. Wulfman is the co-founder of the Center for Digital Humanities at Princeton, which has attracted an extraordinary amount of interest. During his visit to Dickinson he presented on the topic “Thinking Big: Five Steps to Successful Digital Project Development.” Approximately 60 people attended, including representatives from other colleges in our surrounding area (among them Gettysburg, Bucknell, Lafayette, and Franklin and Marshall Colleges).  

Finally, Professor Belk also worked with Professor Francese to submit a proposal to Dickinson’s Space Utilization Committee advocating for a physical space for textual editing distinct from Dickinson’s existing Media Center. As a result, the college was able to commit space until the end of summer 2015 for a Textual Studies Lab, which is currently located in a room within our Waidner-Spahr Library. This space contains three work stations equipped with software for XML editing and OCR processing, and a digitization cradle manufactured by Professor Belk himself.

Digital Humanities Fund

Another major component of our digital humanities grant has been to review and award internal grants to support Dickinson faculty members interested in beginning or advancing their digital humanities efforts. The following is a list of grants awarded to Dickinson faculty through our Digital Humanities Fund since our last report, the vast majority of which have involved students in substantive ways.

Art and Art History

Melinda Schlitt

  • reassigned time to support work on curating images for a multimedia edition of Vergil’s Aeneid in development with Dickinson College Commentaries
  • student assistant to support work on curating images for a multimedia edition of Vergil’s Aeneid

Anthropology/Archaeology

Christofilis Maggidis

  • student summer assistant and rental of 3-D scanning equipment for documentation of finds and architectural remains at Lower Town in Mycenae, Greece

Classical Studies

Chris Francese

  • student summer assistant to gather notes and images for a multimedia digital edition of Vergil’s Aeneid
  • two academic year student assistants, one creating descriptions and metadata for images from an important illustrated Aeneid editios of 1502 in support of the multimedia Aeneid digital edition, and a second for the creation of a Database of Latin Grammar in Caesar’s De Bello Gallico
  • consultant Megan Ayer (Ph.D. Classical Studies, University of Buffalo) to edit and complete the digital version of T.D. Goodell’s School Grammar of Attic Greek (1902)
  • consultant Derek Frymark to complete running vocabulary lists for the whole of Vergil’s Aeneid based on Henry Frieze’s Virgilian Dictionary

English

Jacob Sider Jost

  • student assistant to support “Patronage, Print, and the Economics of Eighteenth-Century Poetry.” The resulting web site is called “18th Century Poets Connect.”

Wendy Moffat

  • student assistant to help create a searchable database for images and documents for her book project, A Disbelief in Obstacles: Three Prophetic Americans and the Great War [Site here.]

Greg Steirer

  • Atlas.ti software licenses for a student and an educational instructor to assist with a book chapter entitled “Bioware and the Politics of Video Game Authorship” (in progress)

French and Italian

Nicoletta Marini-Maio

  • student assistants to help develop the online, open-access peer-reviewed journal project entitled “gender/sexuality/italy

German

Sarah McGaugheySarah Bair (Education), and Todd Bryant

  • three student assistants to help create online language lessons for blended learning to be used with The Mixxer, the Dickinson-based social networking website for connecting students in foreign language courses with native speakers abroad who are studying English
  • travel to CALICO, the Computer Assisted Language Instruction Consortium, on May 6-10, 2014 at Ohio University in Athens, Ohio.

History

Crystal Moten

Emily Pawley

  • reassigned time to help oversee work on the Dickinson history web project [Site here.]

Matthew Pinsker

  • faculty consultant John Osborne to help supervise the development of the main House Divided research engine
  • two student assistants to help develop the multi-media projects and video tutorials for the new Lincoln’s Writings website
  • support for an E-book publication series, videotaped panels/exhibits, and Voice of Lincoln podcasts
  • stipends for advisory board members (David Blight, Catherine Clinton, Eric Foner, Harold Holzer, James Oakes, and Anne Sarah Rubin)

Karl Qualls

  • student summer assistant to support research on Russian immigration to the US in Prince Gagarin, the website: Russian Americans

Political Science/International Studies

Ed Webb and Todd Bryant (Academic Technology)

  • three student summer assistants to work on the creation of two historical simulations in Minecraft, one covering Europe and the Americas in 1492 and the other covering Europe and Africa beginning in 1876.

Sociology

Susan Rose and James Gerencser (College Archives)

  • three summer student assistants to work on digitizing student files for the Carlisle Indian Industrial School project
  • two student assistants for the academic year
  • three student assistants in spring for one week of work in the National Archives
  • consultant Krista Gray to develop Drupal site
  • three student assistants in fall
  • consultant Blair Williams to process ledgers and other bound materials

Digital Boot Camp Program

Our second successful “Digital Boot Camp” was held from January 5 through 16, 2015 to provide training for students interested in working with faculty on digital humanities projects. Eleven students participated: Victoria DeLaney ’17 (English/Spanish), Jackie Goodwin ’17 (Environmental Studies/Sociology), Wesley Lickus ’17 (Environmental Science), Nick Bailey ’16 ( International Business & Management), Andrew McGowan ’16 (Biochemistry & Molecular Biology), Harris Risell ’16 (English), Anna Leistikow ’15 (International Studies), Melissa Pesantes ’15 (Italian Studies/Anthropology), Katherine Purington ’15 (Classical Studies), Olivia Wilkins ’15 (Chemistry/Mathematics), and Maurice Royce ’16 (Computer Science). 

These students completed online tutorials at home during the week of January 5, 2015 and convened on campus for further instruction and to work on their own projects. Training included ArcGIS, Drupal, XML, and discussions of metadata and other DH principles. Other instructors included Michael D’Aprix, Daniel Plehkov, Leah Orr, and Don Sailer. Most of the student projects represented collaborations with faculty members, academic departments, or student organizations on campus. The projects can be viewed at http://dh.dickinson.edu/belkp/. There also was a well-attended showcase of this work in the HUB Social Hall on campus on January 27, 2015 at which these students had a chance to present and explain their projects.

Digital Studio

The Digital Studio that highlights the many digital projects headed by Dickinson faculty has been expanded to accommodate new projects as they become established. The Dickinson Digital Humanities blog, maintained by Professor Francese, is also very active—with 25 posts since the last report. The majority of these are based on reports submitted by faculty of work carried out with the support of the grant. There have been essays by Dickinson faculty members discussing various aspects of their work and announcements of DH-related campus events. The website also displays guidelines for faculty interested in applying for funding and a definition and discussion of the concepts behind the digital humanities.

Workshops and Defining Learning Outcomes

As explained in our last interim report, Jeffrey McClurken conducted a workshop for our faculty in January 2014 as a first step toward defining learning outcomes for Dickinson students with regard to digital humanities skills. At the conclusion of that workshop, faculty participants were encouraged by the Provost to return to their departments to discuss the possibility of convening smaller departmental workshops to work more intensively on specific learning outcomes relevant to their disciplines. We agreed to provide internal funds (as cost sharing) for several of these follow-up workshops.

Two departments have conducted workshops since our last report (History and Spanish & Portuguese). The Department of History met twice over the summer of 2014 and had very good discussions. They plan to bring in an outside consultant to campus this spring and will provide a final report on their progress later in the year. The Department of Spanish & Portuguese also met twice, in the summer of 2014 and again briefly during winter break. They have developed proposed learning outcomes for two courses in their major. Students taking Spanish 231 will “develop their ability to locate and assess the quality of a range of written and digital sources” and students in Spanish 305 “will learn to annotate a text digitally in closed and collaborative formats. Students will write for various digital platforms with an awareness of audience and scope.”

Plans and Goals for Upcoming Year

Next year we plan to conduct our third Digital Humanities Boot Camp in January 2016, and the Digital Humanities Advisory Committee will continue to solicit proposals and award internal grants to our faculty for digital humanities scholarly projects, professional development activities, and summer and academic-year student collaborators and assistants. 

With regard to technology, we hope to implement an XML database, with Fedora platform and Apache Solr search application for faculty projects that involve the creation of TEI-encoded texts for digital scholarship and research. Professor Francese also plans to guide the establishment of the Textual Studies Lab in its new form under the auspices of the Archives and Special Collections of the college (not using Mellon funding.)  Finally, the Digital Humanities Advisory Committee also hopes to sponsor a “DHAC-a-thon” modeled on the NEH-funded “Digging into Data Challenge and Pennsylvania State University’s “HackPSU.” The goal will be to invite teams of two to three undergraduate humanities majors to explore and create visualizations using data spreadsheets provided by our Archives and Special Collections and from other Dickinson projects. A small cash prize will be offered for the best work as judged by DHAC members.

Dickinson remains profoundly grateful to the Mellon Foundation for support of this comprehensive initiative in the digital humanities. As this interim report indicates, this grant continues to harness the creativity of our faculty and students, creating many new opportunities for faculty and students to create useful digital humanities resources. We expect to continue to leverage the Mellon Foundation’s generous support to continue exciting new projects and collaborations in the year ahead.

Mellon Digital Humanities Seminar: Clifford Wulfman (4-7:30 PM, Thursday, April 2, 2015) @ Dickinson College, Carlisle PA

DHAC PRESENTS

“Thinking Big: Five Steps to Successful Digital Project Development”

posterWulfmanFINAL

Clifford Wulfman is the Coordinator of Library Digital Initiatives at Princeton University and co-founder of Princeton’s new Center for Digital Humanities. He has been involved with the Perseus Digital Library, the Modernist Journals Project, and is currently the Director of the Blue Mountain Project, an NEH-funded initiative digitizing European art periodicals. In April, Dr. Wulfman will be on the campus of Dickinson College to talk about his work and training, digital libraries, and the future of digital humanities.

Mycenae Lower Town Excavations and 3-D Reconstruction

Prof. Christofilis Maggidis sends along this report on his work documenting the Lower Town at Mycenae. The 3-D scanning and reconstruction work was partly funded by Dickinson Digital Humanities grants over the summers of 2013 and 2014.

The archaeological investigation of the Lower Town of Mycenae (2001-to date) aims to reveal the relationship between the citadel/palace of Mycenae and the surrounding settlement, and to show land development and public works (fortification walls, roads, bridges, dams, irrigation, terracing). The Geometric settlement (houses, workshops, silos, graves) dates to the 9th-8th century BC; these Geometric ruins are the first and only ones discovered so far at Mycenae since Schliemann’s excavations in 1874, and establish the cultural continuity of the site in the transition from the end of the Bronze Age, after the collapse of the Mycenaean world, to the historical period of the Early Iron Age. The underlying Late Mycenaean urban settlement (fortification walls, gates, houses, storerooms, dams, etc) dates to the 13th century BC, This is the first time that the very existence of the Lower Town is archaeologically established.

[youtube_sc url=”https://www.youtube.com/watch?v=vIEE7i8C_nE&feature=youtu.be”]

The Mycenae GIS database built by the Dickinson team includes geology, terrain and topography (based on digitized Hellenic Military Geographical Service topographic maps, geological maps, satellite photos, and Total Station points), geophysical survey (subsurface architectural features detected by remote sensing), architectural remains, archaeological contexts, features, and finds (embedded and catalogued by date, accession number, material number, layer/context number, geodetic coordinates, grid-square and locus, photos and drawings).

The G.I.S. geodatabase further integrates a 3-D digital reconstruction of the Lower Town. . This comprehensive 3-D digital model of the site will constitute an interactive learning tool, but also a pioneer and dynamic digital publication platform with a powerful database, incorporating and illustrating the architectural development of the buildings with all successive construction or modification phases, their finds, and their surroundings.

The site scanner shoots millions of georeferenced points from many different angles and locations to compose a highly accurate (5mm) georectified ground plan

The site scanner shoots millions of georeferenced points from many different angles and locations to compose a highly accurate (5mm) georectified ground plan

This past summer, all excavated architectural structures of the palatial workshops at Mycenae, including buildings, walls, floors, deposits, gates, and roads were scanned with a 3-D Terrestrial Laser Scanner, which was leased for a period of three weeks from the Demokritos University of Thrace (Prof. Nikolaos Lianos). The site scanner shoots millions of georeferenced points from many different angles and locations to compose a highly accurate (5mm) georectified ground plan, thousands of cross-sections of orthogonal axial tomography (like a Cat-scan), and a ‘walk-through’ rotating 3-D model of the site, which forms the basis for the 3-D digital reconstruction of the workshops. Next year, the plan is to scan and photograph from the air the whole valley of the Lower Town and the cyclopean walls of the citadel in the backdrop using a videocamera-equipped drone in order to digitally recreate the precise terrain and background for the 3-D town/citadel model which will then form the basis for the georeferenced 3-D digital model of the ancient landscape.

For more information about the Mycenae Lower Town Excavations, see here and here.