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Quint Gregory

Photo of Quint Gregory

Director, Michelle Smith Collaboratory for Visual Culture, Art History and Archaeology

(301) 405-3183

4213D Parren J. Mitchell Art-Sociology Building
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Ph.D., University of Maryland

Research Expertise

Digital Art History
Digital Humanities
Early Modern Studies

Quint Gregory wears many hats at the University of Maryland, but spends most of his time in the Great Room of the Michelle Smith Collaboratory for Visual Culture, a space he designed and runs, collaborating with teachers, researchers and students interested in employing digital technologies to enhance their work, be it pedagogical, academic or rhetorical. Also he teaches seminars regularly for the Honors College at the University of Maryland that focus on museums and society, inspiration for which he drew from nearly a decade's worth of work in area museums (National Gallery of Art, Walters Art Gallery) while pursuing his doctorate, a goal only accomplished after his Fulbright-fueled year of research in the Netherlands in 2000-2001.

Quint first came to the University of Maryland as a graduate student focused on seventeenth-century Dutch and Flemish painting, a subject for which he retains great passion, even if he does not wade in those waters daily at present.

When not at the University Quint delights in time with his family, travels with his wife and projects that exhaust both mind and body but renew the spirit.


Thinking through Data in the Humanities and in Engineering

This article considers how the same data can be differently meaningful to students in the humanities and in data science.

Art History and Archaeology

Lead: Elizabeth A. Honig
Contributor(s): Christian Cloke, Quint Gregory
Non-ARHU Contributor(s): Deb Niemeier
This article considers how the same data can be differently meaningful to students in the humanities and in data science. The focus is on a set of network data about Renaissance humanists that was extracted from historical source materials, structured, and cleaned by undergraduate students in the humanities. These students learned about a historical context as they created first travel data, and then the network data, with each student working on a single historical figure. The network data was then shared with a graduate engineering class in which students were learning R. They too were assigned to acquaint themselves with the historical figures. Both groups then created visualizations of the data using a variety of tools: Palladio, Cytoscape, and R. They were encouraged to develop their own questions based on the networks. The humanists' questions demanded that the data be reembeded in a context of historical interpretation—they wanted to reembrace contingency and uncertainty—while the engineers tried to create the clarity that would allow for a more forceful, visually comprehensible presentation of the data. This paper compares how humanities and engineering pedagogy treats data and what pedagogical outcomes can be sought and developed around data across these very different disciplines.