Three three-day workshops of 35 participants each hosted by Yale University, Northern Arizona University, and Indiana University-Purdue University Indianapolis (IUPUI) on teaching new digital methods and exploring issues of preservation and access in Native American Studies. 

The Digital Native American studies Project (DNSP) proposes to offer three three-day workshops that will educate participants on issues of digital humanities research and methodology in the context of Native American Studies. Native American Studies, an interdisciplinary field of study exploring the history, culture, politics, issues, and contemporary experience of indigenous peoples of America, intersects with a number of issues related to access, preservation, and methodology that are problematized through the development and deployment of digital tools and methods and the conduct of digital research. While tremendous work has been done around the preservation and access of analog materials within Native American communities, there has been much less attention paid to the ways in which digital objects, practices, and methods function within Native communities and through Native American Studies scholarship outside of the anthropological context. Each three-day long workshop will serve thirty-five participants drawn from academic, cultural heritage, and tribal communities.

A three-week summer institute and a follow-up workshop for 20 participants to explore spatial approaches to Africana Studies.  The institute would be hosted by Purdue University and the follow-up workshop would be held at Hamilton College.

Hosted by the African American Studies & Research Center (AARC) at Purdue University, this two-year long institute beginning the summer of 2016 is designed to advance knowledge in Africana/Black Studies by affording 20 early and mid-career Africana/Black Studies scholars, graduate students and librarians an opportunity to think critically about the relationship and intersections between Africana Studies and the spatial humanities. To that end, the Institute is concerned with helping participants to think spatially, to internalize the concept of space, and to develop spatial literacies. The Institute will also advance digital and spatial humanities approaches among Africana/Black Studies scholars. Participants will explore key topics in spatial humanities and will be introduced to a breadth of geospatial technologies. The web-based platform, BlackDH.org (www.blackdh.org) will serve as a clearinghouse and portal for scholarly discussions that will grow out of the Institute.

A three-week summer institute on the theory and development of digital scholarly editions for 25 participants to be hosted at the University of Pittsburgh.

The digital scholarly edition is more than a reading text with links and annotations. The digital scholarly edition is an integrated platform for performing research, and digital textual scholarship advances as this platform comes to support new types of inquiry The Institute will train 25 participants who already know how to mark up their texts (in TEI XML or similarly) to participate directly in the technological conceptualization and implementation of their editions, empowering them to undertake philological work that is informed by an understanding of what is possible technically, and of how to achieve it. This training responds to the risk of miscommunication or missed opportunity in collaborative situations where no participant in a project understands fully both the textual and the technological issues involved in designing and building a digital scholarly edition.

A series of workshops for humanities scholars and editors on developing and publishing digital multimedia scholarship to be hosted by West Virginia University and held on-campus as well as in conjunction with scholarly publishing conferences.

This institute will offer two sets of workshops for authors and editors who want to learn more about composing and publishing scholarly multimedia and web-based academic texts. The workshops will attend to beginners’ concerns about starting a scholarly multimedia project to more advanced author concerns regarding infrastructural and preservation work plans. The two-week author workshops provide hands-on time and staff support for completing a segment of a digital humanities project. The two-day editor/publisher workshops will focus on workflows for peer review, copy-editing, and publication (including preservation) in scholarly multimedia.

A ten-day residential institute and follow-up activities for 15 participants to develop core humanities computational research and project development skills. The in-person institute and follow-up workshop would be hosted at the Graduate Center of the City University of New York.

The CUNY Graduate Center’s Digital Humanities Research Institute (DHRI) will advance the research goals and professional growth of individual participants, while at the same time supporting their efforts to organize and lead digital humanities workshops in their local contexts. During a ten-day residential institute in June 2018, participants will explore interdisciplinary digital humanities research and teaching with leading DH scholars, develop core computational research skills through hands-on workshops, and begin developing versions of the DHRI for their own communities. Over the following academic year, each participant will have access to an online network of peers, as well as 20 hours of consultation from our experienced staff. When participants return to New York in June 2019 to report on their experiences, their reflections will inform the publication of a guide to leading digital humanities skill workshops in a variety of institutional contexts.

A one-week in-person institute hosted at Mississippi State University on approaches to computational textual analysis and how these techniques may be incorporated into the classroom. This institute will be followed by a series of virtual sessions focused on digital pedagogy and the humanities.

While the digital humanities often center on developing long-term research projects, it is the goal of our Advanced Topics in Digital Humanities Institute to bring the tools and methods of the digital humanities directly to the undergraduate classroom. “Textual Data and Digital Texts in the Undergraduate Classroom” aims to expand engagement with and access to digital humanities, particularly at under-resourced institutions, by teaching undergraduate instructors how to incorporate small-scale, data-focused digital projects into their humanities teaching. Our institute will include a one-week in-person session with hands-on instruction in turning text into data, and then analyzing that data and sharing the results. This week will be followed by bimonthly virtual sessions with experts in digital pedagogy. By the end of the institute, participants will have developed a classroom DH project or assignment about textual data.

A series of four three-day institutes for a total of 72 participants on the use of word embedding models for textual analysis. The three-day institutes would be hosted by Northeastern University.

The Northeastern University Women Writers Project seeks funding for a three-year institute series on word embedding models, to overcome barriers to entry for humanist researchers and teachers. We plan four institutes in all: two aimed at teachers and two aimed at researchers, with a novice and intermediate event for each audience. Each event will be followed by a three-month period of virtual discussion and consultation with WWP staff and fellow participants, and sharing of research and teaching outcomes.

A four-day summer workshop at the University of California, Berkeley, and follow-up activities for thirty-two participants on the ethical and legal issues around data mining of large scale textual collections for humanities research.

Digital humanities (DH) scholars, and professionals who support them, often perceive a barrier to utilizing text data mining (TDM) techniques: the law. Uncertainty about the breadth of TDM rights can impede the scope of DH research questions, or unnecessarily expose scholars to risk. Building Legal Literacies for Text Data Mining (Building LLTDM), hosted by UC Berkeley from June 23-26, 2020, will equip DH TDM researchers, librarians, and professionals with foundational skills to: 1) confidently navigate law, policy, ethics, and risk within DH TDM projects; 2) integrate workflows for DH TDM research and professional support; 3) practice sharing these new tools through authentic consultation exercises; 4) prototype plans for broadly disseminating their knowledge; and 5) develop communities of practice to promote cross-institutional outreach about the DH TDM legal landscape. Instructional materials will be shared publicly as a CC0 (Creative Commons Zero waiver) open educational resource.

A two-week long institute that will teach participants how to create datasets, visualize data, and create maps, with the overarching goal of creating a cohort of military historians who are able to use digital tools and methods to examine issues at the intersection of war and society.

As historians have begun to accept and adopt digital methods for historical analysis, the field of military history has been slow to follow suit. For a field that is rich with data and unconventional sources for analysis, this lack of adoption is somewhat surprising. Both structural barriers and lack of training contribute to the relative paucity of compelling digital projects that focus on military history. To address these barriers and provide hands-on training in digital methods of particular interest to the military history community, the Roy Rosenzweig Center for History and New Media at George Mason University requests funding for Digital Methods for Military History, an Institute for Advanced Topics in the Digital Humanities.

A ten-day residential institute and follow-up activities for 15 participants to develop core humanities computational research and project development skills hosted at the Graduate Center of the City University of New York.

A ten-day residential institute and follow-up activities for 15 participants to develop core humanities computational research and project development skills. The in-person institute will be hosted at the Graduate Center of the City University of New York with follow up workshops offered through online webinars.

An online and in-person mentorship and training program to facilitate collaboration among scholars at the Spatial Archaeology Residential and Online Institute, devoted to large-scale archeological analysis of objects, structures, sites, and landscapes.

The Spatial Archaeology Residential and Online Institute, hosted at the Center for Advanced Spatial Technologies, University of Arkansas, addresses an increasing need for advanced training in spatial methodologies in archaeology and heritage management. Spatial analysis of human behavior involves data on a “very large-scale,” as there are many aspects involved in understanding how humans perceive space, occupy it, and alter it. Obtaining this “very large-scale” data involves the high-density measurement and analysis of objects, structures, sites, and landscapes. Recent developments that allow for higher density and more precision are helping us address complex questions about human nature that heretofore were not possible. SAROI seeks to support 16 junior scholars in an online and in-person training and mentorship program over the course of three years, with the intent of building long-term collaborative relationships among Fellows and between Fellows and SAROI staff.

A three-week hybrid summer institute to train participants in born-digital scholarly publishing methods. 

Brown University Library requests funding to support a hybrid three-week summer institute (July 11-29, 2022) with virtual and in-person components for fifteen participants who wish to develop innovative born-digital scholarship intended for publication by a university press but lack the necessary resources and capacity at their home institutions. The Institute will equip humanities scholars from all career levels and across disciplines with in-depth knowledge of the digital publishing process, familiarity with open source tools and platforms, advanced project management skills, concrete and individualized plans for project advancement, and top-level publishing industry contacts. Centered on inclusivity and accessibility, the Institute aims to broaden the range of scholars producing born-digital publications and, by extension, the audience for digital humanities scholarship.

A three-week institute and follow-up activities on the use of computer simulations and modeling techniques in the humanities for twenty-four humanities scholars.

This project will advance research in the humanities by adding a variety of simulation techniques to the standard repertoire of methods already employed by humanists. Interested humanists from a range of disciplines including philosophy, history, archeology, linguistics, anthropology and political science, among others, will work not only with technical experts but also with humanists already familiar with methods involving computer simulations and models. Our aim in bringing technologists and humanists together in precisely this way is to promote the dual notion of "the humanities shaping technology" as well as "technology shaping the humanities." Modeling experts will be pressed to not merely present existing techniques but to shape those techniques in ways that address questions and on-going inquiries pursued by humanists. Twenty-four humanists will spend 3 weeks in June 2011 and 3 days in 2012 interacting with modeling experts.

A two-year series of summer workshops engaging scholars and institutional administrators in concerns relating to peer review and evaluation of digital scholarship in the humanities.

NINES proposes a two-year series of summer workshops with emphasis on institutional concerns surrounding digital scholarship in the humanities, specifically in regard to peer-review and the tenure-and-promotion process. We plan to host 22 people each year for a 5-day workshop, in which digital project leaders will interact with institutional representatives with a stake in the evaluation of scholarship. We will come at issues under rubrics: "markup and metadata," "interface," "documentation," "collaboration," and "sustainability." We hope to guide the development of projects and use the group to generate public working papers towards a rationale for peer-review and promotion. Both workshops will be held at the University of Virginia, with its rich supporting environment in the digital humanities. In combining opportunities for technical, theoretical, and institutional training and discussions, NINES hopes to cultivate digital scholarly production and reception in the humanities.

A semester-long program of advanced training in geospatial technologies critical to the practice of modern archaeology, followed by participation in field projects.

This proposal seeks funding to support a program designed to provide junior scholars in archaeology with advanced training in geospatial technologies and their application to archaeological research. While geospatial technologies ranging from satellite remote sensing, to subsurface geophysical prospection, to three dimensional scanning and visualization have all become increasingly critical to modern archaeology, few practitioners have the necessary technical skills to integrate these technologies into research and teaching programs. Participants in this program will have the opportunity to spend an entire semester taking a series of intensive courses in geospatial technologies and make use of the hardware, software and instrumentation available at the University of Arkansas's Center for Advanced Spatial Technologies on independent research projects. On-campus training will be followed up by participation in one of numerous archaeological field projects.

A series of workshops to be held at Brown University for humanities faculty, related staff, and graduate students to explore advanced uses of digital text encoding for use in humanities scholarship and teaching.

This three-year institute series will offer an opportunity for advanced exploration and training in three areas of critical importance to scholarly users of the TEI Guidelines. Building on two previous seminar series, we will offer advanced three-day institutes on TEI customization, XSLT for digital humanists, and bringing text encoding into the digital humanities classroom. These seminars will be aimed at an audience of faculty, archivists, librarians, and digital humanists who have had some experience with TEI and need grounding in more advanced tools, systems, and approaches. Each seminar will emphasize discussion, hands-on practice, and close attention to the specifics of participants' own projects. The seminars will be led by the WWP staff, who are internationally recognized as experts in TEI encoding, project design, and digital humanities, together with guest instructors with expertise in specific domains appropriate to each seminar.

A series of workshops to be held at the University of South Carolina and the University of Illinois, Urbana-Champaign to consider uses of high-performance computing applications in humanities research and teaching.

The Center for Digital Humanities (CDH) at the University of South Carolina will partner with the Institute for Computing in Humanities, Arts, and Social Science (I-CHASS) at the University of Illinois at Urbana-Champaign and the National Center for Supercomputing Applications (NCSA) to foster innovation in the research and development of computational resources for humanities research groups. Humanities High Performance Computing Collaboratory (HpC) will engage scholars in a year-long collaboration with computing specialists in order to: 1) receive a comprehensive education in four computational concentrations; 2) receive instruction in digital humanities project design and management; 3) obtain hands-on experience with a variety of technical platforms; 4) work with technical staff to outline pilot explorations in at least one area of computational concentration; and 5) join a year-long virtual community where scholars will support their peers in authoring digital humanities projects. Participants will come from a wide range of institutions, with a particular focus on recruiting students and faculty from Historically Black Colleges and Universities and Tribal Colleges.

A two-year series of summer seminars, hosted by New York University and Drew University, for humanities scholars, library and museum professionals, and advanced graduate students on the possibilities of the Linked Open Data model for use in humanities scholarship with a particular focus on Ancient Mediterranean and Near East studies.

We propose two three-day sessions of an Institute designed to train scholars on the use of Linked Data in online publication for ancient studies. Participants will work with a cadre of experienced scholars and technologists who will guide them through a hands-on overview of current best practice, equipping them to make their own intellectual content discoverable and re-usable in a highly networked world.

A one week institute for twelve participants on the principles of humanities-centered tool design, development, and implementation, followed by a year of development support and evaluation.

The Roy Rosenzweig Center for History and New Media (CHNM) at George Mason University proposes a reprise of One Week | One Tool for summer 2013. Another Week | Another Tool: A Digital Humanities Barnraising will once again bring together a group of twelve digital scholars, students, librarians, and museum professionals of diverse disciplinary backgrounds and practical experience to CHNM to build something useful and useable in seven days. Not for the faint of heart, a one-day course of training in the principles of open source software development will be followed by an intense six days of doing and a year of continued community engagement, development, testing, dissemination, and evaluation. Comprised of designers and programmers as well as project managers and outreach specialists, the group will conceive a tool, outline a roadmap, develop and disseminate a modest prototype, lay the ground work for building an open source community, and make first steps toward securing the project's long-term sustainability.

A four-day institute at the University of Texas, Austin, with a follow-up workshop for humanities scholars, librarians, archivists, and advanced graduate students on the use of analytical tools to study digital audio collections of spoken word, such as oral histories, poetry, and Native American oral traditions.

We are applying for an Institutes for Advanced Technologies in the Digital Humanities grant from the NEH to support bringing together librarians and archivists, humanities scholars and students, and computer scientists and technologists invested in understanding and developing infrastructure for computational analysis on poetry, folklore, speeches, and storytelling sound files. The School of Information at the University of Texas at Austin and the Informatics Institute at the University of Illinois at Urbana-Champaign propose to host the High Performance Sound Technologies for Access and Scholarship (HiPSTAS) Institute to include meetings in May 2013 and in May 2014. In the interim year, scholars will work on scholarship in consultation with the HiPSTAS team. The second meeting is a symposium on the scholarship produced through the year as well as a meeting to propose recommendations for the development of tools for supporting advanced digital scholarly inquiry in spoken text sound.

A training institute in practical and theoretical approaches to 3D real-time visualization of cultural heritage sites for twenty humanities scholars.

The past thirty years have seen a tremendous upsurge in the use of digital modeling in archaeology as well as in projects and applications based in the humanities. Digital representations can create new forms of visual knowledge, which in turn can lead to new research streams. As such, digital models have become increasingly important tools in a wide range of applications. Despite the power of these models as representational and visualization tools, the tools themselves are often difficult to use and not easily accessible by the novice. This proposal is for a 'digital toolbox' that bridges this gap. A unique feature of this institute is the incorporation of visits to Arkansas State University heritage sites modeled by the University's Center for Digital Initiatives. Beyond this, in bringing together an impressive group of lecturers working in the digital humanities, the institute itself would create an important resource in the form of a community of scholars, encouraging future collaborations between individuals and universities.

A series of four two-day workshops to be held at Northeastern University, Emory University, the University of Nebraska-Lincoln, and the University of Texas, Austin, on theoretical and practical approaches for making digital humanities scholarship accessible to blind, low-vision, deaf, and hard-of-hearing users. An online guide of best practices with examples of humanities projects would be produced as a part of these workshops.

The Maryland Institute for Technology in the Humanities (MITH) at the University of Maryland will partner with the BrailleSC.org project, the Northeastern Center for Digital Humanities, the Emory University Libraries Digital Commons (DiSC), the Center for Digital Research in the Humanities (CDRH) at the University of Nebraska, and the College of Information at the University of Texas-Austin to foster the making of digital environments accessible and usable by blind, low-vision, deaf, and hard-of-hearing users. AccessibleFuture will facilitate four two-day long workshops for one hundred humanists, librarians, and information scholars (twenty-five per workshop) to develop and educate humanities scholars with all levels of expertise from beginner to the most advanced about technologies, design standards, and accessibility issues associated with the use of digital technologies.

A 5-day institute for 25 community college faculty members, to be hosted by Lane Community College in Eugene, Oregon, on new digital methods, tools and practices for humanities teaching and scholarship.

Community college humanists have been slow to join communities of practice in digital humanities (DH), in part due to intensive teaching/ service workloads in an open-access context which puts constraints on professional development. To address this lag, Lane's July 13-17, 2015 institute will teach faculty DH theory and methods, build DH tools and projects, and scaffold these for their students' unique learning needs, with the result of expanding the definition of digital humanities practice to include the work of community college teachers, scholars and students. 25 participants will create a portfolio of project prototypes in data visualization, geospatial mapping, crowdsourcing, and digital storytelling, et al, emerging with a firm grounding in the complexity of DH and its applicability to their courses. A public keynote address will welcome the community into the conversation and participants’ work will be shared in an online commons that will serve as a hub for a community of practice.

A twelve-day institute to be held over two summers, hosted by Michigan State University, for 20 participants to explore advanced theory and application of computational approaches and new media for archaeology.

The Institute on Digital Archaeology Method & Practice will be hosted jointly by MATRIX: The Center for the Humane Arts, Letters, and Social Sciences and the Department of Anthropology. The institute will bring together 20 participants to the campus of Michigan State University for two 6-day sessions in 2015 and 2016. In order to fulfill the institute's goals, attendance will be open to public sector archaeologists, private sector archaeologists, students, scholarly archaeologists from both the anthropological and humanist communities, and scholars from fields closely aligned with archaeology. Talks and workshops will be delivered by a wide variety of internationally regarded experts from the world of classics and ancient history, archaeology, the digital humanities, museums, and neogeography. The institute is organized along several themes: Field Methods, Data & Linked Data, Geospatial, Scholarly Publication & Communication, and Public Outreach & Engagement.

A 13-day summer institute, hosted by the Folger Shakespeare Library, for fifteen technically-advanced scholars of early modern English studies to explore advanced analytical techniques for engaging with digitized humanities collections.

The Folger Institute proposes to host an NEH institute on "Early Modern Digital Agendas: Advanced Topics" in summer 2015. This institute will introduce humanities scholars, alt-ac builders, and librarians (both digital and traditional) to an expert visiting faculty-historians of technology, information catalogers and retrievers, computing specialists, linguists, literary historians, visualization theorists, and statisticians-to model best practices for the design and implementation of digital projects. EMDA2015 will be both an expansively defined training institute and an opportunity for scholarly practitioners to consider how new technologies may be shaping the very nature of early modern research. Fifteen participants will have two and a half weeks of intensive application and analysis to answer such questions.