Funded Projects Query Form
63 matches

A one-year virtual institute focused on training humanities scholars to manage remote teams collaborating on digital projects.

Greenhouse Studios at the University of Connecticut (greenhousestudios.uconn.edu) requests $249,566 over two and a half years to improve the remote collaboration and facilitation skills of digital humanities project managers. COVID-19 has brought the challenges of working in online environments into high relief, but the need among digital humanists for better ways of working together online predates the pandemic. The fully-online institute proposed here will both model and teach proven methods and best practices for supporting more productive virtual teams, including how to: build a cohesive and inclusive team of remote colleagues; facilitate more equitable participation in the online environment; design more productive online experiences; match remote collaboration tools to project aims; balance synchronous and asynchronous interactions; encourage positive participation from remote team members; and sustain participation over time.

A virtual and in-person institute supporting 15 participants over three years teaching methods for managing and publishing digital archaeological data.

Digital data increasingly inform how communities understand the present and past. To make these understandings more democratic and accountable, the scholarly community needs to make data, and the skills and knowledge to make sense of data, more broadly accessible. Networking Archaeological Data and Communities builds on our achievements in archaeological data publishing and data literacy instruction by providing professional development for archaeologists who represent and serve diverse communities. In virtual meetings and in-person workshops, participants will bridge theoretical and practical aspects of data. They will develop ethically appropriate data management plans, prepare data for publication, begin developing public-facing digital projects or pedagogical resources, and contribute to an open access Data Literacy for Archaeologists Practice Guide. Thus, this institute will catalyze collaborative outcomes and those driven by the needs of individual participants.

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.

An online course on computational and quantitative methods for cultural analysis of large-scale digital sources to be followed by more advanced in-person workshops for early career scholars.

The use of computational and quantitative tools and approaches in the humanities is rapidly becoming more widespread. At the same time, there are still significant barriers preventing emerging scholars in the humanities from using these tools to generate new insights that make a genuine impact within the humanities themselves. The goal of our proposed advanced institute is to develop an online course and in-person workshop that will empower scholars in the humanities by eliminating the "black box" of computational text analysis. Participants will gain a theoretical and practical understanding of text analysis methods and the interpretation of their outputs. As such, participants will be able to extract content and derive meaning from the growing archives of digital sources, making accessible new directions in humanities scholarship. The in-person workshop in particular will be the springboard for collaborations between the next generation of analytically-inclined humanities scholars.

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.

an institute to help humanities scholars learn how to create linguistic data and apply statistical models to new languages.

Natural Language Processing (NLP) has revolutionized our ability to interpret texts at scale and is an essential tool for scholars in the digital humanities. However, only a small percentage of the world’s languages are supported by the major NLP libraries. The New Languages for NLP Institute will help scholars with expertise in less-resourced languages to create linguistic data and train NLP models for their languages. In three workshops, held at the Center for Digital Humanities at Princeton University in 2021-2022, participants will create linguistic data and train statistical language models for new languages. They will learn best practices in project and research data management. As an outcome of the project, participants will publish an open dataset in the standard Conference on Computational Natural Language Learning format as well as a trained language model that can be used for computational text analysis.

A five-day institute for twenty-five participants organized by and hosted at the University of Central Florida for using digital methods to research digital culture.

There has been growing awareness of the need for humanist inquiry into the internet platforms and communities driving contemporary culture. From fan communities and discourse about works of literature to meme-makers skewering cultural objects, online spaces enable readership, creation, circulation, and transformation of humanist texts—and the active making and remaking of public history. However, much internet research is driven by computational approaches without also being rigorously grounded in theories of culture and textual production. Navigating this space can be particularly daunting to early-career humanities scholars. This is where we seek to intervene. Understanding Digital Culture: Humanist Lenses for Internet Research will foster a transdisciplinary humanities institute to provide resources, training, and a community of collaborators to engage both computational network and data analysis tools and the ethics and best practices of using the web as a site of research.

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

The proposed NEH Institute, “Advanced digital editing: modeling the text and making the edition”, will train 25 participants who already know how to edit their texts in TEI XML to participate directly in the modeling, conceptualization, and implementation of their editions, empowering them to express innovative philological scholarship in a way that is informed by a deep understanding of what is possible technically, and of how to achieve it.

A series of five workshops for up to 150 participants to explore approaches to long term sustainability of digital humanities projects. The workshops would be hosted at the University of Pittsburgh, Brigham Young University, Brown University, the Georgia Institute of Technology, and Oklahoma State University.

The ongoing sustainability of digital humanities projects is of critical concern to the field. To help increase engagement with sustainability planning, the University of Pittsburgh has developed, with prior support from the NEH, the Socio-Technical Sustainability Roadmap (STSR). The STSR is a structured workshop that guides participants through the practice of creating effective sustainability plans, based on research findings that demonstrate that the needs of a project’s social infrastructure must be addressed alongside the needs of its technological infrastructure in order to successfully sustain digital work over time. We are applying to the NEH ODH IATDH Program to fund a series of five facilitated STSR workshops at regional digital humanities hubs located across the United States. We anticipate reaching 125-150 people in total and are particularly interested in attracting participants who lack access to digital sustainability infrastructures at their home institutions.

A week-long, residential institute followed by a series of virtual sessions on collaborative digital humanities, archival collections, and Caribbean Studies for 26 participants. The institute would be hosted at the University of Florida.

The George A. Smathers Libraries at the University of Florida (UF) in partnership with the Digital Library of the Caribbean (dLOC) request to host a week-long, in-person workshop and five additional monthly virtual workshops on collaborative Digital Humanities (DH) and Caribbean Studies. Participants, especially from under-resourced institutions and those with preservation concerns, will gain DH teaching experience and in-depth knowledge of how to utilize digital collections in teaching. The Institute will provide training in tools, processes, and resources for developing lessons, modules, and/or courses. Twenty-six participants will achieve: 1) acquisition of concrete digital skills and DH approaches for teaching and research utilizing Open Access digital collections; 2) participation in an enhanced community of practice for DH; and, 3) creation of Open Access course and teaching materials that blend DH and Caribbean Studies.

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 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 two-week institute for 25 historians of the United States, to be hosted by George Mason University’s Roy Rosenzweig Center for History and New Media, on advanced theory and application of new media tools for teaching and scholarship.

In the August 2014, twenty-three mid-career digital novices came to George Mason University (GMU) for the two-week intensive summer institute, Doing Digital History, organized by the Roy Rosenzweig Center for History and New Media (RRCHNM). Experts in their field of American history, these novices in digital methodologies were nervous, unsure of their own abilities, and intimidated by digital history. They all left as confident digital ambassadors with new skills, insights, and motivation to pursue digital work and become active participants in the growing community of digital humanists. Because of this success, and due to a continued need in the field, RRCHNM requests support from the National Endowment for the Humanities to organize Doing Digital History: 2016, a second Institute for Advanced Topics in the Digital Humanities (IATDH), during the summer of 2016 to serve a cohort of twenty-five established, mid-career American history faculty and public historians.

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.

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 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 three-week institute with follow-up activities at Tufts University on the use of computational and corpus linguistics methodologies for scholarly research for humanities scholars, library professionals, and graduate students.

This Institute will provide 30 participants with three weeks in which (1) to develop hands on experience with TEI-XML, (2) to apply methods from information retrieval, text visualization, and corpus and computational linguistics to the analysis of textual and linguistic sources in the Humanities, and (3) to rethink not only their own research agendas but also new relationships between their work and non-specialists (e.g., an expansion in opportunities for tangible contributions and significant research by undergraduates, new collaborations that transcend boundaries of language and culture, and increased opportunities for the general public both to contribute to our understanding of the past). A two-day conference on the theme of the Institute will then follow in the summer of 2013 with an open call for contributions and will provide both a venue for and a challenge to the issues/ideas raised during the initial Institute and their importance for the digital humanities.

A three-week summer institute hosted by the University of California, Los Angeles to explore how geospatial technologies like Geographic Information Systems (GIS) can be used for teaching, learning, and research in the humanities.

"Digital Cultural Mapping: Transformative Scholarship in the Geospatial Humanities" is a proposal for a three-week summer institute at UCLA for an interdisciplinary group of 12 humanities scholars and advanced graduate students to learn how to develop innovative publications and courses that harness the theoretical and practical approaches of the "geospatial humanities." Situated at the intersection of critical cartography and information visualization, the Institute will combine a survey of the state of the art in interoperable geospatial tools and publication models, with hands-on, studio-based training in how to integrate GIS data into humanities scholarship, develop robust spatial visualizations, and deploy a suite of mapping tools in the service of creating publication- ready research articles and short monographs. The Institute will culminate in an "impact and evaluation" seminar of these publications with representatives from major university presses and journals.

A two-week institute and follow-up activities for humanities scholars to consider the potential for incorporating geospatial theories, methodologies and technologies into humanities research and teaching, with a particular focus on the history of religion in the United States.

The Institute proposes to link and deepen scholarly understanding of complex humanities data and geospatial technologies through a focus on two innovative forms-spatial narratives and deep maps-that bend spatial and other digital technologies to the intellectual traditions of humanists, thereby constituting a bridge between diverse avenues of investigation. In doing so, we address the first and fourth goals of the NEH call for proposals, namely, to bring together humanists and technologists to advance an innovative approach to the digital humanities and to assess the tools and methods available to support it.