Wunneonatsu Annalyce Cason, Salve Regina University
Wunneanatsu Lamb Cason, Eastern Woodlands Education Consulting
Darlene Kascak, The Institute for American Indian Studies
Aileen N. McDonough
Catherine Adele McDonough, Sarah Lawrence College
Ruth Garby Torres, Brown University

Lisa Dombrowski (Wesleyan University), Kolby Durocher (Wesleyan University), Adam Elkouraichi (Wesleyan University), Ray Huan (Wesleyan University), Arla Hoxha (Wesleyan University), Arushi Khare (Wesleyan University), William Markowitz (Wesleyan University), Andrew Quintman (Wesleyan University), Jesse Torgerson (Wesleyan University), Cici Wang (Wesleyan University)

The relational database platform Nodegoat allows for sophisticated forms of network analysis that visualize both chronological and spatial forms of contextualization. This roundtable highlights several digital humanities projects at Wesleyan University that bring together faculty and students in collaboration on a wide range of topics and methodological approaches. The roundtable will demonstrate Nodegoat’s flexibility and extensibility in addressing diverse forms of content and data models.

Gregory Crane, Peter Nadel and Charles Pletcher, Tufts University
James Tauber, Signum University
Clifford Wulfman, Princeton University

We present the workflow developed to integrate openly licensed, born-digital, and machine-actionable publications. Focusing on Ancient Greek, Latin, Old English, Classical Arabic, and Classical Persian, we addressed challenges relevant to diverse ancient and modern languages. Perseus 6 serves as a publishing workflow that organizes complementary data into a unified reading environment.

Mike Kemezis, CT Humanities, he/him
Khalil Quotap, CT Humanities, he/him
Emma Wiley, CT Humanities, she/her
Misa Giroux, CT Humanities, she/they

Over the past decade, Connecticut's digital humanities projects became scattered across different platforms and organizations, creating disconnected content and unclear audience engagement. CTH recognized the need for change and reimagined the role of a state humanities council to better support digital humanities. This presentation discusses how CTH developed a new vision to serve as a digital hub for accessing, contributing to, and examining the story of Connecticut.

Mary Robison, Yonkers Public Library
Shauna Porteus, Yonkers Public Library
Nancy Maron, BlueSky to BluePrint & YPL

Learn how grant funding, staff expertise, and institutional collaborations can grow a public library system’s local history archival program by building infrastructure and internal capacity for digital humanities projects. Panel discussion with representatives of the Board of Trustees, administration, and archives team of the three-branch public library system in Yonkers, the third-largest city in New York.

Kyle Booten, University of Connecticut

Poetry as Critical Making: Emerging Technologies For Creative Praxis

Monica Storrs, Northeastern University

Critical Making is a transformative framework that can impact the digital humanities, driving innovation in creative, research, pedagogical, and archival contexts. Monica Storss is a poet-researcher positioning Poetic praxis as a form of Critical Making. Join Storss in conversation about her work with emergent technology (AI, XR, Spatial Computing), creative writing, and Critical Making.

Examining Discussions of Gentrification and Displacement in United States Congressional Hearings on Mixed-Income Housing

Maggie Sardino, King's College London/Goldsmiths, University of London, she/her/hers

Weaving together computational textual analysis and qualitative thematic analysis, this presentation explores how speakers discuss the terms ‘gentrification’ and ‘displacement’ in United States Congressional Hearings focused on mixed-income housing policy. Through examination of the frequency and framing of the term ‘gentrify’ over time, it reveals the political commitments of speakers and uncovers the aspects of gentrification rendered invisible in U.S. congressional hearings.

Transcribing Puerto Rican and Connecticut Documents: Two Methodologies for a Digitized Collection

Jennifer L. Schaefer

The Puerto Rican and Connecticut Historical Documents Transcription Project at the UConn Library is designed to increase access to digital collections held in the Connecticut Digital Archive. This project compares two approaches to transcribing handwritten documents: a crowd-sourced platform and a handwritten text recognition process. The presentation will share findings about making these documents more accessible for students, scholars, and the communities whose histories they document.

“A Scientific Association”: New Digital Methods for Understanding the Impacts of Early Women Writers on the Sciences

Sarah Connell, Northeastern University, she/her/hers

This paper will share insights from a new initiative led by the Women Writers Project and the PolyGraphs project to study the impacts of women on the sciences during the watershed period of the seventeenth century in Great Britain. Using text and network analysis, this initiative is investigating the ways that women scholars such as Margaret Cavendish and Anne Conway shaped emerging scientific and philosophical discourses, highlighting the centrality of women to the sciences then and now.

Turning Daybooks into Data: AI-Driven Insights from Historical Diaries

Joanne Riley, Digital Initiatives Archivist, Healey Library, University of Massachusetts Boston, she/her/hers

Can AI transform historical diaries' text into actionable data? In this lightning talk, we'll explore how the concise entries of daybook diaries can become rich sources for analyzing people and places, and for generating maps and network graphs. By generating data ready for tools like Flourish, AI can help visualize connections and relationships from the narrative entries in the diaries.

Empowering Digital Scholarship in Public Liberal Arts Colleges

Victoria Sciancalepore, Ramapo College of New Jersey, she/her

This paper examines the role of libraries as hubs for DH in public liberal arts colleges, focusing on Ramapo College’s initiatives. Since adopting its first DH project in 2015, the college has expanded to include projects, courses, and a dedicated DH librarian role. It explores the benefits of accessibility, collaboration, and preservation, alongside challenges like funding and staffing, emphasizing libraries' transformative potential for advancing digital scholarship and fostering innovation.

Chinese Museums in the Digital Age

Jie Qiu, PhD student, Department of Digital Humanities, King's College, University of London

This presentation examines public engagement in Chinese museums' digital transformation. Drawing on autoethnography, in-depth interviews with museum professionals, and case analyses, I explore how institutional factors, professional practices, and resource integration shape public participation. The findings provide insights into strategies for enhancing digital public engagement in museums.

From the Museum to the Classroom: Black & Latino History in Connecticut

Peter Moran, Connecticut Museum of Culture and History (he/him)
Corinne Swanson, Connecticut Museum of Culture and History (she/her)

Participants will learn about digital resource packs created by the Connecticut Museum of Culture and History to correspond with our state's Black and Latino Studies course. These packs were designed to bring local history into high school classrooms, and engage students with primary sources to tell the stories of Black and Latino Connecticans. We will discuss the process of developing these materials, lessons learned, and share strategies and resources employed in these materials.

Brenda Brueggemann, University of Connecticut (she/her)
Jess Petrazzuoli-Gallagher, Simmons University (they/them)
Ashten Vassar-Cain, University of Connecticut (he/him)
Allison Lemaster, University of Connecticut (she/her)
Madison Bigelow, Rutgers University (she/her)
Collin Lamontagne, University of Connecticut (he/him)

The Mansfield Training School Memorial and Museum project illuminates the 133-year history of the Mansfield Training School (MTS) while focusing on its profound connections to the University of Connecticut, the State of Connecticut, and the impact of institutionalization in America. Following MTS’s official closure in 1993, the site’s numerous buildings remain neglected, boarded up, defaced and overgrown. The project already engages, and plans to develop even more, digital platforms and materials and the focus of our presentation will be on those platforms and possibilities. This archival history and restorative justice project unveils the institutionalization of disabled lives by carrying out a robust “microhistory” – drawing from many different approaches and disciplines– as it casts light (and shadows) on the inequities and control exerted by UConn and the State over those who entered, remained, and often died at institutions like MTS. All elements of the project have been focused on engaging not just the UConn community, but also reaching to the broader New England public and historical community by encouraging critical reflection on the history of disability and institutionalization both at the local and national scale. While much of our project is focused on history, we also affirm our responsibility to the present. Operating as a restorative justice initiative, the project not only identifies a dual community and school/college audience but also establishes a collaborative framework for preserving the diverse lives and history of those impacted by MTS. We are considering the possibility of oral history interviews, and a physical memorial as we enter the next phase of our project. This project also aims to begin dialogues of how institutional accountability may be achieved at a land grant university.

Connecticu's Oral Hsitory Infrastructure

Fiona Vernal, University of Connecticut

Join us for an update about support for oral history training and infrastructure in Connecticut and how your organization can benefit from this historic collaboration between UCONN, CT Museum and CT Humanities

Sourcery: Reimagining Remote Research

Amanda Breeden, University of Connecticut

Sourcery is a mobile application that gives a better way for researchers to request reference scans and archivists a better way to fulfill them. Sourcery provides archivists with a streamlined reference scanning workflow and payment processing services and provides researchers with a single interface for placing document requests across multiple repositories. Project lead Amanda Breeden will give an overview of the app and lead a conversation as to how Sourcery can become a dynamic tool for all.

A Demonstration of Chronicling America: LC's Digital Newspaper Database

Erin Shapland, Connecticut Digital Newspaper Project

Chronicling America is a database of historical American newspapers digitized by state projects. This demonstration will cover the basics of using digitized newspapers to teach and research Connecticut and American history.

Writing Digital History with Online Tools

Greg Colati, UConn and CCSU

Online tools make it possible to create multi-media and non-linear presentations of historical topics. What effect does these new tools have on how history is written, and what audiences we can reach?

Digital Humanities Projects in Spanish Language Classrooms

Jesse Gleason

This presentation features several ongoing digital humanities projects in university Spanish language classrooms that used multiple technology-enhanced tools, such as generative artificial intelligence (G-AI), virtual reality (VR), and Collaborative Online International Learning (COIL) to foster students’ intercultural competence, global awareness, cross-cultural sensitivity, intercultural curiosity, advanced Spanish development, and willingness to study/engage in international research.

Replacing the Reading List with WonderCat: Building a Relational Database of Reading Experiences with Students

Mary Isbell, English, University of New Haven
Lauren Slingluff, University Librarian, University of New Haven
Mike Benveniste, English, San Jose State University
Bill Quinn, English, Marist College

We decided that we wanted to teach literature with student-selected texts. Then we started building a tool that would help students discover texts they would never find with a Google search. WonderCat is a relational database built with WordPress and a discovery tool visualizing that relational data with the R package Shiny. We are designing this tool so it can grow each semester, providing future students with a sense of the experiences their peers have had with creative works.

Creating Open Education Resources with Students: A Comparative Review of Two Gender, Sexuality, and Intersectionality Studies Assignments

Ariella Rotramel, Connecticut College, they/them/theirs
Ashley Hanson, Connecticut College, she/her/hers

Our paper explores the creation of two Open Education Resources (OER). We share how we decided that OERs were an appropriate element of our courses and walk through our process of developing these resources. The merits and drawbacks of different approaches to integrating OER and lessons learned so far are discussed. We argue that OER can be a beneficial element for any course if it is properly integrated with learning goals and sufficient support for students is provided.

Kate Boylan (Worcester Polytechnic Institute & Digital Commonwealth)
Sonia Pacheco (University of Massachusetts Dartmouth & Digital Commonwealth)
Dan Everton (Digital Commonwealth)
Chelsea Fernandes (University of Massachusetts Dartmouth & Digital Commonwealth)

In 2021, Digital Commonwealth reached a significant milestone by hiring its first permanent employee. This transition marked a strategic pivot towards more intentional programming and reimagining outreach to 200+ members. This session will cover org-forward-thinking programming; enhancement of collaboration among member institutions; leveraging volunteer contributions alongside professional staff, and creating meaningful digital cultural humanities resources and infrastructure to keep doing so.