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"Looking back over the past 18 months, we have four observations. First, we have learned the critical importance of clearly defining the Sherman Centre's scope and purpose for the campus community. Understanding of digital scholarship's boundaries is still relatively low on all of our campuses. Work in the center falls outside traditional norms for how research is done - the norm being that research is a solitary activity, with no "bumping around" required. In terms of libraries, it is definitely outside the norm. Libraries are traditionally very transaction-based: we count the number of people who enter our doors, ask us research help questions, and attend instruction sessions. We have no mental model for tracking activity within a digital scholarship center, which is inherently more relationship-based. Second, we've learned that the relentless demand for physical space on campus creates pressure on our new center. Faculty members and graduate students are always looking for a place to run their experiments and relocate their staff. We often find ourselves having to turn people away when their work is not advancing the digital scholarship agenda. Saying no is not easy, but it must be done to protect the center's integrity. Third, we've learned of the vital need for patience - both individual and organizational. Digital scholarship centers are not created in a day or even in 18 months. Building a good center requires patience on the part of our senior university administrators, faculty, and staff. A digital scholarship program is built on relationships, as well as on the careers of its scholars. Centers evolve as junior faculty members incorporate digital scholarship into their research and then rise to become senior scholars. Finally, we've discovered the strong need for training and mentorship opportunities on our campus. Our graduate students (like any other graduate students) do not enter their programs with deep digital scholarship skills, but they are e

"a community of faculty, academic technologists, librarians, administrators, and other academic professionals interested in two interlocking questions: how do creative uses of new technology and networked information support the current project of liberal education, and, perhaps more interestingly, how do they force us to re-think what it means to be liberally educated?"