In the span of a decade, Digital Humanities (DH) became a discipline.

In 2009, I responded to a job advertisement from Tufts University. The Classics department sought a junior or senior colleague with a strong record of teaching and research to teach Latin and Greek at all levels. The ad specified that the candidate should advance the study of Greek and Latin in an interdisciplinary context. Candidates who could support contributions to original research by undergraduate and graduate students were especially welcome.

The graduating Ph.D. will naturally understand Digital Humanities as it is organized at research-intensive universities: as a large-scale enterprise based in a ‘Centre’ or ‘Program’, often with its own programming staff, a teaching curriculum and long-standing relationship across the Humanities and Computer Science. However, a great number of tenure-stream positions are to be found in small universities where these conditions do not pertain.

It is unclear how long we will be able to treat the term Classical Studies as largely synonymous with the study of Greco-Roman culture -- this usage reflects assumptions of European cultural hegemony that few students of Greco-Roman culture still share and fewer still would publicly defend. Certainly students of Greco-Roman culture in the United States and Europe have various pragmatic reasons, political and economic alike, to recognize the importance of Classical Arabic, Chinese, Sanskrit, Persian and other cultural languages from beyond Europe.