Jacquelyne Thoni Howard is the Manager of Technology Initiatives at Newcomb College Institute. Jacque leveraged her liberal arts degrees, a BA and a MA in History, to gain 10 years of professional experience in technology in higher education. Her background includes online education, project management, digital scholarship, and instructional technology. Jacque is also a historian of Borderlands history who works at the intersection of the gender and sexuality and race and empire. In her current project, she researches the experiences of women and families in the North American Borderlands. She is currently editing a dissertation titled “Families on the Borderlands: Marriage and Kinship Practices in Lower French Louisiana, 1700-1795.” Her digital scholarship work also includes the history of women and technology. Jacque has taught the history of gender and sexuality, history of race and empire, digital scholarship practices, and the history of technology as the main themes in several undergraduate courses. These courses include U.S. History to 1865, U.S. History Since 1865, Western Civilization I, History of Modern Europe, Understanding Historical Change - U.S. History. At NCI, Jacque co-teaches the third-year Scholars course.
Jacque is a member of the Organization of American Historians, HASTAC (Humanities, Arts, Technology, Alliance & Collaboratory), and the Society for the History of Technology.
- Manages the Digital Research Internship Program and works with faculty, staff, and students on digital scholarship projects.
- Advises the Women in Technology and the Society of Women Engineers student groups.
- Co-teaches the third-year Scholars course and facilitates workshops in digital scholarship, instructional technology, and information technology applications.
- Serves as the Drupal Administrator and develops IT strategies and policies.
“A Productive Colony: Threats to French Imperial Priorities and the Development of Families in Early French Colonial Louisiana’s Lower Mississippi Valley Borderlands,” Le Journal, vol. 32, no. 4, Fall, 2016, p 3-19.