Jessica Linker
Assistant Professor of History
Jessica C. Linker is a historian of early America and digital scholar. She is working on a book project that examines how women practiced science in the eighteenth and nineteenth centuries, and the various social and cultural trends that contemporaneously or retroactively obscured their labor. She is also interested in the ways virtual and augmented reality can be used in historical teaching and research. Her research has been supported by the McNeil Center for Early American Studies, the Library Company of Philadelphia, the American Philosophical Society, and the New York Public Library. She additionally co-directs Northeastern’s Huskiana Press, an experiential letterpress studio.
- New-York Historical Society Fellow (2022)
- Gest Fellow, Haverford College (2022)
- Northeastern Humanities Center Reckonings Fellow (2021-22)
- Future Digileader (2020)
- Zuckerman Dissertation Prize in Early American Studies, McNeil Center for Early American Studies (2019)
- Library Company of Philadelphia Short-Term Fellowship, Fellow in the Program in Early American, Medicine, Science, and Society (2019)
- Facilitator (with Lorena Gauthereau, Eric Kaltman, Emma Slayton, Neil Weijer, and Alex Wermer-Colan), Immersive Pedagogy: A Symposium on Teaching and Learning with 3D, Augmented and Virtual Reality, for a symposium designed to incubate pedagogical 3D/VR projects, prioritizing those that focus on Latinx, Latin American, and Caribbean Studies, CLIR/Mellon Microgrant (awarded September 2018)
- Chief Facilitator (with Kara McShane, et. al.), Introductory Programming for the Liberal Arts, to fund a one-day symposium/sandbox for Pennsylvania faculty to learn digital tools and methods, Pennsylvania Consortium for the Liberal Arts Opportunity Grant (Fall 2017 round awarded for 2018-19)
- CLIR Humanities and Digital Scholarship Postdoctoral Fellow, Bryn Mawr College (2017-19)
- Greenfield Dissertation Fellowship, Library Company of Philadelphia (2014-15)
- McNeil Center for Early American Studies Advisory Council Dissertation Fellowship (2014-15)
- American Antiquarian Society Short-Term Fellowship (2012)
- American Philosophical Society Library Fellowship (2012)
- Historical Society of Pennsylvania/Library Company of Philadelphia Short-Term Fellowship (2012)
- Lord Baltimore Fellowship, Maryland Historical Society (2012)
- New York Public Library Short-Term Fellowship (2012)
- Filson Historical Society Fellowship (2011 and 2012)
- Reese Award in American Bibliography and the History of the Book, Virginia Historical Society (2011)
- Ruth R. and Alyson R. Miller Fellowship in Women’s History, Massachusetts Historical Society (2011)
- Rare Book School Director’s Scholarship (2010)
- “Immersive Pedagogy: Developing a Decolonial and Collaborative Framework for Teaching and Learning in 3D/VR/AR” (with Lorena Gauthereau, Emma Slayton, and Alex Wermer-Colan) in The Journal of Interactive Technology and Pedagogy (2020). https://jitp.commons.gc.cuny.edu/immersive-pedagogy-developing-a-decolonial-and-collaborative-framework-for-teaching-and-learning-in-3d-vr-ar/
- “Director, Bryn Mawr Women in Science (2017-19). https://digitalscholarship.brynmawr.edu/howis/“
- “Technology,” in Early American Studies (2018). https://muse.jhu.edu/article/707756
- “New Context for Teaching Science to African American Girls in Early Philadelphia,” Library Company of Philadelphia (2016) https://librarycompany.org/2016/05/18/new-context-for-teaching-science-to-african-american-girls-in-early-philadelphia/
- “The Pride of Science: Women and the Politics of Inclusion in 19th-Century Philadelphia,” in Pennsylvania Legacies (2015). https://www.jstor.org/stable/10.5215/pennlega.15.1.0006
- American Historical Association
- Society for Historians of the Early American Republic
- Society for the History of Authorship, Reading and Publishing
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Education
PhD University of Connecticut (2017)
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Contact
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Address
233 Meserve Hall
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Associations
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HIST 1200 / 1201: First Year Seminar
HIST 1200 / HIST 1201
Provides an introduction to historical methods, research, writing, and argument in which all students produce a substantial research project that passes through at least two revisions, and that is presented publicly to other members of the colloquium.
