About The WNATT Leaders
My career vision is to drive organizational culture change in higher education, achieving a more equitable system that is inclusive of diverse learners, teachers, and researchers. I enact my vision through cultivating people and relationships. Throughout my 15-year career in academia and government, I have cultivated connections among people, organizations, projects, and ideas to work toward a more equitable and inclusive educational system. My research, leadership, service, and mentoring have all centered on combating historic structural inequities and facilitating the success of everyone in the engineering education system—students, faculty, staff, and administration. My research on social capital and co-curricular activities demonstrate that connections between people motivate and contribute to educational success.
I am associate professor of Engineering and Science Education at Clemson University and am currently on loan to the National Science Foundation to serve as the program director for engineering education in the Directorate for Engineering.
I have a deep passion for qualitative research and promoting enhanced well-being in higher education spaces. I recently earned my Ph.D. in Engineering and Science Education from Clemson University. My graduate career centered on promoting inclusive policy, research, and practice within science and engineering by examining and challenging exclusionary norms and culture. I successfully merged my experience as a natural scientist with my passion for equity, diversity, and inclusion in my doctoral work exploring the personal and professional well-being of women faculty in engineering.
I attribute much of my success to role models who have encouraged and modeled ways of incorporating personal well-being into professional lives. I believe fostering well-being can help empower one to navigate numerous, competing demands of life and to thrive personally and professionally.
I am a historian of science, technology and engineering focused on bringing the methodologies and findings of history to contemporary social issues. My historical work has centered on issues of equity and inclusion in technical learning and labor in the United States. Ideas of identity and diversity in America have long claimed democratic origins and intent without enacting deep and lasting reform. My research and writing have exposed the nature of race, gender, sexuality and disability as insistently inequitable ascriptions in American education, work and policy into the 21st century, and I have collaborated with engineering educators and education researchers to understand current implications of “difference” in technical disciplines. I am a professor of History at Drexel University and co-editor-in-chief of the international journal, History+Technology; my blog can be found at: amyeslaton.com