FALL 2015
organization as an undergraduate student
for black women on MIT’s campus, and
organized new spaces for graduate
students to facilitate career development.
So when I finished my PhD in polymer
science and engineering, I was drawn to a
career path that would allow me connect
my passion in science with public service.
When I moved from the East Coast
to California in 2006 to serve as a
postdoctoral researcher in a weapons
lab at the Lawrence Livermore National
Laboratory (LLNL), I was able to explore
larger policy issues. Because LLNL was
and continues to be a leader in research
and innovation and because it is a
government-sponsored laboratory, I was
able to dive deep into understanding how
science and tech policy can influence the
greater good of society.
Following this role, I transitioned to
Washington, D.C., where I worked at
the U.S. Senate and was introduced to
international and foreign policy. I worked
for Senator Russell Feingold, who served
as the chairman of the Subcommittee
of African Affairs on the U.S. Senate’s
Committee on Foreign Relations. A benefit
of working at the federal level was that I
was exposed to foreign policies, priorities,
and issues. It was also challenging
because it was fast-paced and at times
overwhelming. Nevertheless, I decided
to apply for a fellowship at USAID, which
allowed me to look at explore how to forge
stronger links between the science and
technology community and international
development issues. This is part of what led
to the construction and implementation
of HESN. For people like me who are
interested in science, community, and
service, HESN is an amazing way to bring
all of these elements together. My role at
HESN has really allowed me to come full
circle and engage with all of the elements
I’m passionate about.
What unique skills do STEM-trained
people contribute to international
development?
Commitment to rigor and contact with
complex systems and ambiguity is
something that STEM-trained students
bring, and it’s a trait that I would say is
shared with international development
practitioners. Individuals in this space
are curious about how technology is
implemented in appropriate contexts,
in appropriate ways, with appropriate
partnerships. The ways in which STEMtrained students can deconstruct
problems from a wide range of angles
and then find solutions is unique.
But I also have to say that there are
four assets that I believe STEM-trained
individuals could be better at:
1. Empathy: A broader sense of empathy
and compassion toward those they
are partnering with and or serving in
a development context is key, as are
developing appropriate relationships with
partners. The development sphere is
complex, and it’s important to navigate it
with compassion.
2. Trust: Building and maintaining trust
is also key. The development context
is sensitive and the ability to build trust
and maintain relationships is especially
critical.
I love the op-ed that was recently featured
in the New York Times, as it is something
I’ve been saying for a while. One way to
increase diversity in STEM is to create
clearer connections to societal value. A
certain immediacy is tied to social impact
and social entrepreneurship related work.
The people you are engaging with and the
time you spend with them and the way you
see yourself and the