A.B., University of Chicago, 2008MPhil, University of Cambridge, 2009Ph.D., University of Cambridge, 2013Postdoctoral Fellow, Max Planck Institute for the History of Science, 2013
"I study how scientists, engineers, technicians, students, and other workers make specimens, images, data, and knowledge in research laboratories."
Caitlin Donahue Wylie, Assistant Professor of Science, Technology, and Society
I've researched how science and society interact at the universities of Chicago and Cambridge, the Max Planck Institute for the History of Science (Berlin), the New Jersey Institute of Technology, and now at UVA. I focus on the unwritten work and workers in research communities, such as technicians, whose names and work are missing from publications, and students and volunteers, whose contributions to laboratory work are often overlooked. This topic includes who works in laboratories and what they do, how people learn to conduct research, and how workers define skill, expertise, and social status. I use qualitative social research methods, including interviews and participant observation.
Since 2010 I've taught undergraduates majoring in science and engineering about the history, philosophy, and social studies of science and engineering. These students gain new insights into their majors and future careers. They become more well-rounded and socially-aware researchers, with the potential to improve society by applying their work to social problems.
SEAS Research Innovation Award2017-2018
Raymond and Edith Williamson Studentship, Department of History and Philosophy of Science, University of Cambridge2009-2012
Clare Hall Bursary, Clare Hall College, University of Cambridge2009-2012
Viola K. Bower Merit Scholarship, University of Chicago2004-2008
Science, Technology and Society
Trust in technicians in paleontology laboratories. Science, Technology, and Human Values. In press. ABSWylie, C. D. (2017)
The whole as the sum of more than the parts: Developing qualitative assessment tools to track the contribution of the humanities and social sciences to an engineering curriculum. American Society for Engineering Education Conference Proceedings. ABSWylie, C. D., Neeley, K. A., and T. B. Odumosu (2017).
Invisibility as a mechanism of social ordering: defining groups among laboratory workers. In J. Bangham and J. Kaplan (Eds.), Invisibility and Labour in the Human Sciences. Max Planck Institute for the History of Science, Preprint 484 ABSWylie, C. D. (2016).
Learning out loud (LOL): How comics can develop the communication and critical thinking abilities of engineering students. American Society of Engineering Education Conference Proceedings. ABSWylie, C. D., and K. A. Neeley (2016).
“The artist’s piece is already in the stone”: Constructing creativity in paleontology laboratories. Social Studies of Science, 45 (1), 31-55. ABSWylie, C. D. (2015).
Teaching nature study on the blackboard in late nineteenth- and early twentieth-century England. Archives of Natural History, 39 (1), 59-76. ABSWylie, C. D. (2012).
Teaching manuals and the blackboard: Accessing historical classroom practices. History of Education, 41 (2), 257-272. ABSWylie, C. D. (2012).
Setting a standard for a “silent” disease: Defining osteoporosis in the 1980s and 1990s. Studies in History and Philosophy of Biological and Biomedical Sciences, 41, 376-385. ABSWylie, C. D. (2010).
Preparation in action: Paleontological skill and the role of the fossil preparator. In M. A. Brown, J. F. Kane, and W. G. Parker (Eds.), Methods in Fossil Preparation: Proceedings of the First Annual Fossil Preparation and Collections ABSWylie, C. D. (2009).