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AAAS Fellow Biography

Dorothy Jones-Davis

Dr. Dorothy Jones-Davis
AAAS Fellow
Directorate for Engineering
Division of Engineering Education & Centers
Class of 2013

Dr. Dorothy Jones-Davis is an AAAS Science and Technology Policy Fellow in the Division of Engineering Education and Centers (EEC) within the National Science Foundation’s Directorate for Engineering. Dr. Jones-Davis is a graduate of Wellesley College, where she majored in Psychobiology, and she received her Ph.D. at the University of Michigan in Neuroscience. While at the University of Michigan, she studied the mechanism of benzodiazepine pharmacoresistance in status epilepticus, and became interested in health and research disparities and STEM education.  After receiving her Ph.D., she completed a postdoctoral fellowship in the Department of Neurological Surgery at UCSF, where she studied the physiological and behavioral effects of using interneuron precursor cells as a potential therapeutic in a model of epilepsy. She then became an IRACDA Scholars in Science (ISIS) Postdoctoral Teaching and Research Fellow at UCSF, where she studied the genetic basis of epilepsy and autism in the Department of Neurology while serving as a lecturer in the Department of Biology at San Francisco State University. While at UCSF, Dr. Jones-Davis served on a number of University committees relating to diversity, access, and equity, including the Postdoctoral Scholars’ Association Board, the Chancellor’s Council, the Chancellor’s Advisory Committee on Academic Diversity (CACAD), the Chancellor’s Advisory Committee on Childcare (CACC), and the Council on Campus Climate, Culture, and Inclusion (CCCCI). Most recently, she was a member of the CCCCI campus workgroup developing a UC system-wide survey to assess campus climate and inclusion.

During her fellowship tenure, Dr. Jones-Davis is interested in developing strategies to broaden participation in the STEM workforce, particularly in the engineering and technology fields. Her work in the Engineering Directorate will specifically focus on aligning best practices from NSF-funded engineering education research with practices used in Engineering Research Centers (ERCs), as well as understanding the outcomes of potential disruption (e.g. MOOCs, inverted classrooms, digital games, “maker” culture) in engineering education systems.



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