Dr. Jamie Huber Ward is an interdisciplinary social scientist and faculty research associate at the University of Colorado Boulder. Her research examines systemic structures and organizational change in higher education, predominantly focusing on how departmental structures, curricula, and practices shape students' pathways into and through postsecondary computing and technology. As Associate Director of Higher Ed with the Center for Workforce Technology Innovation, Jamie draws on evidence-based models of organizational change to support systemic transformation in computing and technology departments. Her applied scholarship includes: designing and facilitating cohort-based professional learning for faculty and administrators, translating research findings into actionable resources for computing and technology departments nationwide, and program evaluation/departmental assessment. She also leads and contributes to grant proposal development and has held multiple grants from the National Science Foundation (NSF). Before joining NCWIT in 2017, Jamie held various student affairs and advising roles, and taught in both Communication Studies departments and interdisciplinary programs. Outside of her role with CTWI, Jamie has served on the WEPAN Board of Directors since 2020 and was Board President for 2023–2024. She is a current board member of the Athena Leadership Foundation of St. Charles County, as well as the recipient of its 2023 Emerging Leader Award. In the K-12 space, she has facilitated elementary LEGO and robotics programs and school-based STEM enrichment activities and is a unit STEM Coordinator for Scouting America. Her work has appeared in edited volumes and journals including AFFILIA: Journal of Women and Social Work, Kaleidoscope: A Journal of Qualitative Communication Research, Journal of Research in Personality, Experimental and Clinical Psychopharmacology, and Women and Language.
keywords
Organizational and systemic change in higher education; Computing pathways across K-12, community college, and four-year institutions; Departmental responsiveness to AI and emerging technologies; Faculty and departmental professional learning; Student persistence and belonging in computing; Industry–education partnerships; Learning design; Educational technology
