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Danielle Picard

Assistant Director of Graduate Studies
Senior Lecturer of Medicine, Health, and Society

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PhD, Vanderbilt University



Danielle Picard is Assistant Director of Graduate Studies and a Senior Lecturer of Medicine, Health, and Society. She is a historian of science and medicine specializing in the development of the human sciences during the twentieth century. She primarily focuses on the development of psychology as it intersected with public policy initiatives to improve workplace conditions and labor relations. Her current book project, Resisting Robots: Workers, Scientists, and the Making of the Human Factor, explores how research institutions worked in concert with policymakers and disability advocacy groups to shape and control the human body at work. Her work has been funded by the National Science Foundation, the History of Science Society, and the Robert Penn Warren Center for the Humanities.

She teaches courses on writing, the history of eugenics, artificial intelligence, and human enhancement technologies. She has won teaching awards from the College of Arts and Sciences at Vanderbilt University and the University of Rochester.


  • History of Science and Medicine
  • History of Psychometrics
  • Technology and Medicine
  • Worker Health and Public Policy
  • Artificial Intelligence
  • Disability Studies

Current Projects

Resisting Robots: Workers, Scientists, and the Making of the Human Factor (book manuscript)

“‘Useful and Effective Members of the Community’: Applied Psychology and the Fight for Employment for Blind Workers in Interwar Britain” (journal manuscript in progress)

“Robots in London: Industrialization and the Comedy of Science in Karel Čapek’s R.U.R.” (journal manuscript in progress)

Honors and Awards

Outstanding Graduate Teaching Assistant Award, College of Arts and Sciences, Vanderbilt University (2017)

HASTAC Scholar Award (Digital Humanities), Curb Center for Art, Enterprise, and Public Policy, Vanderbilt University (2013)

Willson Coates Book Award (for “historical imagination and the capacity for research in British History, European Intellectual History or Philosophy of History”), University of Rochester (2011)

Meyers Graduate Teaching Award, University of Rochester (2011)

Representative Publications


Ryan S. Bowen, Danielle R. Picard, Susan Verberne-Sutton, and Cynthia J. Brame, “Incorporating Student Design in an HPLC Lab Activity Promotes Student Metacognition and Argumentation,” Journal of Chemical Education 95, no. 1 (January 9, 2018): 108–15,

Danielle Picard and Nancy Chick, “Diversifying Diversity, Diversifying Disability,” in Intersectionality in Action: A Guide for Faculty and Campus Leaders for Creating Inclusive Classrooms, ed. Brooke Barnett and Peter Felten (Sterling, Virginia: Stylus Publishing, 2016), 101–11.

Kendra H. Oliver, Danielle Picard, John Wikswo, and Cynthia Brame, “Use of Web-Logs (Blogs) to Promote Student Ownership,” The FASEB Journal 30, no. 1_supplement (April 1, 2016): 944.1-944.1,

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