Women @ Energy: Sheila Hayter

Sheila Hayter is the National Renewable Energy Laboratory (NREL) laboratory program manager for the U.S. Department of Energy Federal Energy Management Program (FEMP).  In this role, she leads NREL’s portfolio of activities focused on helping U.S. federal agencies identify, implement, and evaluate opportunities related to energy/water resilience and security, facility and fleet optimization, and energy and project procurement.  Since joining NREL in 1992, Sheila’s roles have included line management, partnership development, project management, and research.  Prior to assuming the FEMP laboratory program manager role, she was a line manager within the Integrated Application Center leading a team of technical and policy experts who support international, federal, state, and local entities on energy efficiency and renewable energy topics with the goal of making significant reductions in non-renewable energy consumption though optimized use of energy efficiency strategies and renewable energy technologies. In addition to her NREL work, Sheila served as the 2018-2019 ASHRAE President and has held many other ASHRAE leadership roles throughout her career.  She was awarded the ASHRAE Distinguished Service Award, ASHRAE Exceptional Service Award, and received the ASHRAE Fellow distinction.  Sheila earned her master’s of science in Mechanical Engineering, from the University of Colorado, and her bachelor’s of science in Mechanical Engineering, from Kansas State University. 

When my dad would help me with my elementary school math homework, he said it was important to learn math so I would be ready to take thermodynamics when I was in college. I believed him and worked hard in my math classes all the way through high school knowing that someday I would need to be ready for my college thermodynamics class. It wasn’t until I was thinking about what I would study in college that I learned only engineers take thermodynamics. By then it was too late to consider any other degree! I was ready to take that thermodynamics class so my only choice was to major in engineering. My dad paved my career path and I’ve never regretted it.

The DOE Office of Energy Efficiency and Renewable Energy mission aligns very well with why I am motived to do my job every day.  Their mission is, “To create and sustain American leadership in the transition to a global clean energy economy.”  Knowing with confidence that the work I do is contributing to making the world a better place is a major driver for why I was attracted to working at NREL and why I have stayed here for so long.  I hope to spend the rest of my career in roles where I contribute to finding and implementing integrated solutions to increase energy efficiency, expand application of renewable energy opportunities, and create resilient and secure systems. I’ve always wanted to surround myself with creative, passionate people who are willing to push comfort zones to find new solutions to challenges facing our nation.  I feel lucky to have found this environment working at a DOE national lab.

I believe a lack of community is the the biggest challenge women, girls and other underrepresented groups face in the STEM community.  Members of these groups often find themselves being the only one of a very small number of like people in their STEM professional circles for most, or all, of their professional lives. That means they have to work really hard to be “one of the guys” so that they are respected for their contributions and considered an equal member of their teams. This lack of community can lead to a feeling of isolation. When young people interested in or entering STEM fields feel they do not have peers in the classroom or the workplace, they choose to pursue other degrees or other careers.  That’s why we need to create and nurture communities for underrepresented groups in STEM fields.  

In my career, I’ve gathered many lessons young STEM professionals can learn from. First, find your professional community. Be sure this community includes people with a range of professional and personal experiences. The larger variety there is in your community, the more you will learn. Be comfortable with the fact your professional community may not have as many people like you in it as your personal communities may have.  Second, be a resource for other underrepresented individuals who are pursuing STEM careers. By supporting one another, we will help more at-risk members of our professions want to enter and stay in STEM fields.  Third, be an advocate for yourself. When you know you are the right person for the task, be sure others also recognize your abilities. Finally, put yourself out there and don’t be afraid to fail. When things don’t go as you plan, transition from being disappointed to viewing the situation as a learning experience as quickly as possible. Celebrate your successes and be sure others recognize those successes as well. Always spend your time doing what makes you feel good, because in the end, this is what will make you happy in the career you have chosen.

My happy place is exploring interesting and challenging routes from the top of a mountain in deep, fluffy, powdery snow. I am a Level II Certified Alpine Ski Instructor. I enjoy helping others learn to love the sport and continuously improving my own alpine skiing skills.

Learn more about our programs & resources for women and girls in STEM at /women