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WIP: ASEE Year of Impact on Racial Equity: Faculty and Administrators Engagement

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

ERM: Year of Impact on Racial Equity

Page Count

8

DOI

10.18260/1-2--40912

Permanent URL

https://strategy.asee.org/40912

Download Count

144

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Paper Authors

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Elizabeth Litzler University of Washington

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Elizabeth (Liz) Litzler, Ph.D., is the Director of the Center for Evaluation & Research for STEM Equity (CERSE) at the University of Washington (UW) and an Affiliate Assistant Professor in UW Sociology. She was the 2020-2021 Chair of the ASEE Commission on Diversity, Equity, and Inclusion (CDEI). She is a former Board Member of Women in Engineering ProActive Network (WEPAN) and the recipient of the 2020 WEPAN Founders Award. She has led social science research projects such as the UW portion of NSF funded Revolutionizing Engineering Departments Participatory Action Research (REDPAR) and the Sloan funded Project to Assess Climate in Engineering (PACE). She also manages program evaluations that provide actionable strategies to improve diversity, equity, and inclusion in STEM fields. This includes evaluation of NSF ADVANCE, S-STEM, INCLUDES, and IUSE projects, and climate studies of students, faculty, and staff. Her social science research covers many topics and has used critical race theories such as Community Cultural Wealth to describe the experiences of systemically marginalized students in engineering.

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Jeremi London Virginia Polytechnic Institute and State University

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Associate Professor of Engineering Education at Virginia Tech
Chair of ASEE's CDEI during the Year of Impact on Racial Equity

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Homero Murzi Virginia Polytechnic Institute and State University

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Dr. Homero Murzi (he/él/his) is an Assistant Professor in the Department of Engineering Education at Virginia Tech with honorary appointments at the University of Queensland (Australia) and University of Los Andes (Venezuela). Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized people (e.g., Latinx, international students, Indigenous students) in engineering from an asset-based perspective. Homero is interested in understanding how to develop effective and culturally relevant learning environments that can promote the sustainable competencies engineering students require to succeed in the contemporary workforce. His goal is to develop engineering education practices that value the capital that traditionally marginalized students, bring into the field. Homero aspires to change discourses around broadening participation in engineering and promoting action to change. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, an inductee into the Bouchet Honor Society, and received the prestigious NSF CAREER award. Homero serves as the VT Engineering Education Chair for Equity and Inclusion, and the American Society for Engineering Education (ASEE) Incoming Chair for the Commission on Diversity, Equity, and Inclusion (CDEI). He holds degrees in Industrial Engineering (BS, MS) from the National Experimental University of Táchira, Master of Business Administration (MBA) from Temple University, and Engineering Education (PhD) from Virginia Tech.

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Kristen Billiar Worcester Polytechnic Institute

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Jordan Jarrett Colorado State University

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David Knight Virginia Polytechnic Institute and State University

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Linda Vanasupa Franklin W. Olin College of Engineering

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Linda Vanasupa is a professor of materials engineering at Franklin W. Olin College of Engineering and emeritus professor of materials engineering, California Polytechnic State University. They are currently exploring transdisciplinary modes of discovery and transformational learning.

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Abstract

This is the third of four WIP papers in a series on the ASEE Year of Impact on Racial Equity (YIRE). The major tenets of this initiative can be described by three pillars. The pillars are focused on engaging engineering and engineering technology students, faculty and administrators in colleges of engineering and engineering technology, and P-12 parents and guardians. This paper focuses on the second of these three groups. This paper focuses on the “Actionable Organizational policies and effective practices implemented in Colleges of Engineering”, which we also call the “Faculty and Administrators Pillar.” A few of the Faculty and Administrators Pillar subcommittees have been especially active and we think we will have some results around creating inclusive classrooms; learning from existing diversity recognition programs, DEI initiatives, and accountability programs; workload, promotion, and pay; exploring ways to divest from white supremacy culture; and our challenge to deans of engineering and engineering technology. We will share the products and learning that have come out of the active groups.

Litzler, E., & London, J., & Murzi, H., & Billiar, K., & Jarrett, J., & Knight, D., & Vanasupa, L. (2022, August), WIP: ASEE Year of Impact on Racial Equity: Faculty and Administrators Engagement Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40912

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