WIP: ASEE Year of Impact on Racial Equity: P-12 Parents and Guardians Engagement
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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8
- DOI
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10.18260/1-2--40973
- Permanent URL
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https://strategy.asee.org/40973
- Download Count
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196
Paper Authors
Homero Murzi Virginia Polytechnic Institute and State University
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.
Katey Shirey eduKatey LLC
Dr. Katey Shirey’s work stems from her combined interests in science, art, and education. Dr. Shirey graduated from the University of Virginia with bachelor’s degrees in physics and sculpture. She received her master’s in secondary science education, also from UVA, and taught Physics at Washington-Liberty High School in Arlington, VA. Dr. Shirey received her Ph.D. in 2017 from the University of Maryland in Education with a focus on teacher challenges and productive resources for integrating engineering design into high-school physics. Through her work as a Knowles Teacher Initiative Senior Fellow and founder of eduKatey LLC, Dr. Shirey provides and researches engineering-integrated STE(A)M curriculum, professional development, and teachers’ reflective growth practices.
Malinda Zarske University of Colorado Boulder
Dr. Malinda Zarske is the Chair of ASEE's Commission on P-12 Engineering Education. She is also a Teaching Professor in the Integrated Design Engineering program at the University of Colorado Boulder. She teaches undergraduate product design and core courses in engineering, as well as STEM education courses for pre-service teachers and professional development around equitable STEM teaching for inservice teachers.
Elizabeth Litzler University of Washington
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.
Jeremi London Virginia Polytechnic Institute and State University
Associate Professor of Engineering Education at Virginia Tech
Chair of ASEE's CDEI during the Year of Impact on Racial Equity
Abstract
This is the last 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 third of these three groups.
The P-12 Parents and Guardians pillar of the Year of Impact on Racial Equity has the goal of increasing participation and comfort of Black and Brown P-12 students in existing engineering and engineering technology outreach efforts throughout the country. The pillar currently is invested in the development of different forms of communication (e.g., videos, interactive maps, curated resources) so that parents, guardians, and teachers have access to best practices, programs, and different initiatives with the goal of increasing recruitment and retention of students from traditionally marginalized backgrounds. This paper will summarize these activities in more detail, and present the preliminary outcomes of the work of the volunteers of this P-12 Parents and Guardians pillar.
Murzi, H., & Shirey, K., & Zarske, M., & Litzler, E., & London, J. (2022, August), WIP: ASEE Year of Impact on Racial Equity: P-12 Parents and Guardians Engagement Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40973
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