NAMEPA News and Resources https://namepa.org/news/default.asp Tue, 23 Jun 2026 11:48:38 GMT Sat, 2 Nov 2019 17:58:59 GMT Copyright © 2019 National Association of Multicultural Engineering Program Advocates Hot Topic: Cultivating Equity Professional Development Through Culturally Responsive Teaching https://namepa.org/news/news.asp?id=476501 https://namepa.org/news/news.asp?id=476501 The Leading Equity podcast hosted by Sheldon L Eakins, Ph.D. "focuses on supporting educators with the tools and resources necessary to ensure equity at their school." One of his guests was Dr. Emily Alicia Affolter who has experience in program evaluation, consulting, and facilitating interventions to advance and bolster diversity, equity, and inclusion in STEM-related workplaces, academic environments, and beyond. As a passionate educator, Emily has taught ages 4-72 in a variety of classrooms, both in the U.S. and abroad. On this episode entitled Leading Educators to Wokeness: Cultivating Equity Professional Development Through Culturally Responsive Teaching, she discusses how to develop and facilitate effective culturally responsive professional development for educators.

Guest: Dr. Emily Affolter, Ph.D. | Director of Prescott College's Ph.D. program in Sustainability Education.

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]]> Sat, 2 Nov 2019 18:58:59 GMT Hot Topic: Bridging research and practice https://namepa.org/news/news.asp?id=445001 https://namepa.org/news/news.asp?id=445001 Bridging the research to practice gap is hard work and we are always excited to showcase individuals who are taking that challenge head-on. Dr. Ruth Streveler now hosts a podcast called Engineering Education Research Briefs that “aims to expand the boundaries of engineering education research by exploring new frameworks, new methods, and new findings with the researchers who created them.” One of her recent guests was Dr. James Holly, Jr., who shares his personal journey of pursuing a Ph.D. in engineering education from Purdue University and his choice of research approach and dissertation topic “A Critical Autoethnography of Teaching Engineering to Black Boys as a Black Man”. James talks about how he sought to encourage and challenge Engineering Educators to consider the inequities in K-12 schooling that directly impact aspirations for more racially/ethnically diverse engineering students and professionals.

Guest: Dr. James Holly, Jr., Martin Luther King Jr. Senior High School, Detroit, MI

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In a bonus episode, James discusses his current position as an academic interventionist at Martin Luther King Jr. Senior High School in Detroit, MI and “how his research has — or hasn’t — informed his ongoing work with urban black males.”

Bonus Episode: Dr. James Holly, Jr. discusses his current role

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]]> Wed, 3 Apr 2019 19:30:22 GMT Hot Topic: A new model for thinking about … and talking about … engineering student support centers https://namepa.org/news/news.asp?id=445002 https://namepa.org/news/news.asp?id=445002 Though engineering student support centers (ESSCs) have common goals, the methods ESSCs use to reach these goal and the ways they define “success” often varies.  This variability has sometimes made it difficult to think about ESSCs collectively and may have hampered the ability to communicate about results or engage in strategic planning. A common language is needed to facilitate these discussions.

A new paper in the July issue of the Journal of Engineering Education may help the NAMEPA community to build a common language to discuss ESSCs. Authors Lee and Matusovich propose a model of co-curricular support that classifies center outcomes. Their model could lead to the establishment of agreed-upon terms to describe ESSCs.

The paper provides a second service to the NAMEPA community.  The interview questions Dr. Lee used to create the model, listed below, are vital questions that could be used to begin strategic discussions.

  • What  purposes do you think your center serves within the your institution?
  • With that purpose in mind, what interventions are most critical to your center achieving its mission? Why?
  • What advantages/disadvantages do you believe a student experiences if they participate in the programs and activities offered through your center?
  • How do you measure the success of these programs and activities?
  • Do you believe the experiences of students who chose to be involved with your center are different from those who choose not to be involved? If so, how?
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