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VII. STANDING COMMITTEES A. Academic and Student Affairs

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VII. STANDING COMMITTEES A. Academic and Student Affairs A–3 VII. STANDING COMMITTEES A. Academic and Student Affairs Committee Building an Inclusive Faculty at the University of Washington For information only. BACKGROUND Building an inclusive faculty at the UW aligns directly with our university-wide goal of continuously working to broaden and deepen our intellectual, analytical, and programmatic capacities to do first-rate research, teaching, and service. Our strategic efforts to reach this goal focus on five specific areas: 1) financial resources, 2) strategic consultation, 3) policy guidance, 4) training seminars, and 5) individual consulting with deans, department chairs, and faculty. The UW has developed a set of policies and practice among these are: • Faculty Recruitment Initiative – supplemental contributions to salaries and research start-up packages of new hires funded by the Provost. • Changes to the Faculty Code – the UW successfully added language that recognizes excellence attained in research, teaching, and service that focus on access and inclusion for appointment and promotion. • Faculty Inclusion Briefings – piloted training sessions for department chairs and chairs of search committees to provide tools for strategies of outreach, assessment, recruitment, and retention; working towards implementation in 2014-15. • Establishment of the Greater Washington State Higher Education Recruitment Consortium (GWS HERC) – a regional chapter of a national organization focused on increasing access to talented and diverse applicant pools and improving collaboration in cases of dual-career hiring; established at the UW in October 2013. • Diversity Research Institute (DRI) – support to faculty offered through seed grant funding and participation in two lecture series hosted by DRI in an effort to promote faculty research projects. s to successfully recruit, promote, and retain faculty. Included The data currently available come from the annual Affirmative Action Reports required by the Federal Government that are developed by the Vice Provost for Academic Personnel. The data (attachment A-5-8) show steady and sustained progress, although much hard work still needs to be done. In part, this is due to an overall decline in faculty hiring during the economic downturn. The UW has been very successful in working to position faculty to earn tenure. We have also been successful in working with deans and department chairs on key retentions. A–3/202-14 2/13/14 VII. STANDING COMMITTEES A. Academic and Student Affairs Committee Building an Inclusive Faculty at the University of Washington (continued p. 2) We look forward to hearing your suggestions and ideas as to how we can further our goal of building a more inclusive faculty. Attachments 1. Faculty Biography: Julia Aguirre 2. Faculty Biography: Alexes Harris 3. Faculty Biography: Luis Fraga 4. Faculty Recruitment Initiative 2012-13, Office for Faculty Advancement 5. UW Faculty Senate General Legislation, approved May 17, 2012 6. Greater Washington State Higher Education Recruitment Consortium 7. UW Diversity Research Institute 8. UW system faculty data, 1997–2012 A–3/202-14 2/13/14 EDUCATION PROGRAM Dear Members of the UW board of regents: I have been asked to share my background with you as associate professor in Education at the University of Washington Tacoma. I came to UW Tacoma in 2007 and received tenure 2013. My field of study is mathematics education. My research focuses on teacher education and development, culturally responsive mathematics pedagogy, and the role race, class, culture, and language play in the teaching and learning of k-12 mathematics. My work has been supported by grants from the Spencer Foundation, Carnegie Foundation, and the National Science Foundation. My scholarship, teaching, and service seek to strengthen mathematics knowledge and practice among teachers, engage children’s mathematical thinking and cultural/linguistic resources to support mathematics learning of students, and transform educational structures and practices to better serve historically marginalized students in STEM-related fields (e.g. African American, Latino/a, American Indian, English learners, and poor children). Background I grew up in the Seattle area – a product of the Seattle public schools, graduate of Garfield high school in 1985 and a daughter of two parents that attended UW. My mother, Marlinda Pierce Aguirre, a Seattle native raised in Ballard met my father in 1962 while attending UW. She is a retired Seattle public school teacher. My Father, Ricardo Aguirre, played football for the UW and was a member of the national championship team of 1961. He was also an activist, artist, and local businessman in the Seattle community, participating in the fight for social justice and civil rights in the 1970s, including the struggle to open the ethnic studies department here on campus and was founding member of the Centro de La Raza. My sister is also a graduate of UW Seattle in ethnic studies. I grew up in an environment that valued family, faith, culture, education, and social justice. I currently live in the Renton, Washington with my two children (ages 11 and 9), and my husband. My educational experience is important to understand because of its impact on my journey as an academic. Starting in high school I was part of special programs designed to support and retain under-represented students of color in STEM fields. I was a MESA (Math Engineering Science Achievement) student at Garfield High School. As an undergraduate, I attended the University of California Berkeley, majoring in Psychology. I participated in a special program called the Professional Development Program (PDP) directed by Uri Treisman and Robert Fullilove. The thrusts of both MESA and PDP programs were academic excellence and cultural affirmation. These kinds of programs provided 1900 Commerce Street Tacoma, Washington 98402-3100 253.692.4430 Fax 253.692.5612 TDD 253.692.4413 http://www.tacoma.uw.edu/education-program Campus mail: Box 358435 A–3.1/202-14 Page 1 of 4 2/13/14 ATTACHMENT 1 positive spaces for students of color to think, create, imagine and excel. More importantly, the spaces helped to protect us from the negative interactions and questions of competency often experienced by students of color in predominantly white institutions. Upon graduation from UC Berkeley in 1990, I began working with the PDP program, teaching afterschool math programs at local middle and high schools in Oakland, CA, as well as coordinating undergraduate math programs at the campus. This experience working with youth of color spurred my interest in mathematics education. In 1992, I was introduced to internationally renowned Professor Alan Schoenfeld and his research team in the School of Education at UC Berkeley. Professor Schoenfeld was engaged in a project exploring how high school students learn algebra, specifically linear functions and problem solving. It is through his mentorship along my work in PDP that inspired me to pursue a doctorate in mathematics education. After receiving a masters degree in education from the University of Chicago (1993), I pursued my doctoral studies with Alan Schoenfeld at UC Berkeley as my advisor. My dissertation examined the relationship between high school teachers’ beliefs and mathematics department culture on instructional-decision making and practice when implementing mathematics reform. I was awarded the prestigious Spencer Dissertation Fellowship (2000-2001). I completed my dissertation in 2002 while an acting assistant professor at the University of California Santa Cruz. I served as an assistant professor at UC Santa Cruz from 2003-2007. We moved back to the Seattle area to be near family. In 2007, University of Washington Tacoma became my new academic home. Scholarship My achievements at the University of Washington Tacoma reflect my strong commitment to prepare and support new generations of teachers to effectively teach mathematics to young people at the k-12 level. My research in the field of mathematics teacher education, specifically culturally responsive mathematics teaching, has garnered national and international attention. This includes a book and 14 published articles and book chapters. I have published in national and international journals in teacher education and mathematics teacher education. My research is collaborative with many first and co-author publications that make important theoretical, empirical and practical contributions to the field of mathematics teacher education. This includes recently first-authored articles in the Journal of Teacher Education (Aguirre et al, 2012) and Pedagogies: an International Journal (Aguirre & Zavala, 2013), as well as a first-authored book titled, The impact of identity in K-8 Mathematics: Rethinking equity-based practices, and published by the National Council of Teachers of Mathematics (Aguirre, Mayfield-Ingram & Martin, 2013). Furthermore, I have a proven track record in securing major grant funding for my research. I am currently Co-PI of TEACH MATH (Teachers Empowered to Advance Change in Mathematics), a multi-institution $3.5 million grant from the A–3.1/202-14 Page 2 of 4 2/13/14 National Science Foundation of which UWT receives $403,0001. Additionally, starting in 2007 I became the PI for an additional $40,000 grant from a Carnegie Foundation that funded the Language, Culture, and Mathematics Teaching Project as a part of the Teachers for a New Era Grant awarded to UW. My research agenda at UWT has also greatly benefited from my involvement in the Center for the Mathematics Education of Latinos/as (CEMELA), a National Science Foundation Center for Learning and Teaching.2 I am excited to build on this scholarship and grant record as a newly tenured faculty at UWT. Teaching I view teaching as a scholarly activity. Thus critical analysis, reflection, and linkages among theory, research, and practice are important and intentional parts of course design. My teaching aims to prepare new teachers to excel in increasingly diverse school systems. In the teacher credential program, my primary teaching responsibilities are the elementary/middle school K-8 mathematics methods courses (TEDUC 560, 561) as well as the new secondary mathematics methods courses (TEDSM 517, 519).
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