Instructional Leadership and
Academic Curriculum
Mathematics Education
Email: richard.velasco@ou.edu
Phone: (405) 325-1498
Office: Collings Hall 120
Dr. Richard Velasco CV (PDF)
Dr. Richard Velasco is an assistant professor of mathematics education and teaches undergraduate and graduate courses in the Department of Instructional Leadership and Academic Curriculum at the University of Oklahoma (OU). Prior to his current position at OU, Dr. Velasco worked as a clinical assistant professor at the University of Iowa for two years. Before then, he was a secondary math teacher for twelve years in Guam and Washington state, a national board certified teacher in early adolescent mathematics, and a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching.
His primary research interests include rehumanizing mathematics education, STEM teacher advocacy, and informal learning spaces. Dr. Velasco’s work has been published in various national and international journals including The Educational Forum, the Electronic Journal for Research in Science and Mathematics Education, and the International Journal of STEM Education. Dr. Velasco earned his B.A. in mathematics from the University of Guam, his M.A.T. in curriculum and instruction from the University of Saint Mary, and his Ph.D. in curriculum and instruction from Texas Tech University.
Selected Publications:
Velasco, R. C. L., & Hite, R. (in press). Stakeholders’ conceptions of STEM and elementary STEM clubs within a community-university partnership. The Electronic Journal for Research in Science and Mathematics Education.
Velasco, R. C. L., & Powell, A. (2023). Unincorporated: A duoethnography of rehumanizing mathematics from Guåhan and the US Virgin Islands. Prometeica-Revista de Filosofía y Ciencias, (27), 189-198. https://doi.org/10.34024/prometeica.2023.27.15283
Hite, R., Johnson, L., Gottlieb, J., McNaughtan, J., & Velasco, R. C. L. (2023). Examining the Situative Progression of Teachers’ Novice-to-Expert Development in Education Policy. The Educational Forum, 1-19. https://doi.org/10.1080/00131725.2023.2231995
Velasco, R. C. L., Hite, R., Milbourne, J., & Gottlieb, J. J. (2023). Stand out and speak up: Exploring empowerment perspectives among advocacy activities of American K-12 STEM teachers. Journal of Teacher Development, 27(4), 525-541.https://doi.org/10.1080/13664530.2023.2207095
Velasco, R. C. L., & Degner, K. (2023). Exploring Representations of Linear and Nonlinear Functions. Mathematics Teacher: Learning and Teaching PK-12, 116(5), 349-357. https://doi.org/10.5951/MTLT.2022.0346.
Velasco, R. C. L. (2022). Constant critical reflexivity: Engaging in an archaeology of self to promote racial literacy in a math teacher education program. The Educational Forum. https://doi.org/10.1080/00131725.2022.2126051
Velasco, R. C. L., & Hite, R. (2022). Advocacy interrupted: Exploring K-12 STEM teacher leaders’ conceptions of STEM education advocacy before and during COVID-19. The Electronic Journal for Research in Science & Mathematics Education, 20, 435-457. https://doi.org/10.1007/s10763-021-10176-z
Velasco, R. C. L., Hite, R., & Milbourne, J. (2021). Analyzing advocacy self-efficacy among K-12 STEM teacher leaders. International Journal of Science and Mathematics Education, 20, 435-457.https://doi.org/10.1007/s10763-021-10176-z
Grant Work:
Informing Equitable Mathematics Teaching and Learning through a Rehumanizing Mathematics Education Lens. Ed Cline Faculty Development Award. Internal. Funded by OU Faculty Senate, $2,500.00. (Awarded, February 2023).
Coghill-Behrends, William (Co-Principal), Colombo, Mariana (Co-Principal), Velasco, Richard (Co-Principal), & McDermott, Mark (Co-Principal). Supporting Excellence in STEM Teaching and Learning through Community of Practice. Sponsored by American Councils for International Education, Private Industry, $5,000.00. (July 2021–December 2021)
Hong, Dae (Co-Principal), Tomova, Maggy (Co-Principal), Hartzler, Julie (Co-Principal), Steffen, Patsy (Co-Principal), & Velasco, Richard (Co-Principal). Recruiting and Training Community College and University Students to Become Culturally Responsive and Proficient Mathematics Teachers in Iowa. Sponsored by National Science Foundation, $1,424,399.00. (July 2019–July 2024)
Co-Principal Investigator (with Rebecca Hite, PI). High Impact Spark Award: Impact of Learning Assistants in STEM Courses Sponsored by the Center for Transformative Undergraduate Experiences at TTU. June 2020. Internal. Public. $7,000.00
