Projects focused on Students
CAREER: Strategic and Equity Considerations in Machine Learning, PI: J. Morgenstern, University of Washington, 2021-2027: To understand just how well machine learning operates in high-stakes environments, this project is studying the performance of learning systems in the face of strategically generated data, and the extent to which high-quality predictions can be guaranteed on heterogeneous data sources, ensuring that the insights from machine learning will apply to many different populations rather than just the majority population.
The CSGrad4US Fellowship Program, PI: E. Russell, Computing Research Association (CRA), 2023-2026: The CSGrad4US program aims to increase the participation of U.S. Americans in academic computing careers by providing support to professionals to attend PhD programs in computer and information science and engineering. The project includes a mentorship program that supports participants during the graduate school application process and three years of funding during graduate school. This project is funded by NSF.
Culturally Responsive Engineering Experience Design and Development (CREED2) through Teacher-Undergraduate Engineering Student Partnerships, PI: D. Dickerson, Florida International University / University of New Mexico, 2023-2026: CREED2 is a DRK-12 supported professional development project that cultivates high school science teachers’ ability to facilitate meaningful and relevant engineering instruction for all students. The innovative PD model partners high school teachers with undergraduate engineering students to collaboratively design and implement standards-aligned engineering learning experiences. The project team gathers mixed method data to understand the program’s impact on teachers’ identities, agency, and integration of tailored engineering lessons in their classrooms. CERSE provides formative and summative evaluation regarding multiple aspects of the project, including efficacy of program components and dissemination efforts, experiences of undergraduate engineering students, ripple effects of teachers’ learning, and potential areas of improvement.
Thriving Physicians and Communities: Capturing and Reporting Impact of a Longitudinal Ecosystem Approach to Support Underrepresented Learners, PI: E. Williams, University of Washington Center for Workforce Inclusion and Healthcare System Equity (WIHSE), 2024-2027: WIHSE provides a longitudinal ecosystem of programs to support “all our communities’ brilliant potential to be future healthcare leaders” through exposure, skill development, and mentorship. These programs include Doctor for a Day (monthly events that introduce K-12 students to health careers through experiential learning activities), UDOC and SHPEP (summer enrichment programs for 11th graders and college students, respectively), and SHPEPLE (2-year program to support students in applying to medical school). CERSE provides support to strengthen existing research and evaluation efforts within the WIHSE programs, specifically through pre-post analyses addressing key outcome areas: knowledge and awareness, interest and aspiration, belonging, skills growth, confidence and self-efficacy, and intentions to persist. CERSE also conducts formative evaluation regarding students’ experiences in the WIHSE program ecosystem. This project is supported by the National Board of Medical Examiners (NBME).
NRT: Building Responsible AI Researchers: Advancing Research and Innovation at the Intersection of AI and Human Actors, PI: T. Andersen, Boise State University, 2025-2030. CERSE is evaluating this NSF funded project to assess the extent to which the RISE-AI project is creating a culture that values Responsibility in Innovation and Scholarship Experience (RISE), advancing researchers’ technical skills to integrate RISE into practices, and training graduate students to be career-ready leaders in RISE.
Collaborative Research: AID DCL: Community and Resources for Effective, Equitable, and Experimentation-Focused Introductory Physics Labs (Physics Lab Exchange), PI: R. Scherr, University of Washington Bothell, 2025-2029. PLE is an NSF- IUSE funded project that aims to create and sustain a community and resource center for effective, equitable, and experimentation-focused introductory physics labs. The project applies an asset-based agentic paradigm for faculty change. The project will generate new scholarship about how STEM lab instructors implement experimentation-focused labs, how they become skilled, confident, and reflective educators, and the impacts of experimentation-focused labs on student skills and perspectives. CERSE conducts both formative and summative external evaluation of this project.
S-STEM: Bothell Engineering and Technology Scholars, PI: C. Hillyard, University of Washington Bothell, 2025-2031. CERSE will use qualitative and quantitative data to assess project goals around how students’ academic skills are growing, how students feel a sense of belonging, purpose, and commitment to STEM, and how the faculty learning community is affecting faculty perceptions and actions.
Washington NASA Space Grant Consortium, PI: K. Morgansen, University of Washington, Seattle, 2024-2029: This project supports STEM students throughout Washington through internships, fellowships, scholarships and professional development activities. The University of Washington – Seattle serves as the hub for the consortium and provides awards to 12-20 affiliate institutions across the state who administer their own programs locally. This project is funded by NASA.
