The Center for Evaluation & Research for STEM Equity (CERSE) is housed at the University of Washington Department of Sociology. Our center focuses on conducting high quality program evaluation and research to improve equity and broaden representation in STEM fields, with a focus on higher education. We help meet the challenges of the emerging workforce: recruitment, retention, and advancement of women and underrepresented minorities.
In 2016, we changed our name from the Center for Workforce Development to better reflect the type of work that we do and why we do it.
Why We Do What We Do
- We believe that STEM fields should be equitable and accessible to all people, not just people from STEM’s dominant identity groups (who are often white, cis-gendered, heterosexual, able-bodied, and/or male identified).
- Significant changes must be made in order for STEM fields to be accessible, welcoming, and desirable to individuals belonging to excluded identity groups.
- Our program evaluation and research offer evidence-based insights toward reforming systems and improving policies and practices.
What We Do & How We Do It
|Integration of Research, Evaluation, & Consulting||Multiple Methodologies||Relationships||Critical Lens|
|We see research and evaluation as complementary.||We choose the right methods to fit each individual question, context, and population||We establish and foster relationships with the people we work with because we respect the work that they do.||We operate with a critical orientation. This means that issues of social justice inform our thinking and acting.|
REDPAR Team Publishes Study on Stakeholder Empowerment in Change Efforts
In a new paper, graduate assistant Kerice Doten-Snitker, Dr. Margherio, Dr. Litzler, and colleagues at the Rose-Hulman Institute of Technology encourage project leaders to employ practices of co-orientation, formational communication, and collaboration to build shared vision with project stakeholders. They investigated stakeholder relationships in 13 large-scale change projects funded through the NSF RED program. Check it out on the journal’s website here. Or access our preprint (not behind a paywall) here: https://osf.io/f7jgn
BRAINS is Diversifying Academic Leadership in Neuroscience: National program positively impacts retention of over 150 neuroscientists from underrepresented groups
The national BRAINS Program has issued a new press release highlighting their work with seven cohorts of accomplished early-career neuroscientists belonging to underrepresented groups. Assistant CERSE Director Dr. Cara Margherio leads the evaluation and research components for the BRAINS leadership team.
Dr. Knaphus-Soran and Dr. Litzler to Lead a 5-Year Action-Oriented Research Project on Persistence of Systemically Marginalized Students in STEM
CERSE and the UW Office of Minority Affairs & Diversity (OMA&D) received a new five-year, $4 million dollar grant to expand the efforts of the Pacific Northwest Louis Stokes Alliance for Minority Participation (PNW LSAMP). As part of this grant, Emily Knaphus-Soran and Liz Litzler will lead a five-year research effort in collaboration with educational researchers at Boise State University, Oregon State University, Portland State University, and Washington State University. This multi-year, mixed methods research will take an assets-based and intersectional approach, examining factors that contribute to persistence in STEM among systemically marginalized students. As part of the project, CERSE will also lead research-to-action forums that will result in actionable student-informed improvements to university programs across the alliance.
Dr. Litzler appointed to Vice Chair of the American Society for Engineering Education Committee on Diversity, Equity and Inclusion for the 2019-2020 Society year.
Dr. Litzler will succeed the position of Chair in June 2020 and will succeed the position of Past Chair in June 2021. The charge of the committee is to identify, implement, and oversee the actions associated with ASEE’s Diversity Strategic Plan. Its goal is to ensure that there is responsibility, continuity and accountability for progress regarding ASEE and diversity activities.
Recent Journal Publications by CERSE Staff related to CERSE work:
Yen, J.W., Riskin, E.A., Margherio, C., Spyridakis, J.H., Carrigan, C.M., & Cauce, A.M. (2019). Promoting Gender Diversity in STEM Faculty through Leadership Development: From local and national leadership workshops to the online LEAD-it-Yourself! toolkit. Equality, Diversity, and Inclusion: An International Journal. https://doi.org/10.1108/EDI-09-2017-0181
DuBow, W., Hug, S., Serafini, B. & Litzler, E. (2018). Expanding Our Understanding of Backbone Organizations in Collective Impact Initiatives. Journal of Community Development, 49(2). https://doi.org/10.1080/15575330.2018.1458744
DuBow, W., & Litzler, E. (2018). The Development and Use of a Theory of Change to Align Programs and Evaluation in a Complex, National Initiative. American Journal of Evaluation. https://doi.org/10.1177/1098214018778132
Litzler, E. & Lorah, J.A. (2018). Degree Aspirations of Undergraduate Engineering Students at the Intersection of Race/Ethnicity and Gender. Journal of Women and Minorities in Science and Engineering, 24(2): 165-193. https://doi.org/10.1615/JWomenMinorScienEng.2018017998
López, C. M., Margherio, C., Abraham, L., and Fenghali-Bostwick, C. (2018). Gender Disparities in Faculty Rank: Factors that Affect Advancement of Women Scientists at Academic Medical Centers. Social Sciences, 7(4), 62. https://doi.org/10.3390/socsci7040062
Yen, J.W., Horner-Devine, M.C., Margherio, C., & Mizumori, S.J. (2017). The BRAINS Program: Transforming Career Development to Advance Diversity and Equity in Neuroscience. Neuron, 94(3), 426-430. https://doi.org/10.1016/j.neuron.2017.03.049