Projects for Students
Dr. Monique Ross CAREER Grant
CERSE is collaborating with Dr. Monique Ross at Florida International University to evaluate her NSF CAREER Grant. Ross’ grant is conducting research to better understand factors that influence the participation of Black and Hispanic women in computer science, in order to critically examine efforts and initiatives that impact engagement, and establish a computer science education research Ph.D. pathway. We provide formative and summative evaluation, using focus groups and exit surveys with students, regular consultation, and assessing the impact of the research dissemination.
Western Washington University BEES S-STEM
Western Washington University Engineering Becoming Engaged Engineering Scholars (BEES) program is designed to respond to the challenges in recruiting and retaining academically-talented, low-income students into undergraduate engineering programs. CERSE conducts annual focus groups and an annual survey and reviews collected data to assess and give feedback on program improvements and project progress.
Western Washington University Lab Camp: An inclusive, accessible alternative to field-based geoscience capstone courses
With funding from the NSF, the Geology Department at Western Washington University (WWU) is developing a Lab Camp as a modern alternative to traditional geology Field Camp. The Lab Camp is intended to build a more diverse and inclusive Geology Department by providing a more accessible alternative to traditional field camp and providing students with opportunities to develop high-impact lab-based research skills. CERSE’s evaluation of the WWU lab camp includes annual surveys of students participating in both the traditional field camps and lab camps, and an assessment of changes in department culture that coincide with DEI-focused professional development activities for faculty and teaching assistants.
WVU ACCESS S-STEM
WVU ACCESS S-STEM aims to increase the number of academically talented students with demonstrated financial need obtaining degrees in STEM particularly in Computer and Information Science programs with specialization in cybersecurity. WVU also aims to investigate the impact of their co-curricular activities in relation to their effect on increasing student interest and success in Cybersecurity education. CERSE conducts formative and summative evaluation on the program. The evaluations help assess how well recruitment and selection processes identify low-income students, how industry and governmental partners have been strengthened, and how the program interventions can be improved.
Dr. Joey Key CAREER Grant
CERSE is collaborating with Dr. Joey Key at University of Washington Bothell to evaluate her NSF CAREER Grant. The research objectives for this project are to develop Bayesian data analysis methods for astrophysical searches for LIGO, NANOGrav, and LISA. This project also provides research and outreach opportunities to undergraduate students at a PUI who are traditionally underrepresented within Physics and Astronomy. CERSE provides formative and summative evaluation, using focus group discussions and exit surveys with students, regular consultation, and bibliometric tracking.
Materials-Intensive S-STEM Scholars Program
The NSF-funded Materials-Intensive S-STEM Scholars Program is designed to support students transferring from WA community colleges into Materials Science, Mechanical, and Chemical Engineering degree programs at the University of Washington. The grant funds scholarships for approximately 80 undergraduate and graduate students over a five-year period; in addition, participating students are offered other opportunities, including lab research and internships, to equip them with the skills they need post-degree. CERSE provides formative and summative evaluation via annual student focus group discussions, longitudinal student surveys, and regular consultation.
Allen School
The Paul G. Allen School for Computer Science & Engineering (Allen School) at the University of Washington (UW) College of Engineering is revising its introductory course sequence. The ultimate purpose of this work is to improve the representation of women within the Allen School and is aiming to do so by creating an environment that is inclusive of all members of the community regardless of gender, ethnicity, race, LGBTQ+ status, dis/ability, etc. Specific adjustments include adding content that is relevant to a range of cultures, introducing flexible assignments and quiz sections, encouraging student collaboration, and revising grading and TA training. CERSE is evaluating the course sequence restructuring by assessing student perspectives about the original and revised courses and examining equity in student academic outcomes across the two sequences.
