Research for Inclusive STEM Education Center
We promote inclusivity in the experiences of undergraduates in STEM through innovative education research conducted at scale.
Research to include
Research to include
Check out our ongoing research projects, recent publications and presentations, and research teams!
Resources to include
Resources to include
Interested in making your course more inclusive based on our research? Take a look at our freely available teaching resources.
Donate to include
Donate to include
Help support our mission to provide inclusive undergraduate STEM education by donating today!
RISE Ambassadors Initiative
RISE Ambassadors Initiative
The RISE Center offers numerous opportunities to get involved in research. The RISE Ambassador program is for undergraduate students who want to get involved with identifying and improving inclusion issues at ASU.
Mental Health Initiative
Mental Health Initiative
The Mental Health Division of the RISE Center is devoted to understanding the relationship between mental health and science learning environments. Check out our publications, initiatives, and resources here!
Fail-Safe Science Initiative
Fail-Safe Science Initiative
This initiative is designed to normalize experiencing and overcoming challenges in science graduate programs.
RISE Center Current Events and Announcements
RISE Director Sara Brownell Named 2026 ASCB Fellow
Congratulations to RISE Center Director Sara Brownell on being named a 2026 Fellow of the American Society for Cell Biology (ASCB). This prestigious honor recognizes a career of scientific excellence, leadership, and service to the cell biology community. We are proud to celebrate Sara's continued impact on biology education research and the broader scientific community.
New Publication: Why Timing Matters When Interpreting Research on Students’ GenAI Misuse
Project GenZ is excited to share our new Times Higher Education article responding to a recent Science journal article on students' generative AI (GenAI) misuse. We discuss why the timing and design of GenAI research are critical when interpreting findings, as rapidly evolving AI technologies can quickly change how students use these tools and what research conclusions mean for higher education.
New Publication: Understanding the Experiences of LGBTQ+ Students with Disabilities in STEM
We found that students with disabilities were substantially more likely to identify as LGBTQ+ or nonbinary than their peers without disabilities. LGBTQ+ students with disabilities also reported more negative experiences in STEM, including being less likely to use accommodations or disclose their disability and feeling less comfortable on campus. These findings highlight the importance of considering intersecting identities in both research and educational practice, and suggest that supporting LGBTQ+ students will likely also benefit many students with disabilities.
