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
ASU News Highlights Project Gen Z Research in Physiology Class
A new ASU News article, Project Gen Z asks whether college teaching is working for current students, explores how student driven research is examining whether current teaching practices align with the needs of today’s learners. The article highlights how ASU’s animal physiology course serves as a living laboratory for this work, generating insights to inform more responsive and effective science instruction.
New State Press Article Highlights ASU’s Project GenZ
RISE Center Director Sara E. Brownell and PhD student Ben Chan are featured in a new State Press article highlighting Project GenZ, a student led initiative in which undergraduate researchers study how today’s college students learn and engage in science courses to help instructors adapt their teaching practices.
New RISE Publication Questions the Effectiveness of Extended Time on Exams
RISE researchers Riley B. Pizza, Benjamin G. Chan, and Sara E. Brownell have published a new opinion piece in Inside Higher Ed examining one of the most common testing accommodations in higher education: extended time on exams.
The article challenges institutions to reconsider default accommodation practices and calls for more intentional, evidence-based approaches that better support the diverse needs of students with disabilities.
