CEARE conducts research and evaluation services for a variety of projects located in different colleges, departments, and centers across the University of Arizona. We describe a selection of these projects below.
The ASEMS STARS Scholars Program
Funded by the Moore Foundation, ASEMS offers mentored summer research experiences to undergraduate students, focusing on students from underrepresented backgrounds. The multifaceted evaluation gathers information from undergraduate and graduate students, faculty, and staff to monitor the fidelity of planned activities, provide feedback and data allowing for continual project improvement, and attainment of project goals and objectives. Observations, focus groups, interviews, surveys, and artifact analysis are used to determine changes in self efficacy, scientific identity, sense of belonging, and interest in and preparation for graduate school.
The Culturally Responsive Engagement, Articulation, and Research (CREAR) Project
Funded by the Department of Education, CREAR provides Societal Impact Group (SIG) learning communities for 1st-year, 2nd-year, and transfer STEM students, faculty and staff training in the Culturally Responsive Curriculum Development Institute (CRCDI) and Course-based Undergraduate Research Experiences (CUREs), and a tool for transfer students to ease transferring from community colleges. The multifaceted evaluation gathers information from students, faculty, and staff to provide feedback and information allowing for continual project improvement, fidelity of planned activities, and that project goals and objectives are being met. Surveys, interviews, and course observation are used to assess changes in sense of belonging, self-efficacy, and scientific identity leading to persistence and retention in STEM majors.
Cognitive Autonomous Testing Vehicle: Research Experience for Undergraduates
Funded by the National Science Foundation, this CAT REU provides undergraduate students research experiences in developing autonomous vehicles. The comprehensive evaluation ensures fidelity of intended activities, provides feedback for continual improvement, and attainment of project goals and objectives. Surveys, weekly feedback forms, and focus groups are used to evaluate changes in research skills, self-efficacy, scientific identity, and interest in research and graduate school.
Bioengineering and Sustainability Workforce Development
Funded by the National Science Foundation, the educational outreach component of the ‘Distributed methane conversion into value chemicals via synthetic microbial consortia’ project provides training, supports, and research experiences to high school teachers and students to increase interest in bioengineering and sustainability concepts. Surveys, feedback forms, and focus groups are used to evaluate changes in knowledge, self-efficacy, interest in research, and interest in pursuing postsecondary STEM education or careers in STEM fields.
New Frontiers of Sound Science Technology Center (NewFoS STC)
Funded by the National Science Foundation, the NewFoS STC project aims to become a national resource for topological acoustics research and for education in this new science of sound and its applications, by developing pedagogical resources, including a textbook, a community college research workshop, and a curriculum design seminar course, and they will implement a mentoring ecosystem, including research experience and mentoring (REM) programs, Inclusive Leadership training, and a faculty leadership program. Using surveys, interviews/focus groups, and document analysis, CEARE offers feedback for program improvement and assesses outcomes such as changes in knowledge, skills, and confidence.
Representation and Diversity in Early Childhood Deaf Education (RAD-ECDE)
Funded by the U.S. Department of Education, RAD-ECDE aims to support and increase the number of fully credentialed teachers of DHH children who can provide family-centered early intervention that addresses the needs of Deaf Multilingual and Native children and their families. Using interviews, surveys, and document analysis, CEARE provides regular feedback to help the leadership team refine program activities and assess project accomplishments in impacting the outcomes for DHH children, their families and professionals.