Projects

Public Interest Technology Pathways (PIT-P)

Data, AI, and digital platforms are reshaping education, labor markets, and civic life faster than institutions can adapt — and the consequences of that lag fall disproportionately on communities already marginalized by technology. UCLA’s Public Interest Technology Pathways (PIT-P), anchored in the UCLA Center on Resilience and Digital Justice (CRDJ) and DataX, builds scalable, equity-centered curricular pathways, certificates, minors, and stackable credentials. PIT-P prepares students across campus and beyond, as well as working professionals, not only to participate in a

Principles of Calculus

The Principles of Calculus project builds upon the success of a previously-funded New Mathematics Gateway project, led by a faculty team at the University of Riverside in partnership with Yuba College and Saddleback College. As part of Learning Lab’s Calculus Grand Challenge cohort, the initial project aimed to reduce persistent equity gaps in STEM education through an innovative, research-informed calculus curriculum called Principles of Calculus (POC). Preliminary pilot data demonstrates improved student performance and reduced equity gaps among underrepresented students

Student Innovators Teaching Old Projects New Tricks (AI-PBL)

Student Innovators Teaching Old Projects New Tricks (AI-PBL) Project Abstract: This project seeks to pilot a transformative engineering education by empowering students to take control of their learning by integrating artificial intelligence (AI) into project-based learning (PBL). Unlike traditional methods, where students passively receive information, this initiative places them at the center of their educational journey, using AI to actively explore, question, and solve real-world challenges. The pilot includes one lab at UC Davis, one lab at Sacramento State (CSUS),

AI-Assisted Assessment to Award Credit for Prior Learning (A4CPL)

Led by the Los Angeles Community College District (LACCD) and the University of California San Diego(UCSD), this proof-of-concept project will develop and test a prototype AI-driven assessment tool to support the equitable award of Credit for Prior Learning (CPL). A4CPL will evaluate the tool’s feasibility and effectiveness in: Background & Urgency:The recent Los Angeles wildfires and increasing statewide wildfire risk underscore the urgent need for firefighters and government personnel with expertise in wildfire management. Most California firefighting agencies require only

Revolutionizing STEM Education: Integrating AI and Virtual Reality to Enhance Learning and Engagement

AI-Powered Virtual Reality for Enhancing STEM EducationThis project leverages the power of Artificial Intelligence (AI) and Virtual Reality (VR) to transform how students learn Physics and Biology at California State University, Dominguez Hills (CSUDH) and Sierra College. Through immersive VR simulations and an AI-driven virtual assistant, students will explore complex scientific concepts—such as kinematics and simple harmonic motion in physics, and transcription, replication, and translation in biology—in an interactive, engaging environment. The AI assistant will provide real-time tutoring, adaptive feedback,

Empowering Rural Education: Generative AI and Student-Centered Learning at College of the Siskiyous

This project at College of the Siskiyous aims to establish a practical and scalable approach to AI literacy that empowers faculty to integrate AI meaningfully into their teaching. The initiative will support 15 faculty members, with at least half teaching Career and Technical Education (CTE) courses, in developing AI-enhanced teaching modules tailored to their disciplines. Faculty will begin with a self-paced @ONE AI Literacy and Teaching with AI course to build foundational knowledge before participating in three expert-led training sessions

Collaborative AI Integration in STEM Education

The Collaborative AI Integration in STEM Education project aims to develop, pilot, and validate tasks that enhance students’ collaborative use of generative AI (genAI). The project has two main goals: (1) to create, pilot, and validate collaborative mathematical tasks integrating genAI, co-designed with faculty, to foster teamwork and critical thinking, and (2) to explore how these AI-integrated tasks can support students from diverse backgrounds by creating accessible learning environments. By addressing the gap between students seeking efficiency and faculty prioritizing

G𝜋T: Generative Practice Interview Trainer

This project proposes an accelerated development of an artificial intelligence (AI) tool to fit the goals of Learning Lab’s AI Challenge RFP’s Track 2. G𝜋T is a mock interview bot that supports equitable participation by providing students with invaluable experience in an authentic interview setting. G𝜋T can be customized by both instructors and students to simultaneously meet the goals of each. Instructors from any discipline customize the bot to formulate interview questions based on course content, satisfy the course’s learning

Equitable AI Alliance: Empowering Students through Equitable AI Education

As artificial intelligence (AI) becomes integral to the workforce, unequal access to AI resources threatens to widen existing gaps, particularly for students from historically underrepresented communities. Recognizing the need for equitable AI education, San Diego State University (SDSU), UC San Diego (UCSD), and the San Diego Community College District (SDCCD) have established the “Equitable AI Alliance”. The Alliance is built on three key activities: (1) AI needs assessment, (2) AI literacy education, and (3) AI access. It begins with a

Peer & AI Review + Reflection (PAIRR) in Writing Instruction

PAIRR- Transforming writing education through peer review and AI literacy To address equity gaps in writing skills and AI literacy, our intervention, Peer & AI Review + Reflection (PAIRR), leverages GenAI to increase writing support and boost AI literacy for both students and instructors. This intervention enhances metacognition and the human relationships that motivate students to learn. PAIRR has been recognized by a small competitive grant ($3,000) from the national Association for Writing Across the Curriculum Research Initiative, based on

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