SEER Institute Leadership

Lucas Hill

Lucas B. Hill, Ph.D. is a researcher (III) and evaluator at the University of Wisconsin-Madison in the Wisconsin Center for Education Research (WCER). From a research, evaluation, and organizational consulting perspective, his work primarily focuses on understanding and assessing the effectiveness of complex, large-scale, and collaborative higher education reform, particularly related to the preparation of faculty, the adoption of evidence-based pedagogical practices, and the broadening participation of underrepresented students in science, technology, engineering, mathematics (STEM) education. His current portfolio consists of several National Science Foundation-funded projects including the NSF Eddie Bernice Johnson INCLUDES Aspire Alliance, the Inclusive STEM Teaching Project, Belonging in Field Education, and the CIRTL Change Leadership Development Program. He is also part of the leadership team for the ACCESS+ Network, which is an initiative of over 30 STEM professional societies. He earned his doctorate in Higher, Adult, and Lifelong Education from Michigan State University.

Select Publications

Austin, A.E., & Hill, L.B. (2023). Integrating research, teaching, and learning for a new America and the global community (pg. 326-446). A chapter in Taylor, O., Retland, R., & McGraw, K. (eds.), Higher education in a changing world. Santa Barbara, CA: Fielding Graduate University.
Dukes, A. A., Gillian-Daniel, D. L., Greenler, R. McC., Parent, R. A., Bridgen, S., Esters, L. T., El-Sayed, J. & Hill, L.B. (2023) The Aspire Alliance inclusive professional framework for faculty—Implementing inclusive and holistic professional development that transcends multiple faculty roles. In S. Linder, C. Lee, & K. High (Eds.), The handbook of STEM faculty development: American Society for Engineering Education.
Gillian-Daniel, D. L., Greenler, R. McC. Bridgen, S. T., Dukes, A. A., & Hill, L. B. (2021). Inclusion in the classroom, lab and beyond: Transferable skills via an Inclusive Professional Framework for Faculty. Change: The Magazine of Higher Learning. 53(5), 48-55.
Hill, L. B. (2023). Advancing SoTL through boundary-spanning leadership: A study of four CIRTL institutions. Innovative Higher Education, 1-22.
Hill, L.B. (2022). Teaching professional development for graduate students. A chapter in Nguyen, D.J. & Yao, C.W. (eds), A handbook for supporting today’s graduate students. Stylus.
Hill, L. B. (2020). Understanding the impact of a multi-institutional STEM reform network through key boundary-spanning individuals. The Journal of Higher Education, 91(3), 455-482. https://doi.org/10.1080/00221546.2019.1650581
Leibnitz, G., Gillian-Daniel, D.L., & Hill, L.B. (2021). Networking Networks: Leveraging STEM Professional Society “Boundary Spanners” to Advance Diversity, Equity, and Inclusion. NSF INCLUDES Rapid Community Reports.

Evangeline Su

Evangeline Su is currently on the staff at the Wisconsin Center for Education Research at the University of Wisconsin -Madison. Her current projects include: an NSF Pilot/Catalyst Inclusive Graduate Programs (PI: Bennett Goldberg) project working to make physics graduate programs more inclusive, NSF LEAPS EVOLVED (PI: Robin Kodner) focused on change in aquatic science professional societies (website coming soon), as well as work with both Truth Racial Healing Transformation Greater Chicago and Participatory Budgeting Evanston.

From 2019 to present, Evangeline has facilitated W.K.Kellogg Foundation Truth Racial Healing Transformation racial healing groups, Inclusive Science Technology Engineering and Math (STEM) Teaching Project affinity groups and learning groups and Asian American Pacific Islander Desi American (APIDA) staff affinity groups for an ERG. Evangeline previously held positions at Northwestern University working with student-athletes and undergraduates who are novices to research, facilitating discussions for STEM Circuits, advising the Association for Undergraduate Women in STEM, facilitating sessions on bystander intervention, while helping students to understand and unpack the hidden curriculum of how to navigate R1 (Carnegie classification) universities.

Additional Select Experiences

From 2016-2021, Evangeline pioneered the use of inclusive and equity-focused peer mentorship to implement the CIMER Entering Research curricula (cimer.org) to improve undergraduate research outcomes by creating a multi-tiered course + program to help students build self-efficacy, skills, and knowledge that aid them in discovering their interests and pursuing advanced research opportunities. She adapted CIMER’s Entering Mentoring curricula, and combined it with active learning/teaching training, leadership training, grant writing training, and other work in DEIJB (literature readings and identity and intercultural self-development) to develop a state-of-the-art undergraduate research peer mentor training. She further adapted the CIMER Mentoring Up curriculum for undergraduate and graduate student applications for use with this pioneer program to provide undergraduates with greater knowledge to achieve their desired career outcomes. Many students from that program have gone on to win DAAD-RISE, NSF GRFP, Goldwater, NIH IRTA, Amgen, Erasmus, and Marshall Scholarships/Fellowships. Student alumni rated the program as one of their top three undergraduate experiences and repeatedly cited it as an example of inclusive teaching. Alumni from this program have continued the work to increase and improve culturally-aware research mentorship through peer leadership at their respective institutions all around the world.

Evangeline has also worked in industry at Imbibe and Impossible Objects, the latter of which included co-invention of a Method and Apparatus for Automated Composite-Based Additive Manufacturing (patent 10,046,552 granted August 14, 2018). She earned a Ph.D. in physical chemistry for a novel UV Raman spectro-microscopy instrument for probing tribological interfaces and a M.S. in chemistry for inorganic synthesis of catalytic materials from Northwestern University and a A.B. in cultural anthropology from Princeton University.

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