Tingting Li earns national fellowship for advancing AI as a collaborative tool in science education
Tingting Li received the Spencer Postdoctoral Fellowship to develop AI tools that support teachers in creating fair, culturally relevant science assessments. Her research focuses on AI as a collaborative partner in education.
CESHS’s Tingting Li Awarded Fellowship for AI and Science Education Research
Tingting Li, assistant professor of science education at Washington State University’s College of Education, Sport, and Human Sciences (CESHS), has received the prestigious Spencer Postdoctoral Fellowship. This award, given to only 25 researchers nationwide this year, provides $70,000 to support early-career scholars whose work promises meaningful improvements in education.
Li’s research centers on integrating artificial intelligence (AI) into classrooms as a supportive tool for teachers rather than a replacement. She envisions AI as a collaborative partner shaped by the knowledge and cultures present in real educational settings. Her approach challenges one-size-fits-all technology solutions by emphasizing the creation of AI tools that are culturally relevant, language-accessible, and adaptable to diverse classroom environments.
AI as a Collaborative Partner in Education
“We’re not building a tool to do the teacher’s job. We’re building a tool with teachers — something that learns from their input and augments their expertise,” Li explains.
Her current project leverages a large language model-based AI system that assists teachers in developing better science assessments. Unlike many existing tools that focus solely on science content, Li’s system incorporates classroom context, student feedback, and linguistic considerations. This ensures that assessments align with the Next Generation Science Standards while remaining fair and engaging for students from varied backgrounds.
Shaping Assessments for Real-World Classrooms
Li highlights ongoing challenges in science education, particularly the creation of assessments that are both standards-aligned and practical for diverse classrooms. The AI tool she is developing aims to address these challenges by working alongside educators to refine assessments based on real-time input.
The research will study how teachers and students interact with this AI system, how their feedback influences its development, and the overall impact on teaching and learning. Li hopes this work will shift the role of assessments from merely measuring knowledge to actively supporting student growth.
Support and Recognition from CESHS
CESHS Dean Karen Thomas-Brown emphasizes the significance of Li’s work: “Dr. Li is an exceptional scholar dedicated to innovating in educational research and exploring the integration of AI in K–12 and higher education.”
Li regards the fellowship as an opportunity to demonstrate that practical AI tools can enhance teaching by working alongside educators, not replacing them.
This research aligns with ongoing efforts to responsibly incorporate AI in education, ensuring technology supports teachers and respects the nuances of classroom dynamics.
