This year’s MSAN Institute offered two days of virtual professional development focused on advancing anti-racist school leadership and teaching practices, including a panel of MSAN high school students/equity leaders sharing their views on what educators can do to support students of color.
The pandemic has disrupted the lives of many people. College students, in particular, have had to make significant adjustments to their education, career goals and entry into the workforce. The Center for Research on College-Workforce Transitions profiles five diverse groups of students affected by COVID through a new digital hub called, “College Life During the Pandemic: Stories of Students Navigating Unprecedented Times.”
Six projects for 2021 tackle themes including anti-racism in learning communities and teacher development, equity in academic and career planning, and the impact of COVID-19 in family supports and early-grade literacy instruction.
If you missed WCER Deputy Director Mariana Castro and other panelists talking about how to transform conversations into action for lasting change live during the Feb. 25 webinar, you can view the YouTube video recording of the event anytime.
WCER researchers are helping advisers better connect with the country’s top PhD science students from underrepresented groups through a $1.2 million program of culturally aware mentorship education at the renowned Howard Hughes Medical Institute in Maryland, plus leadership training for mentees.
Students, Staff and Anyone in Wisconsin is Encouraged to Schedule COVID Vaccines at go.wisc.edu/communityvaccine with Agency Code madisonvax
Thousand of appointments are available starting April 27, from University Health Services
CCWT | Panel discussion: College Students with Refugee Backgrounds Discuss Experiences with College and Careers
Matthew Wolfgram and panelists, Associate Researcher and Assistant Director, Center for Research on College to Workforce Transitions
WCER Communications, Apr 22
Fox 6 Milwaukee, Apr 22
UW-Madison News, Apr 15
WCER Communications, Apr 15
Diverse Issues in Higher Education, Apr 7
WCER Communications, Apr 5
“Our HMoob American College Paj Ntaub: Student-Engaged Community-Based Participatory Action Research (CBPAR) as Counter-Invisibility Work,” Bailey B. Smolarek, Matthew Wolfgram, Mai Veng Vang, Choua P. Xiong, Lena Lee, Pangzoo Lee, Lee Myxee Thao, Kia Vang, Pa Dou Xiong, Odyssey Xiong & Pheechai Xiong, International Journal of Qualitative Studies in Education, April 30, 2021.
Matthew T. Hora, Adrian Huerta, Anita Gopal, and Matthew Wolfgram, April 2021
Jessie Nixon, Erica Halverson, and Andy Stoiber, March 2021
“Improving Department Climate through Bias Literacy: One College’s Experience,” Jennifer Sheridan, Eve Fine, Manuela Romero, Carmen Juniper Neimeko, Molly Carnes, Christine Bell, You-Geon Lee, Casey Stockstill, Journal of Women and Minorities in Science and Engineering 27(2):87–106, 2021
“Reassess-Realign-Reimagine: A Guide for Mentors Pivoting to Remote Research Mentoring,” Christine Pfund, Janet L. Branchaw, Melissa McDaniels, Angela Byars-Winston, Steven P. Lee, Bruce Birren, CBE-Life Sciences Education, Feb. 26, 2021
Andy Garbacz, Katie Eklund and Stephen Kilgus have received a grant of $99,982 from the University of Wisconsin Institute for Clinical and Translational Research (UW ICTR) and Wisconsin Partnership Program (WPP) for “Optimizing the Capacity of Public Schools to Promote Youth Mental Health” through March 31, 2022. (042721)
Donald Gillian-Daniel has been awarded $31,235 from the National Science Foundation, in a subcontract from Women in Engineering Proactive Network (WEPAN), for “ADVANCE Partnership: ACCESS+ Initiative to Leverage STEM Professional Societies to Accelerate Diversity, Equity, and Inclusion Systemic Change in STEM Academic Professions” through Aug. 31, 2023. (041521)
Xueli Wang has been awarded $799,773 from the National Science Foundation for “Crisis as Catalyst for Change and Innovation - Targeted Research on Institutional Response and Enduring Impacts on Advanced Technological Education” through May 30, 2024. (041521)
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