Research from WCER’s Center for Research on College-Workforce Transitions shows changes are needed to online internships after fewer students than expected take one and report worse outcomes than those doing in-person versions.
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 and its projects host dozens of lectures, panel discussions and other events throughout the academic year.
You can view video recordings of these lecture series on our website:
Or, you can browse all our videos here!
Inside Higher Education, May 19
CCWT/WCER Communications, May 18
WCER Communications, Apr 22
Fox 6 Milwaukee, Apr 22
UW-Madison News, Apr 15
WCER Communications, Apr 15
Ruslana Westerlund and Sharon Besser, June 2021
Annaliese Grant, Eric Grodsky, Maria Velazquez, Rosie Miesner, and Lyn Macgregor, May 2021
“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
Kevin Lawrence Henry has been awarded $49,714 from the Spencer Foundation for “Black Swans: Black Educators within Charter Schools in Post-Katrina New Orleans” through May 31, 2022. (060921)
Alison Lindner has received a grant of $10,000 from the University of Wisconsin Foundation for “Lobeck Krug Early Childhood Education Fund.” (060421)
Madeline Hafner has been awarded $2,555 from the University of Wisconsin Foundation for “MSAN – Close the Gap Fund.” (060421)
Wisconsin Center for Education Research
School of Education
University of Wisconsin–Madison
1025 West Johnson Street, Suite 785
Madison, Wisconsin 53706
Copyright ©2020 Board of Regents of the
University of Wisconsin System
