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.
A newly released report of a groundbreaking five-year video study examines the teaching practices of 700 teachers in eight countries. WCER Director Courtney Bell, one of the study’s four principal investigators, led the team that designed innovative standardized observational instruments, which for the first time made it possible to measure teaching and learning across multiple countries.
ITP | Using Inclusivity-Professional Development to Improve the Safety and Academic Achievement of Gender-Expansive Students
Mollie McQuillan, Assistant Professor of Educational Leadership and Policy Analysis, University of Wisconsin-Madison
SoE | Global Research Symposium Citizenship, Human Rights and Social Justice Education: Facilitating Positive Change Through Theory and Action
Michael Apple, with colleagues from Australia, Canada, China, Japan, Singapore, Professor of Curriculum and Instruction and Educational Policy Studies
MSAN Consortium | Spring Educator Conference
The authors of the "Five Practices for Equity-Focused School Leadership," Sharon I. Radd; Gretchen Givens Generett; Mark Anthony Gooden; George Theoharis, Speaker affiliations include: St. Catherine University, Duquesne University, Columbia University, Syracuse University
ITP | ITP Fellows Internship Presentations
ITP Fellows, University of Wisconsin-Madison
2021 UW-Madison Education Research Virtual Poster Fair
Sarah Carroll and teri engelke, HR Competency Program Manager, UW-Madison Office of Human Resources, and Assistant Dean for Human Resources in the UW-Madison Sc
Diverse Issues in Higher Education, Apr 7
WCER Communications, Apr 5
St. John's University, Mar 25
Mar 22
WCER Communications, Mar 11
University of Minnesota, Mar 3
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
“Positive Emotions in Early Algebra Learning, Sung, Y., Stephens, A., Blanton, M., Gardiner, A, Knuth, E., & Stroud, R. Paper to be presented at the 14th International Congress on Mathematical Education, Shanghai, China, (conference cancelled), 2020.
“The impact of algebra in the elementary math curriculum,” Murphy Gardiner, A., & Stephens, A, Virtual presentation at the Annual Meeting of the National Council of Teachers of Mathematics, 2021.
Harry Brighouse has received a grant of $199,986 from the Spencer Foundation for “Center for Ethics & Education: Graduate Institute in Philosophy 2022-23” through Aug. 31, 2023. (031521)
James Pustejovsky has been awarded $287,201 from the Institute of Education Sciences, in a subcontract from the University of Oregon, for “Improving the Accessibility of Effect Size and Synthesis Methods for Single Case Research” through Dec. 31, 2022. (031221)
Peter Wardrip and Rebekah Willett have received a grant of $243,717 from the Institute of Museum and Library Services for “Designing Home Learning Materials for High-Need Families: Lessons from/for Museums and Libraries” through Sept. 30, 2022. (030221)
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