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!
WCER Communications, Aug 2
WCER Communications, Jul 27
Wisconsin State Journal, Jul 22
The Cap Times, Jul 19
PSB WIsconsin, Jul 12
PBS Wisconsin, Jun 29
“Bridging Science and Language Development Through Interdisciplinary and Interorganizational Collaboration: What Does It Take?” Daniella Molle, Weiqiong Huang, Science Education International, May 19, 2021
Matthew T. Hora, Changhee Lee, Zi Chen, and Anthony Hernandez, June 2021
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.
Rachel Santiago has received a grant of $20,000 from the Society for the Study of School Psychology for “Pilot Test and Evaluation of a Trauma-Informed Adaptation of the Classroom Check-Up” through June 30, 2022. (072621)
David Klingbeil has been awarded $1,689,125 from the Institute of Education Sciences for “Catch and Release: Predicting Maintenance of Tier 2 Reading Intervention Effects” through June 30, 2025. (071221)
Andy Garbacz has received a grant of $4,000,000 from the Institute of Education Sciences for “Systematic Replication Study of Conjoint Behavioral Consultation in Elementary Schools” through June 30, 2026. (070621)
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