Carl A. Grant Scholars | Using Critical Design Thinking to Create Emancipatory Research Agenda
April 1, 2019
Lesley-Ann Noel shares her passion for emancipatory research and design in this lecture. She introduces key concepts such as the principles of design, design thinking and emancipatory research and illustrates how she has developed her own personal design and research agenda based on an emancipatory philosophy. Finally, she guides the audience in considering how they can create an emancipatory research agenda for themselves.
To Chair or Not to Chair?
March 19, 2019 | By Jerlando F.L. Jackson
In an article he penned for The Chronicle of Higher Education, Jerlando F.L. Jackson explores why a faculty member should decide “to chair or not chair” their department. Jackson is a professor of higher education, director and chief research scientist of the Wisconsin Equity and Inclusion Laboratory and currently chairs his department, Leadership and Policy Analysis, at the University of Wisconsin—Madison.
New Online Tools to Instruct and Assess English Learners with Significant Cognitive Disabilities
March 13, 2019 | By Lynn Armitage
In the world of K-12 English language proficiency assessment, a population of U.S. students is often overlooked, learners with significant cognitive disabilities. Now, groundbreaking instructional materials and guides are available to help educators understand alternate English language development and assessment for students who have diverse needs related to language and disability.
School Districts Getting Free Evaluation Tools Developed by UW-Madison Education Researchers
March 12, 2019 | By Karen Rivedal
WEC is helping to close a gap in state requirements by providing needed guidance on the crucial step of regularly evaluating the effectiveness of schools’ academic and career planning for students in grades 6-12.
WIES Lecture | Design for Social Impact: Guerilla Projections with a Graphic Witness
March 6, 2019
Learn the basics of hacking advertising as a means of social and political awareness from Adam DelMarcelle. He will discuss the first amendment and how it can be utilized to challenge the social status quo.
CAG Lecture & ITP Seminar | Identity, Engagement & Learning Math: Unpacking the Process of Becoming
March 1, 2019
Drawing on findings from recent studies, Jennifer Langer-Osuna explores social interactions that are linked to how students develop their identities in collaborative classrooms. In particular, she focuses focus on: collaborative problem-solving, positioning and how students negotiate who they are and can become when doing mathematics together. The talk will close with a discussion of classroom practices that foster robust connections between identity, engagement and learning mathematics
Astronomy Society Pushes for Diversity in US PHD Programmes
February 21, 2019
This article in the journal Nature describes the final report of the American Astronomical Society’s task force on diversity and inclusion in astronomy graduate education. WCER researcher Christine Pfund, director of the Center for Improvement of Mentored Experiences in Research (CIMER), is one of the 12 authors of the report, which recommends that graduate programs in astronomy partner with universities graduating high levels of underserved undergraduate students, hold department-wide discussions focusing on the barriers that face underrepresented students who advance to graduate study, and make their departments more welcoming to diverse students.
WIES Lecture | Optimizing the Acoustic Landscape Speakers and Singers Inhabit
February 20, 2019
Kenneth Bozeman, a researcher and master teacher of voice science and acoustic pedagogy, presents an introductory overview of the physiology and acoustics of voice. He explains how understanding the anatomical workings of voice and how the brain processes sound contribute to methods for improving use of our voice, which from birth allows us to express how we feel about what we experience.
New Study Finds Hmong American Undergraduates Feel ‘Invisible’ on UW-Madison Campus
February 19, 2019 | By Karen Rivedal
In their own words, Hmong American students at UW-Madison share hopes and concerns surrounding their undergraduate experience on campus.
DPI to Launch Evaluation Toolkit Created by Wisconsin Evaluation Collaborative (WEC)
February 18, 2019 | By Wisconsin Department of Public Instruction
The Wisconsin Department of Public Instruction announces on its news site, DPI-ConnectEd, that a tool created by WCER’s Wisconsin Evaluation Cooperative soon will help educators across the state systematically evaluate their Academic and Career Planning (ACP) programming.
Wolfgram Discusses Higher Education Access for Refugees in Wisconsin on Wisconsin Public Television
February 6, 2019
In a live interview with Wisconsin Public Television, WCER Senior Researcher Matthew Wolfgram talks about barriers in policy and practices that block the path to higher education and better jobs for refugees resettled in Wisconsin.
WIES Lecture | Mutual Survival: Education Reform & Economic Change in Rural Wisconsin
February 6, 2019
This Wisconsin Ideas in Education Lecture, sponsored by the School of Education Early Career Faculty and WCER, features an exploration by Jennifer Seelig of the role of schools in community development with a focus on the intersection of educational equity and socio-spatial identities. She will share her research of a school-community relationship in Northern Wisconsin and discuss how competition-based education policies unfold in a remote rural community.
Hmong Sudents Consistently Feel Excluded, Unwelcome on Campus, New Research Finds
February 3, 2019 | By Parker Schorr
A student-led research project aimed at uncovering the experiences of Hmong students at the University of Wisconsin found all of its participants felt excluded and unwelcome on campus.
The HMoob American Studies Committee, a Hmong student activist group, partnered with the Center for College-Workforce Transitions to conduct the study. The group chose the name HMoob instead of Hmong to better reflect the history of Hmong Americans and to challenge the “Americanization” of the Hmong name, heritage and people.
CCWT: Experiences of Hmoob (Hmong) American Undergraduate Students
February 1, 2019
The Center for Research on College-Workforce Transitions (CCWT) and WISCAPE sponsored this presentation of findings from a student-led research project examining the experiences of HMoob (Hmong) American undergraduate students at UW-Madison. In addition to featuring students, the presentation also includes comments from faculty members Stacey Lee and Cindy Cheng.
Students Say UW-Madison is Excluding and Unwelcoming to Hmong-American Students
February 1, 2019 | By Jamie Perez
A group of University of Wisconsin-Madison students conducted a study with the Center for Research on College to Workforce Transitions and found Hmong-American students feel invisible on campus, even though Hmong-Americans make up the largest portion of the Asian population, at 36 percent. Students were able to suggest possible actions the university could take, citing things such as having more inclusive clubs, educating more people outside the Hmong community about Hmong culture and creating an environment of understanding and compassion for the Hmong-American students who feel excluded.