Education Technologies Improve Collaborative Learning in Undergrad Chemistry
July 10, 2017
WCER researcher Martina Rau and colleagues found that undergraduate chemistry students who used educational technology to discuss problem-solving mistakes had higher learning outcomes than students who participated in the traditional version of the lab course. This study was published in Computers and Education.
Teacher Fellowship to Game Designer
July 5, 2017 | By Paul Baker
Teachers from across Wisconsin eagerly join a fellowship wait list to learn how to create digital educational games that engage students and boost learning.
“Quantitative Ethnography”
June 28, 2017
David Williamson Shaffer, a WCER game scientist, explores how to make sense of the deluge of information in the digital age through quantitative ethnography. This new science gives researchers tools to understand not just what data says, but what it tells us about the people who created it.
Jerlando Jackson, Wisconsin’s Equity & Inclusion Laboratory
June 28, 2017
Jackson is the Vilas Distinguished Professor of Higher Education and the Director and Chief Research Scientist of Wisconsin’s Equity and Inclusion Laboratory (Wei LAB). Here he discusses Wei LAB, Beyond the Game, and post-graduate outcomes.
Effective Mentoring in STEMM: Practice, Research, and Future Directions: Proceedings of a Workshop
June 26, 2017
To explore the conversation surrounding nebtirubg, the Board on Higher Education and Workforce and the Committee on Women in Science, Engineering, and Medicine, in collaboration with the Board on Science Education and the Teacher Advisory Council, convened a workshop in Washington D.C. on February 9-10, 2017.
Hora to Deliver Keynote Lecture at the United Negro College Fund’s Career Pathways Initiative
June 26, 2017
Matthew Hora, the director of WCER's new Center for Research on College-Workforce Transitions, will deliver a keynote lecture at the United Negro College Fund's new Career Pathways Initiative on June 27 in Atlanta.
Rural Teachers Speak Out
June 23, 2017 | By Lynn Armitage
Shirley Wright had an idea. “What if we created a forum where teachers could talk directly to education researchers about the challenges they face in the classroom?” In her capacity as the assistant to the director of the Wisconsin Center for Education Research (WCER), Wright’s job does not take her into the field, so she rarely sees the direct link between research and classroom practice.
Institutional Data Systems Limit Impacts on Teaching Improvement
June 22, 2017
In a study published in Project MUSE, WCER researcher Matthew Hora and colleagues found that institutional data systems were ineffective in supporting teaching and learning. Specifically, accountability mechanisms, such as student course evaluations, were too vague and tardily reported. Many faculty created their own course-level feedback systems.
The Benefits of Research-Practice Partnership Work
June 22, 2017
This week we are hearing from the Madison Education Partnership (MEP). Today's post is the practitioner perspective on the partnership work introduced in Monday's post: Can Kindergarten for 4-Year-Olds Help Close Equity Gaps?
Bailey Smolarek: Skills Gap Doesn’t Account for Poor Jobs Numbers Here
June 20, 2017
Bailey Smolarek from the Center for Research on College to Workforce Transitions published an op-ed in The Capital Times.
Implicit Bias In the Classroom: Can Video Games Help Combat It?
June 20, 2017
Researchers at University of Wisconsin-Madison are developing a video game that will guide K-12 teachers through the hazards of unconscious attitudes and assumptions that affect the way they see their students, a phenomenon called "implicit bias."
Pribbenow, Carnes Receive Baldwin Grant
June 9, 2017
Projects both large and small will help the university contribute knowledge and resources across the state, thanks to grants from the Ira and Ineva Reilly Baldwin Wisconsin Idea Endowment.
Rural Teachers Share Perspectives with UW–Madison Education Researchers
June 7, 2017
WEAC members were front-and-center on a panel of public school teachers representing Wisconsin rural districts at the first-ever Teacher Speakout! at UW-Madison.
Hess, McAvoy Discussion Project Aims to Get People Talking Across Racial Lines
May 31, 2017
One of many benefits of a diverse academic space is students can learn from one another and create a better learning experience overall, but this only happens when class discussions are structured to facilitate constructive conversations, according to Paula McAvoy, program director for the Center of Ethics and Education at UW- Madison.
Strength in Numbers
May 26, 2017 | By Lynn Armitage
Created by Christine Pfund, the Center for the Improvement of Mentored Experiences in Research (CIMER), one of the newest projects at the Wisconsin Center for Education Research (WCER) in the School of Education.
