Jackson Discusses Whether Men are the New College Minority
August 18, 2017
A recent report from Carlow University showed that women outnumbered men by more than six to one during the Fall 2016 enrollment.
Jackson Quoted in Education Dive on Why Prospective College Students Don’t Expect to Graduate
August 8, 2017
Jerlando Jackson, the director of the University of Wisconsin’s Equity and Inclusion Laboratory in the Center for Education Research, quoted in Education Dive.
Jackson Quoted in the Atlantic on Why Men Are the New College Minority
August 8, 2017
Jerlando Jackson, the director and chief research scientist at Wisconsin’s Equity and Inclusion Laboratory, quoted in The Atlantic.
Astronomy Video Game Developed at UW–Madison Wins National People’s Choice Award
August 7, 2017
“At Play in the Cosmos,” an educational video game developed at the University of Wisconsin–Madison, is the winner of the Third Annual Mashable + Games for Change People’s Choice Award. This new educational resource for introductory college astronomy received the highest number of online votes among the 11 games nominated in the category.
Video Game by UW-Madison Group is up for National Award
July 14, 2017
A video game about exploring the cosmos that a University of Wisconsin-Madison institution developed is up for a national award for educational games.
The Value of Mentorship in the Scientific Field
July 13, 2017
The value of effective mentorship in the sciences is increasingly being recognized. Mentoring is tied to many benefits for a mentee (e.g., increased research productivity and career satisfaction), which also benefits the lab overall. Anyone can learn to be an effective mentor with the right training and practice.
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?
