Depending on how they are designed and supported, a college internship can be a "positive, transformative" student experience or a "vehicle for reproducing inequality," according to new findings by the Center for Research on College to Workforce Transitions (CCWT).
A UW–Madison program that helps low-income adults become college learners is yielding more than just academic benefits. As important, many students find the Odyssey Project builds their sense of self, allowing them to envision a future in higher education.
Researchers at WIDA, a world leader in multilingual learning, say a better question is not "when" but "how" this change happens. This finding comes from the broadest study of long-term English language learners ever conducted, made possible by WIDA's exclusive access to data across 15 states.
The Epistemic Analytics Lab builds webtools to crunch huge sets of data -- quantitative and qualitative. To demonstrate the tools' power, the lab turned to the hit television series "Game of Thrones" for big data. Now, fueled with half a million words from seven seasons of scripts, anyone can use the tool to analyze the show's many complex and unpredictable characters.
Last fall, WCER launched the Rural Education Research & Implementation Center. RERIC aims to improve educational outcomes for rural students, families and schools through rigorous, partnership-based research. As co-directors Craig Albers and Andy Garbacz say, “Rural Wisconsin, we are listening.”
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!
Fortune, Jul 9
Jul 3
Jun 25
Wisconsin Public Radio, Jun 17
The University Network, Jun 14
Jun 13
Matthew T. Hora, Emily Parrott, and Pa Her, July 2019
"Hiring as Cultural Gatekeeping into Occupational Communities: Implications for Higher Education and Student Employability," Matthew T. Hora, Higher Education, June 11, 2019
Rich Halverson and Erica Rosenfeld Halverson, May 2019
Tameka Porter, H. Gary Cook, and Narek Sahakyan, May 2019
"Exploring the Situated and Cultural Aspects of Communication in the Professions: Implications for Teaching, Student Employability, and Equity in Higher Education," Matthew T. Hora, Bailey B. Smolarek, Kelly Norris Martin, Luke Scrivener, American Educational Research Journal, April 9, 2019
Stephen Kilgus received a $1,030,364 grant from the U.S. Department of Education for a project called, “Development of Assessment Tools and Educator Training to Support Tier 2 Behavioral Intervention Selection,” from Aug. 20, 2018 to June 30, 2021.
Annalee Good received a $40,892 grant from the JPB Foundation to study the impacts of K12 digital learning on post-secondary and labor market outcomes from Sept. 1, 2019 through Aug. 31, 2020.
Leema Berland was awarded an $80,000 grant from the George Lucas Educational Foundation to explore enabling conditions for high-quality project-based learning through Aug. 31, 2020.
Wisconsin Center for Education Research
School of Education
University of Wisconsin–Madison
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Madison, Wisconsin 53706
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