With a $1.5 million NSF grant, the Center for Research on College-to-Workforce Transitions is examining what the internship experience is like for students at six HBCUs. “We want to know how these internships impact future wages, employment status and their confidence to succeed in chosen professions,” says Matt Hora, CCWT director.
The WIDA International School Consortium, unofficially launched in 2008, has helped pioneer the improvement of teaching and learning for multilingualism around the world, from New Jersey to New Delhi. Using its signature "can-do" approach to learning, it has grown into a worldwide ELL network of more than 400 accredited preK-12 international schools in more than 100 countries.
Helping sixth graders see their concerns about measuring up in middle school as normal and temporary can boost grades and attendance, while reducing behavioral problems, a new study by WCER researcher Geoffrey D. Borman shows. The brief, low-cost intervention, done early in the school year, also scales up easily for use by an entire school district.
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.
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!
Sep 18
Sep 16
Channel 3 News, WISC-TV Madison, Wisc., Aug 29
The Washington Post, New Hampshire Union Leader, Aug 27
WMTV Channel 15, Madison, Wisc., Aug 27
BioSpace, Aug 22
H. Rose Miesner, Elizabeth E. Blair, Chiara C. Packard, Maria Velazquez, Lyn Macgregor, and Eric Grodsky, September 2019
"Cognitive Task Analysis for Implicit Knowledge About Visual Representations With Similarity Learning Methods," Martina A. Rau, Blake Mason, Robert Nowak, Cognitive Science, A Multidisciplinary Journal, August 27, 2019.
WCER Working Paper: Inequality and Opportunity in a Perfect Storm of Graduate Student Debt, Jaymes Pyne and Eric Grodsky, August 2018, updated August 2019
Steven Kimball, Jessica Arrigoni, Herb Heneman, Elisabeth Geraghty, Daniel Marlin, Bradley Carl, Curtis Jones, Elizabeth Cain, Anthony Milanowski, and Katharine Rainey, August 2019
"Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being," Geoffrey D. Borman, Christopher S. Rozek, Jaymes Pyne, and Paul Hanselman, Proceedings of the National Academy of Sciences, July 2019
Stephen Kilgus, Andy Garbacz and Katie Eklund received a grant of $361,992 from the Department of Education for “Building an Efficient Targeted Intervention for Students At Risk for Internalizing Problems: The Resilience Education Program (REP), through May 30, 2023.
Jeremy Stoddard and David Shaffer were awarded a grant of $392,161 from the Department of Education for “PurpleState 2.0: Investigating the Impact of a Virtual Internship on Argumentative Reading and Writing in Civic Education,” through June 30, 2022.
Matthew Wolfgram, Matthew Hora, Mindi Thompson and Zi Chen received a grant of $970,129 from the National Science Foundation for “The College Internship Study: A Longitudinal Mixed Methods Study Exploring the Impacts of College Internships on Student Outcomes at HBCUs,” through June 30, 2022.
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