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!
The University Network, Jun 14
Jun 13
Center for Research on Early Childhood Education, Jun 12
Inside Higher Ed, Jun 11
WCER Communications, Jun 10
The Hechinger Report, Jun 6
"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
"A Look Inside Online Educational Settings in High School: Promise and Pitfalls for Improving Educational Opportunities and Outcomes," Annalee Good, Emily Cheng, Carolyn J. Heinrich, Jennifer Darling-Aduana, American Educational Research Journal, March 27, 2019
Erica Halverson has received $25,142 from the National Science Foundation for Collaboration, Creativity, and Computational Thinking: A Cooperative Musical Tinkering Game through August 15, 2019.
David Kaplan has been awarded $802,314 from the U.S. Department of Education to fund Bayesian Dynamic Borrowing: A Method for Utilizing Historical Data in Education Research through June 30, 2022.
Diana Hess has received a $1,000,000 award from the Andrew W. Mellon Foundation to fund The Discussion Project through August 31, 2021.
Wisconsin Center for Education Research
School of Education
University of Wisconsin–Madison
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Madison, Wisconsin 53706
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University of Wisconsin System
