Media Mentions

Matthews Receives NSF Award to Study Ways to Help Students Better Understand the Equal Sign

September 27, 2018

From UW-Madison School of Education:

UW-Madison’s Percival Matthews is the principal investigator on a new National Science Foundation (NSF) grant that’s designed to examine ways to promote equal sign knowledge among school children.

The researchers will test the effectiveness of brief episodes of instruction over the course of a semester to build children’s understanding of the equal sign and associated gains in algebraic thinking. Participants in the research will be elementary- and middle- school students.

Matthews is an assistant professor with the School of Education's No. 1-ranked Department of Educational Psychology and he heads the Mathematics Education Learning and Development Lab. The research team will include co-principal investigators Martha Alibali and Ana Stephens. Alibali is a UW-Madison professor of psychology and an investigator with the School of Education’s Wisconsin Center for Education Research (WCER), while Stephens is an associate researcher with WCER.

The NSF award, for more than $670,000 over the next three years, is for a project titled, “Cultivating Knowledge of Mathematical Equivalence.” 

Read more.


Siftr: A Tool for the Folklore Classroom

September 21, 2018

From the Journal of Folklore and Education:

Siftr is a freely available data collection and visualization platform that allows users to upload and geotag images and record and share associated notes and field observations. The application was developed by an interdisciplinary team of educational researchers, software engineers, and humanists at the UW known collectively as Field Day. When interacting with Siftr, users can add and view field observations using either a specific mobile application (available for iOS and Android devices) or through the Siftr website. In what follows, we present examples of Siftr projects incorporated into elementary, intermediate, and advanced undergraduate UW folklore courses to illustrate the potential and adaptability of this instructional resource to teach students about the richness and complexities of the world around them. Siftr provides a kinetic and visual activity that takes place most often in the outdoors and in the spontaneity of performed culture, but it also dovetails well with in-class activities and theoretical discussions. It is a platform that readily adapts to group projects and invites interaction and discussion that can enrich a folklore classroom, helping students contemplate the myriad ways in which culture is enacted in local contexts.

Read more


Jackson Featured in Diverse Issues in Higher Education

September 20, 2018

WeiLAB director Jerlando F.L. Jackson was featured in the September 20 issue of Diverse Issues in Higher Education.

From the article

Dr. Jerlando F.L. Jackson remembers attending a session on career trajectories for faculty at the annual conference of the Association for the Study of Higher Education early in his academic career.

“In that session, one of the papers focused on special professorships,” recalls Jackson, who paid close attention to the presenters because up until that moment, he had not heard of any such special distinctions above being a full professor. “However, on that day, I learned about the role and distinction of distinguished, endowed and university professorships. It was presented as the highest honor that a university could bestow on a faculty member. It became clear to me then that I needed to set my career goals on obtaining one of more of these distinctions.”

Seven years after Jackson began teaching at the University of Wisconsin-Madison as an assistant professor, he earned tenure in 2007, was promoted to full professor in 2011, and then was named a Vilas Distinguished Professor of Higher Education in 2012. Created by the Vilas Estate Trustees, the professorships are university-wide distinctions with approximately 30 recipients. Jackson was the first African American to be selected for this high honor. 

Read more.


STEM faculty receive $10 million grant to advocate inclusivity and opportunity for undergraduates

September 11, 2018

From The Daily Cardinal:

The National Science Foundation revealed a $10 million award to boost involvement in STEM programs at UW-Madison. This will also prove as an opportunity to provide underrepresented students with the chance to thrive in the program.

NSF INCLUDES will be co-led by UW-Madison’s Center for the Integration of Research, Teaching, and Learning and the Association of Public and Land-grant Universities. The funds will be given over a five-year period to build on the initiatives introduced in 2016.

UW-Madison will partner with a plethora of other universities and two-year colleges to diversify the STEM faculty and educate them on inclusive teaching methods.

Read more.


UW Gets $10 Million Grant to Diversify STEM Faculty

September 11, 2018

From Madison365:

To broaden participation in STEM programs and fields, the National Science Foundation has awarded a five-year, $10 million INCLUDES Alliance grant to be co-led by UW-Madison’s Center for the Integration of Research, Teaching, and Learning (CIRTL) and the Association of Public and Land-grant Universities.

CIRTL is a collaborative network of 39 research universities based in the Wisconsin Center for Education Research (WCER) within UW‒Madison’s School of Education, according to a press release from the university, and funding for this new alliance builds on an earlier NSF INCLUDES pilot project awarded to CIRTL in 2016.

Read more.


Can Video Games Change Your Brain? UW Research Suggests Games Can Build Empathy

September 11, 2018

From WISC TV:

MADISON, Wis. - New research from the University of Wisconsin-Madison shows video games may have the power to help children develop empathy and socially beneficial behaviors such as generosity.

At Gear Learning, the mission is to improve lives, and the studio does so by creating worlds.

“So far, we haven’t had a failure yet, or a content area we couldn’t design,” director Mike Beal said.

Gear Learning is a game development studio that is part of the Wisconsin Institute for Education Research at UW-Madison.

“We now know you can absolutely have fun while learning,” Beal said.

Read more.


The Science and Art of Mentoring

September 10, 2018

Christine Pfund, Director of the Center for the Improvement of Mentored Experiences in Research (CIMER), recently published an article in ASCB.

From ASCB:

We often do not seize the numerous opportunities we are afforded to shape the learning experiences of our mentees, let alone influence the environments in which those experiences transpire. We do not frequently enough embrace the art of mentoring.

Stretching beyond Best Practices
Contemplate the scenario of working with a new undergraduate or graduate student. Experienced mentors, using evidence-based practices, understand the importance of helping new mentees develop a research project, establishing and aligning clear expectations for the relationship, and communicating regularly and effectively. Some best practices toward achieving these aims include 1) thoughtful, intentional project design that takes into account the mentee’s background and interests; 2) use of written mentoring compacts (examples can be found at https://bit.ly/2lFc2Qz), and 3) regular conversations using active listening strategies. 

Yet even the most skilled mentors can stretch beyond these best practices. They can improve the learning experiences they are shaping by purposely providing opportunities for the mentees to network and engage with others, finding ways for mentees to immerse themselves in the discipline, fostering a sense of belonging within the research team and the department, and creating spaces for mentees to share their ideas.

Read more.


Beyond the Skills Gap: Preparing College Students for Life and Work

August 20, 2018

From New Books Network:

How can educators ensure that young people who attain a postsecondary credential are adequately prepared for the future? Matthew T. Hora and his co-authors, Ross Benbow and Amanda Oleson, explain that the answer is not simply that students need more specialized technical training to meet narrowly defined employment opportunities. Beyond the Skills Gap: Preparing College Students for Life and Work (Harvard Education Press, 2016) challenges this conception of the “skills gap,” highlighting instead the value of broader twenty-first-century skills in postsecondary education. They advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students.

The study, set in Wisconsin, takes place against the backdrop of heated political debates over the role of public higher education. This thoughtful and nuanced account, enriched by keen observations of postsecondary instructional practice, promises to contribute new insights to the rich literature on workforce development and to provide valuable guidance for postsecondary faculty and administrators.

Read more.


Researchers Look to Enhance Relationships Between Madison Teachers and Kindergartners

August 7, 2018

From The Capital Times:

This summer, about 100 Madison families with kids entering kindergarten will get home visits from teachers in an experimental effort to build relationships.

Beth Vaade, a program evaluation specialist with the Madison School District and co-director of the Madison Education Partnership, said the hope is to forge a bond with families so when kids go from 4-year-old kindergarten to 5-year-old classes “on that first day, they’re feeling like this is a safe place, this is a place that cares about me, and a place that I want to be part of.”

The partnership is a research effort between the district, University of Wisconsin-Madison researchers and community members that aims to improve educational outcomes. Also leading the project is Eric Grodsky, a professor of sociology and educational policy studies at UW-Madison.

Read more.


UW-Madison: New study finds far fewer middle-skill jobs in US than estimated

July 23, 2018

From wispolitics.com:

Significantly fewer “middle-skill” jobs exist in the U.S. than previously estimated, according to new research from the Wisconsin Center for Education Research at UW-Madison.

Read more.


Study shows fewer middle-skill jobs in U.S.

July 23, 2018

From the Superior Telegram:

New research by the Wisconsin Center for Education Research at the University of Wisconsin-Madison revealed significantly fewer middle-skill jobs exist in the United States than previously estimated.

Read more.


Advancing Equity and Diversity in Student Affairs Media Mention

July 3, 2018

Wei LAB Director Jerlando F.L. Jackson first met Dr. Melvin C. Terrell while a Ph.D. student studying professional growth factors for African American administrators at predominantly White institutions. Terrell called Jackson to talk to him about the importance of the study and offer to help gather participants.

"No one had taken ... interest in me or my work sight unseen before," Jackson says in the 2018 book he co-edited, "Advancing Equity and Diversity in Student Affairs: A Festschrift in Honor of Melvin C. Terrell." "I assumed it was just rhetoric." 

A Festschrift is an academic tradition that recognizes the retirement of an accomplished scholar by other scholars contributing original work to a volume dedicated to the honoree. Terrell was a pioneer in student affairs, serving as vice president for student affairs at Northeastern Illinois University for 20 years. Terrell provided guidance to scholars and practitioners, many of whom contributed to the Festschrift in his honor. 

Jackson is Vilas Distinguished Professor of Higher Education, and the director and chief research scientist of Wisconsin’s Equity and Inclusion Laboratory at WCER. In addition to co-editing "Advancing Equity and Diversity in Student Affairs," he wrote the introduction and co-authored two chapters. DeVon Wilson, Wei LAB research associate and director of the Center for Academic Excellence/Assistant Dean in the College of Letters & Science at University of Wisconsin, also contributed a chapter, as did several former Wei LAB staff members.

Read more.


Not Playing Around

June 8, 2018   |   By Jason Busch

In the world of Gear Learning at UW–Madison, the biggest trend in game design is in collaboration between subject matter experts and game designers, says Beall. “Thanks to the foresight of Diana Hess, dean of the School of Education and Bob Mathieu, director of WCER, Gear Learning is positioned to have tremendous impact in the field of games for learning. As part of the UW–Madison campus, I am in regular meetings with some of the world’s foremost experts in areas like astronomy, pharmaceuticals, women’s health, astro-botany, and others. Through games, we bring together amazing people, all of whom seek to leverage the power of games to engage and educate.

“Madison is certainly a hub for game development, and in my experience it is by far the most potent hub across the Midwest,” concurs Beall. “With the University of Wisconsin as a major driving factor, the Greater Madison area is filled with innovative and creative folks. With local organizations fostering [game] making, entrepreneurship, and broader economic development, Madison is stronger than ever.”

Read more.


Gamification: Where Work Meets Play

June 6, 2018

From InBusiness:

Michael Beall, the director of Gear Learning at the Wisconsin Center for Education Research, agrees that the term is often misused. “One important distinction is that game design is different from gamification. Gamification can be part of game design, but it’s more specifically the adding of game-like mechanics to non-gaming environments. I happen to be a big fan of gamification, in that it can be leveraged to promote or encourage learning.

“It all comes down to psychology and understanding that meaningful play, like many things in life, is subjective,” Beall adds. “Once we understand models of player types, like Bartle’s taxonomy of game player types, it’s easy to imagine nearly limitless possibilities for gamification.”

Read more.


Shaffer Comments on Active Shooter Video Game

June 5, 2018

David Williamson Shaffer, a UW–Madison professor of educational psychology and a game scientist at the Wisconsin Center for Education Research, offered insights on violence in video games in a WTMJ radio interview on May 30, a day after public backlash canceled the release of Active Shooter. The controversial online video game would have let players move through a school fatally shooting police officers and civilians.

Shaffer believes Active Shooter is a very bad idea for a video game, but stresses all video games are not bad. “If I had one big take home from all this, it’s that parents should use discretion about what their kids are doing. You wouldn’t just let them pick up any book, you wouldn’t necessarily just let them go to any movie, you shouldn’t let them just play any video game because they think it might be cool.”

Shaffer is the author of the book, “How Computer Games Help Children Learn,” and has developed educational computer games on topics such as land science, biomedical engineering, ethics, geometry and graphic design.