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School of Education at the University of Wisconsin-Madison

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WCER - Celebrating 50 years
View lectures, photos, an overview and read a special publication about our celebration.

FEATURE STORIES

Mathieu named director of Wisconsin Center for Education Research

Robert Mathieu, a distinguished UW–Madison professor of astronomy and an international leader in advancing science, technology, engineering and mathematics (STEM) higher education, has been named director of the Wisconsin Center for Education Research (WCER), UW–Madison School of Education Dean Julie Underwood announced April 6.

Underwood says Mathieu was chosen for the position due to his experience and commitment to shared leadership on campus, his contributions to ensuring our nation’s future college STEM faculty members are prepared to be effective teachers and his vision for WCER’s future.

“I think he will take WCER from its current status as one of the most productive education research centers in the world and help it move to even greater heights by looking at new ways of structuring the center, targeting new lines of research and keeping a focus on impact,” says Underwood. Read more

Jackson Named Morris Endowed Chair at Eastern Michigan University

Jerlando F. L. Jackson, Vilas Distinguished Professor of Higher Education in UW–Madison’s Department of Educational Leadership and Policy Analysis in the School of Education, will serve as the 2014-15 Michael G. Morris Endowed Chair at Eastern Michigan University. Jackson will remain in his posts at UW–Madison during the year-long special appointment.

The Morris Endowed Chair is designed to help EMU better understand and improve the experience of Black males on campus. The award provides up to $50,000 for outstanding visiting faculty performing in the top echelons in their disciplines or professional fields to assist the Eastern Michigan University College of Education faculty, staff and students in developing the knowledge, research and capacity needed to enhance and transform the field of education.

Jackson, who also serves as the director and chief research scientist for Wisconsin’s Equity and Inclusion Laboratory (Wei LAB), part of the Wisconsin Center for Education Research (WCER), will work on a project at EMU titled “Enhancing Institutional Capacity: Transforming EMU into a Thought Leading Center.” Read more

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EVENTS & PRESS

Events

Press

Mark Connolly and Bob Mathieu discuss the importance of training STEM researchers to be good classroom teachers too (Badger Herald, 13 April)

Jerlando Jackson explains how the Sigma Pi Phi Fraternity—also known as the Boulé helps young African-American males succeed (Diverse Education, 5 April)

David Williamson Shaffer's team is preparing to launch the next generation of virtual internships to allow companies to train would-be interns (The Week, 24 March)

Madeline Hafner says racially integrated schools bring a host of benefits to students who attend them (Badger-Herald, 23 March).

Business leaders tell Matt Hora and his team they want employees with "soft skills" as well as technical skills (Inside Higher Ed, 16 March)

In a study of low-income high school graduates, Sara Goldrick-Rab found that enrolling in community college raised their odds of earning bachelor's degrees (U.S. News, 23 Feb.)


CENTER SITES

Center for the Integration of Research, Teaching, and LearningCenter for the Integration of Research, Teaching, and Learning

Center on Education and Work

Children, Families & SchoolsChildren, Families & Schools

CRPBISCulturally Responsive Positive Behavioral Interventions and Supports

Consortium for Policy Research in EducationConsortium for Policy Research in Education

CALLComprehensive Assessment of Leadership for Learning

CCHERCulture, Cognition, and Evaluation of STEM Higher Education Reform

Epistemic GamesEpistemic
Games Group

Exploring the alignment between workforce and education

Formative Language Assessment Records for ELLs in Secondary Schools

ILDLInteractive Learning & Design Lab

Interdisciplinary ITPTraining Program in the Education Sciences

Investing in Family Engagement

The LEAD CenterThe LEAD Center

LSFFLongitudinal Study of Future STEM Scholars

Mobilizing STEM for a Sustainable FutureMobilizing STEM for a Sustainable Future

Minority Student Achievement NetworkMinority Student
Achievement Network


The NetworkThe Network


ONPARONPAR Assessment

PhillyFAST-i3PhillyFAST-i3


Strategic Management of Human CapitalStrategic Management of Human Capital

Surveys of Enacted CurriculumSurveys of Enacted Curriculum

System-wide Change for All Learners and EducatorsSystem-wide Change for All Learners and Educators

Talking About Leaving, Revisited

TDOP: Teaching Dimensions Observation Protocol

TransanaTracking the Processes of Data Driven Decision-Making in Higher Education

TransanaTransana

Value-Added Research CenterValue-Added Research Center

WIDA ConsortiumWIDA Consortium

WeilabWisconsin's Equity and Inclusion Laboratory

WCER NEWS

Hora Published in Review of Higher Education

A paper by WCER researcher Matthew T. Hora investigating faculty beliefs about student learning and their influence on teaching decisions has been published by The Review of Higher Education.

Hora’s paper, “Exploring Faculty Beliefs about Student Learning and Their Role in Instructional Decision-Making,” was published in the journal’s fall 2014 issue. Following interviews with 56 science and math faculty, Hora challenges the common view that faculty’s beliefs can be described as either “teacher-centered” or “learner-centered.”  Instead, Hora found that faculty often hold multiple beliefs that may vary according to the situation.  Hora also reports that two beliefs underlay most faculty belief systems regardless of the degree to which they are “teacher” or “student” centered: that students have different learning styles and they learn best through repeated practice.

The findings provide insights “that can be used to design locally-attuned interventions in contrast to a ‘top‑down’ model of change” that assumes faculty should adopt a “learner-centered” belief system, according to Hora.

Hora specializes in the analysis of curriculum planning and classroom instruction in higher education. He focuses on the effects of pedagogical reforms in the fields of science, technology, engineering, and mathematics. He is a principal investigator on two WCER projects: “Exploring the Alignment between Workforce Needs and the Postsecondary Curriculum” and “Tracking the Processes of Data-Driven Decision Making in Higher Education.”