Video Game by UW-Madison Group is up for National Award

July 14, 2017

A video game about exploring the cosmos that a University of Wisconsin-Madison institution developed is up for a national award for educational games.


The Value of Mentorship in the Scientific Field

July 13, 2017

The value of effective mentorship in the sciences is increasingly being recognized. Mentoring is tied to many benefits for a mentee (e.g., increased research productivity and career satisfaction), which also benefits the lab overall. Anyone can learn to be an effective mentor with the right training and practice.


Education Technologies Improve Collaborative Learning in Undergrad Chemistry

July 10, 2017

WCER researcher Martina Rau and colleagues found that undergraduate chemistry students who used educational technology to discuss problem-solving mistakes had higher learning outcomes than students who participated in the traditional version of the lab course. This study was published in Computers and Education.


Teacher Fellowship to Game Designer

July 5, 2017   |   By Paul Baker

Teachers from across Wisconsin eagerly join a fellowship wait list to learn how to create digital educational games that engage students and boost learning.


“Quantitative Ethnography”

June 28, 2017

David Williamson Shaffer, a WCER game scientist, explores how to make sense of the deluge of information in the digital age through quantitative ethnography. This new science gives researchers tools to understand not just what data says, but what it tells us about the people who created it.


Jerlando Jackson, Wisconsin’s Equity & Inclusion Laboratory

June 28, 2017

Jackson is the Vilas Distinguished Professor of Higher Education and the Director and Chief Research Scientist of Wisconsin’s Equity and Inclusion Laboratory (Wei LAB). Here he discusses Wei LAB, Beyond the Game, and post-graduate outcomes.


Effective Mentoring in STEMM: Practice, Research, and Future Directions: Proceedings of a Workshop

June 26, 2017

To explore the conversation surrounding nebtirubg, the Board on Higher Education and Workforce and the Committee on Women in Science, Engineering, and Medicine, in collaboration with the Board on Science Education and the Teacher Advisory Council, convened a workshop in Washington D.C. on February 9-10, 2017.


Hora to Deliver Keynote Lecture at the United Negro College Fund’s Career Pathways Initiative

June 26, 2017

Matthew Hora, the director of WCER’s new Center for Research on College-Workforce Transitions, will deliver a keynote lecture at the United Negro College Fund’s new Career Pathways Initiative on June 27 in Atlanta.


Rural Teachers Speak Out

June 23, 2017   |   By Lynn Armitage

Shirley Wright had an idea. “What if we created a forum where teachers could talk directly to education researchers about the challenges they face in the classroom?” In her capacity as the assistant to the director of the Wisconsin Center for Education Research (WCER), Wright’s job does not take her into the field, so she rarely sees the direct link between research and classroom practice.


Institutional Data Systems Limit Impacts on Teaching Improvement

June 22, 2017

In a study published in Project MUSE, WCER researcher Matthew Hora and colleagues found that institutional data systems were ineffective in supporting teaching and learning. Specifically, accountability mechanisms, such as student course evaluations, were too vague and tardily reported. Many faculty created their own course-level feedback systems.


The Benefits of Research-Practice Partnership Work

June 22, 2017

This week we are hearing from the Madison Education Partnership (MEP). Today’s post is the practitioner perspective on the partnership work introduced in Monday’s post: Can Kindergarten for 4-Year-Olds Help Close Equity Gaps?


Bailey Smolarek: Skills Gap Doesn’t Account for Poor Jobs Numbers Here

June 20, 2017

Bailey Smolarek from the Center for Research on College to Workforce Transitions published an op-ed in The Capital Times.


Implicit Bias In the Classroom: Can Video Games Help Combat It?

June 20, 2017

Researchers at University of Wisconsin-Madison are developing a video game that will guide K-12 teachers through the hazards of unconscious attitudes and assumptions that affect the way they see their students, a phenomenon called “implicit bias.”


Pribbenow, Carnes Receive Baldwin Grant

June 9, 2017

Projects both large and small will help the university contribute knowledge and resources across the state, thanks to grants from the Ira and Ineva Reilly Baldwin Wisconsin Idea Endowment.


Rural Teachers Share Perspectives with UW–Madison Education Researchers

June 7, 2017

WEAC members were front-and-center on a panel of public school teachers representing Wisconsin rural districts at the first-ever Teacher Speakout! at UW-Madison.