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News

 

Thu
Sep
20
The Mixed Methods blog recently put the spotlight on research that examines the success of students at community colleges conducted by UW-Madison’s Xueli Wang, who is an associate professor with the School of Education's Department of Educational Leadership and Policy Analysis. She also is a faculty affiliate of the Wisconsin Center for the Advancement of Postsecondary Education. Wang studies college students’ learning, pathways and success, with a particular focus on community colleges and STEM education.
Wed
Sep
19
WISCAPE's Noel Radomski expressed concerns about a controversial UW System policy proposal on "monitoring degree program productivity," which Inside Higher Ed reported on in a recent article.
Wed
Sep
19
The work of UW-Madison’s Nicholas Hillman on “education deserts” is the focus of a recent podcast hosted on the CPRE Knowledge Hub website. The “Research Minutes” podcast explains: ”Despite a growing demand for college-level education in communities across the U.S., millions of residents currently live in what researchers call ‘higher education deserts,’ areas where students have limited or no access to a public, broad-access four-year university.” Hillman, who has conducted significant research on this topic, is an associate professor with the School of Education’s Department of Educational Leadership and Policy Analysis,
Thu
Sep
13
WISCAPE's Noel Radomski weighed in on Wisconsin's gubernatorial and Senate candidates in an article in the Badger Herald.
Fri
Jul
27
A recent Madison Magazine article features UW-Madison's Aaron Bird Bear and his work with the First Nations Heritage Tour. Bird Bear developed the First Nations Heritage Tour to promote understanding of the history of Madison's landscapes and address major racial equity issues, Madison Magazine reports. Bird Bear is the School of Education’s assistant dean for student diversity programs.
Mon
Jul
23
An article from the Chronicle of Higher Education exploring whether faculty workloads can be accurately captured in a database quotes UW-Madison's Dorothy Farrar-Edwards and Nicholas Hillman. The article examines recent pushes from Wisconsin Gov. Scott Walker for more accountability in evaluating professors' workloads, mainly through a database that records the average time professors spend teaching every week.
Thu
Jul
19
A recent article in the Chronicle of Higher Education examining "education deserts" makes note of the important work by UW-Madison's Nicholas Hillman, who has conducted significant research​ on this topic. "What would it take to make sure that distance doesn’t prevent students from obtaining a college degree? Making geography a bigger part of the conversation about college fit would be a start, according to Nicholas Hillman," the article states, referencing Hillman's work.
Mon
Jul
16
UW-Madison's Rachelle Winkle-Wagner is the co-author of an article that was recently published in the Teachers College Record titled, "Finding a Voice in Predominantly White Institutions: A Longitudinal Study of Black Women Faculty Members’ Journeys Toward Tenure." Winkle-Wagner is a faculty member with the School of Education's Department of Educational Leadership and Policy Analysis. She co-authored the article with Bridget Turner Kelly of the Loyola University at Chicago's School of Education.
Tue
Jul
10
Diverse Issues in Higher Education recently published a report that puts the spotlight on a book edited by UW-Madison’s Jerlando Jackson. The book, “Advancing Equity and Diversity in Student Affairs: A Festschrift in Honor of Melvin C. Terrell,” serves to highlight how student affairs has grown as a field of practice in response to the growth of student diversity on college campuses and honors the remarkable career of Terrell. "Unlike many of his contemporaries, he was one of the few who saw it as part of their role to uplift the future generation of scholars and practitioners," Jackson tells Diverse Issues.
Thu
Jul
05
UW-Madison's Matt Hora is the lead author on a paper that was just published in the Community College Review titled, "Cultural Capital at Work: How Cognitive and Noncognitive Skills are Taught, Trained, and Rewarded in a Chinese Technical College." The paper is co-authored by Chelsea A. Blackburn Cohen, who received her Ph.D. from UW-Madison's Department of Educational Leadership and Policy Analysis earlier this year. Community and technical college student employability is an area of concern for the United States and China, and policy-makers focus on students' credentials and cognitive skills. The paper explores whether or not this focus on "completion" overlooks the roles other factors may play in employability, such as noncognitive skills and contextual factors.
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