UW-Madison Department of Educational Leadership and Policy Analysis NEWS

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ELPA News

Tue
Jun
26
UW-Madison's Matt Hora recently authored a ​report for Liberal Education, the flagship journal of the Association of American Colleges and Universities. In his ​article, "Beyond the Skills Gap: How the Vocationalist Framing of Higher Education Undermines Student, Employer, and Societal Interests," Hora discusses his research and work around the idea of the skills gap and the importance of ​broad education. "The view that education is solely about job training requires the deliberate suspension of belief about, or recognition of, a host of pressing social, environmental, and political problems, including climate change, income inequality, and the resurgence of virulent racism across the United States and around the world," writes Hora.
Fri
Jun
22
The latest episode of WISCAPE's "Now in Higher Ed" podcast ​brings on Leslie Orrantia, director of community relations ​at ​UW-Madison, to discuss the rewards and intricacies of her experiences as she nears her second anniversary serving in the role.
Wed
Jun
20
The Discussion Project team is now accepting applications for the fall 2018 cohort, and invites all UW-Madison faculty and teaching staff who are assigned to teach at least one course for the fall semester, and are able to attend all sessions, to apply. The Discussion Project is a campus professional development program that will train participants how to create productive discussions with students on serious topics in a welcoming, engaging and academically rigorous classroom. Paula McAvoy created and is implementing The Discussion Project in collaboration with School of Education Dean Diana Hess.
Mon
Jun
18
The third episode of WISCAPE's "Now in Higher Ed” podcast ​features “spirited academic dialogue” with UW-Madison's Clifton Conrad. Conrad is a Vilas Distinguished Achievement Professor with the School of Education’s Department of Educational Leadership and Policy Analysis, and the faculty director of the Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE). Conrad contends that we should prioritize quality learning experiences in post-secondary education as opposed to emphasizing hard metrics. During our conversation, Conrad upends traditional notions of how college classrooms operate and instead calls for more cooperative and individualized learning.
Fri
Jun
15
A new training program at UW–Madison is bringing graduate students from three departments together in a cohort to become leaders, teachers and researchers on race, ethnicity and inequality in education. The program, which launches in the fall and is supported by a Collaborative Training Grant from the UW–Madison Graduate School, focuses on intensive mentoring and cohort-based training. The Graduate School grant supports four Ph.D. students in the cohort for three years. Additional support for the program comes from the Wisconsin Center for Education Research (WCER), the Morgridge Center for Public Service, and the departments of Educational Leadership and Policy Analysis, Sociology, and Educational Policy Studies.
Wed
Jun
06
UW-Madison’s Julie Underwood is part of a Blue Ribbon Commission on School Funding, and the panel held its final hearing at the State Capitol on Monday. The current public school funding formula is based on a revenue limit set in the early 1990s. It puts a cap on the amount of money school districts can get from the state and from local levies. “The message is absolutely clear: we’re falling short,” Underwood said during a Monday news conference. “We’re falling short on our children and we’re at a point of doing harm and we need to fix this."
Mon
Jun
04
UW-Madison alumna Carolyn Stanford Taylor was presented the 2018 Virginia Hart Special Recognition Award during a ceremony Thursday, May 31, at the Wisconsin State Capitol. Stanford Taylor serves as the assistant superintendent of the Division for Learning Support at the Wisconsin Department of Public Instruction. She earned her undergraduate degree in elementary education from the School of Education in 1978 and received a master’s from the Department of Educational Leadership and Policy Analysis in 1979.
Fri
Jun
01
UW-Madison’s Nicole Bowman-Farrell recently delivered a plenary address and took part in a panel discussion at the 2018 Canadian Evaluation Society Conference in Calgary, Alberta. Bowman-Farrell, who earned her Ph.D. from the School of Education’s Department of Educational Leadership and Policy Analysis in 2015, notes that Canada has taken a strong position on reconciliation and culturally responsive evaluation. Bowman-Farrell is the president and founder of Bowman Performance Consulting (BPC) in Shawano, Wisconsin, and also is a researcher/evaluator with the School of Education’s Wisconsin Center for Education Research.
Tue
May
29
Over the next two years, two research studies funded by UW-Madison’s Center for Research on College to Workforce Transitions (CCWT) will help reveal how two types of college students –- Latinx parents attending community college and undergraduate anthropology majors -– transition to work and life after college. “The goal of these awards is to support applied research that will create new knowledge about how college students experience their transitions from college to work,” states Matt Hora, CCWT director. Hora, a UW–Madison education research scientist and assistant professor, launched the center a year ago in the Wisconsin Center for Education Research, part of the university’s School of Education.
Mon
May
28
A commentary posted earlier this month in the San Diego Union Tribune that examines a revised higher education budget proposal from Gov. Jerry Brown utilizes research from UW-Madison’s Nicholas Hillman to question the governor’s plan. More than two-thirds of states are either developing or using some sort of performance-based funding for public colleges and universities, with performance being tracked in areas such as graduation rates and degree production numbers. Hillman, who has studied these performance-based formulas extensively, argues that this way of distributing funding is rarely effective.
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