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June 3, 2019
New journal article from Matthew Wolfgram and Isabella Vang. The Time Politics of Higher Education for Refugees in the United States. Anthropology News
May 28, 2019
Bailey Smolarek and Matt Wolfgram of CCWT and Dr. Stacey Lee of Educational Policy Studies have been awarded a Grand Challenges Seed Grant for $75,000 for their Our HMoob American College Paj Ntaub project.
This community-based participatory action research project is conducted in partnership with UW-Madison student activists from the HMoob American Studies Committee. This project continues their previous work exploring the experiences of HMoob American college students on the UW-Madison campus by examining the institutional factors (such as campus climates, student services, courses, and policies) influencing the campus inclusion, educational success, and post-college transitions of HMoob American college students at the University of Wisconsin-Madison, as well as the potential mechanisms for improving those factors.
May 6, 2019
The Center for Research on College to Workforce Transitions (CCWT) at the University of Wisconsin-Madison (UW-Madison) is seeking a postdoctoral scholar to work on preparing data visualizations for a longitudinal, mixed methods study on college internships. The postdoctoral scholar will work closely with faculty, professional research staff, and graduate students to prepare engaging and interactive data visualizations for institutional partners and the research community. The scholar will work approximately 80% on the College Internship Study and 20% on their own independent research project(s). We are especially interested in candidates with experience in mixed methods research projects, advanced quantitative and data visualization skills, and a strong interest in equity and social justice in higher education. Full details.
February 26, 2019
The Center for Research on College-Workforce Transitions (CCWT) is looking for 3-4 student (undergraduate or graduate) interns to help us design and implement our research and policy analysis programs. Our work includes a multi-state study of college internships, student-led action research, policy analysis, and community engagement around issues of career pathways, social justice, and student learning. Flyer.
February 22, 2019
These positions will be provided with the opportunity to carve out their own research interests and program within the general topic area of college internships, equity and student success, and college-workforce dynamics. This research will be conducted at the College Internship Study at a new group of participating institutions, which will either be Historically Black Colleges and Universities (HBCUs) or Hispanic Serving Institutions (HSIs). Required qualifications for this position include the following:
Working knowledge of current issues in one or more of the following areas: policies related to workforce development and higher education, internships and other forms of work-based learning, career advising and student affairs at the postsecondary level, and teaching and learning issues related to 21st century skills. Strong background in theory and empirical research in one or more of the following areas: sociology of education, anthropology of education, experiential learning, vocational psychology and/or career counseling. At least 1-2 years of experience designing and implementing research projects related to internships and/or other forms of work-based and experiential learning. Proven experience conducting independent research projects including study design, data collection and analysis, and preparing results for dissemination through scholarly and practitioner outlets.
Successful record in independently preparing grant proposals, securing funding, managing budgets, and implementing proposed activities.
Expertise in quantitative research methods including data collection (e.g., survey, secondary data) and data analysis (e.g., data preparation, regression techniques, hierarchical linear modeling, etc.), methods.
Expertise in qualitative research methods including data collection (e.g., interview, focus group, participant observation, archival research) and data analysis (e.g., thematic analysis, grounded theory, discourse analysis, ethnography), methods.
February 13, 2019
CCWT seeks current UW-Madison graduates student to fill two 2019-2020 academic year positions beginning on June 1, 2019. These graduate assistantships will provide students with valuable, real-world experience conducting applied research on how college internships are being accessed (or not), designed, and implemented at Historically Black Colleges and Universities (HBCUs). Graduate project assistants will be provided with the opportunity for authorship on CCWT technical reports and scholarly articles, as well as meaningful participation in the dissemination of study results to institutional partners, the media, and policymakers.
The successful applicants will be researchers who assists project leadership with collecting, managing, and analyzing qualitative data, documenting the employed research methods and tools, and preparing findings for dissemination through scholarly and policy-oriented venues.
Specific duties include:
• Conduct advanced management and exploratory analysis of existing quantitative data
• Support Senior Researchers to manage surveys and collect data using Qualtrics
• Participate in the collection, analysis, and writing across multiple research sites
• Document research methods and analytic protocols
• Help prepare findings for technical report, blog, and peer-reviewed publication
• Work closely with other project staff to ensure integration of findings across the study’s various research components
Specific duties include:
• Support Senior Researchers to schedule and conduct focus groups and interviews;
• Conduct coding and analysis of transcripts using MaxQDA software;
• Write analytical memos, and help project staff produce blogs, reports, and academic papers for publication.
January 28, 2019
Results from the College Internship Study at Claflin University
Matthew T. Hora, Emily Parrott, Zi Chen, Mindi N Thompson, Jessica G. Perez-Chavez, Anna K. Fetter, Matías Scaglione, Matthew Wolfgram and Arun Kolar (2018)
The study includes an online survey of students in the second half of their academic programs, focus groups with students who have and who have not had an internship experience, and one interview with an educator involved in internship program administration. The research questions guiding this study focus on how stakeholders conceptualize the idea of internships, participation rates by certain demographic characteristics, and the relationship between internship program structure and student outcomes.
This report concludes with recommendations for specific steps that students, faculty and staff at Claflin University, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs in the Orangeburg area in South Carolina. Full report.
January 22, 2019
Changes Needed to Help Refugees in Wisconsin Access Higher Education
A new study shows refugees who resettle in Wisconsin face a daunting array of barriers, both systemic and situational, in getting college degrees. But creative remedies could be developed, UW−Madison researchers say, to ease their path to higher education and then to better jobs. Full Article.
January 11, 2019
Matthew T. Hora, via the Center for Research on College-Work Transitions, recently received a $52,028 grant from the UW-Madison Fall Competition (WARF) to conduct our internship study at two HBCUs: Fayetteville State University in North Carolina, and Benedict College in South Carolina. This translational project is ultimately aimed at partnering with these institutions to improve their internship programs.
The project will involve a mixed methods longitudinal study of students’ experiences with internship programs, barriers to access, and impacts of internships on their academic and workplace outcomes. We’ll also be interviewing faculty, career advisors, and local employers in order to identify strengths and weaknesses in local programming, with the ultimate goal of providing insights to improve institutional internship programs and access to them for all students.
For: “Anthropology Undergraduates Plan for Life after College.”
Adrian H. Huerta & Cecilia Rios-Aguilar For: “A Mixed‐Methods Study of Latinx Community College Student‐Parents and Their Work‐Force Considerations.”
March 4, 2018
CCWT's Founding Director, Dr. Matthew T. Hora, wrote a guest column for The Chronicle of Higher Education discussing the flaws with requiring internships during college. What’s Wrong With Required Internships? Plenty
January, 31 2018
UW Illumination Journal: Going the Distance
Discusses CCWT's Documenting the aims of higher education in Wisconsin project.
January 4, 2018
We’re hiring two graduate assistants and a researcher to work on our growing research program on college internships.
Graduate assistant position listing: https://jobcenter.wisc.edu/jobs/detail/51597
Researcher position listing: http://jobs.hr.wisc.edu/cw/en-us/job/497173/researcher-center-for-college-to-workforce-transitions-ccwt
January 4, 2018
The Center for College-Workforce Transitions (CCWT) at the Wisconsin Center for Education Research is pleased to announce a $25,000 award from the University of Wisconsin System to conduct a mixed-methods study longitudinal of internship programs at the University of Wisconsin-Parkside. This study will examine how college internships actually impact student outcomes such as college completion, employment status and wages upon graduation, and their vocational self-concept. While internships and other forms of work-based learning are being increasingly promoted throughout the world as a way to improve the employability of college students and address workplace needs, relatively little robust empirical research exists on the relationship between internship programs and student success. This study will include the analysis of online survey, student focus group, and educator and employer interview data to address these important questions. In addition, the study will examine the impacts of college internships on students of color, first-generation college students, and low-income students, and institutional experiences (both positive and negative) with hosting and implementing internship programs. The study at UW-Parkside will be part of the first wave of research on internships conducted by CCWT, which will also examine the topic at a Wisconsin technical college and a historically black college in South Carolina.
November 29, 2017
With mentorship from CCWT researchers Bailey Smolarek and Matthew Wolfgram, a team of UW undergraduate students designed and conducted a research project titled, Documenting the Aims of Higher Education in Wisconsin, and presented their findings at the UW School of Education. The presentation discussed the history of the political polarization of higher education in the state and discussed findings from interviews conducted by the students which suggest that Wisconsinites have a more eclectic vision of the aims of higher education than the politically polarized policy debate tends to recognize. Learn more about this project from CCWT Research Brief #3.
June 26, 2017
Center Director Matthew Hora gave a keynote presentation at the 2nd Annual convening of the United Negro College Fund’s Career Pathway Initiatives on June 27, 2016 in Atlanta, GA. Dr. Hora’s lecture focused on findings from research on the “skills gap” in Wisconsin, Texas, and China, and how research findings and a cultural capital framework can inform the design of initiatives focused on helping African-American college students acquire 21st century skills and find success in the challenging labor market.” Learn more about the UNCF-CPI program.
June 7, 2017
Center Director Matthew Hora recently went on a tour of the Pacific Northwest to give talks about “Beyond the Skills Gap,” a book published by Harvard Education Press in 2016. Based on research with Wisconsin employers and educators involved in biotechnology and advanced manufacturing, the book highlights the importance of both cognitive and non-cognitive skills, the cultural aspects of teaching and hiring, and suggestions for how policymakers and educators can better design systems to provide students with 21st century competencies. The book tour went to Portland State University, Oregon State University, the University of Oregon, Cascadia Community College, and Heritage University. For more information on the book see an interview with Inside Higher Education, and for information Dr. Hora’s speaking events see MatthewHora.com.
May 22, 2017
Our inaugural event was held on Monday May 22, 2017, at the UW–Madison School of Education, Wisconsin Idea Room (Rm 159). Jim Morgan of the Management Association and Dr. Linda Nilson of Clemson University spoke on the topic “Why work ethic and self-regulated learning are essential skills for student success in work and life.”
Check out this OpEd published in the Hechinger Report by CCWT researchers Matthew Wolfgram, Bailey Smolarek, and the Paj Ntaub Research Team, addressing the factors and struggles that influence HMoob American and other minoritzed college students in the United States.
CCWT Senior Researcher Matthew Wolfgram will participate in a panel discussion on Supporting Refugee Students in Higher Education, March 29th, 12-1:30 pm, 159 Education Building
On February 4th 2019, The Hmong TV Network aired a feature newscast on the work of the CCWT research group Our HMoob American College Paj Ntaub (starts at 7 min). Watch.
Matthew Wolfgram discusses higher education for refugees on Wisconsin Public Television’s program, Here and Now Noon Wednesday
Wisconsin Public Television, February 6, 2019
Hmong students consistently feel excluded, unwelcome on campus, new research finds
The Badger Herald, February 3, 2019
Students say 'UW-Madison as an institution is excluding and unwelcoming to Hmong-American students'
Channel3000, February 1, 2019
Wisconsin HOPE Lab closes doors, but research on college affordability continues
The Cap Times, July 19, 2018
'Internships' too vague to be requirement for graduation, study finds
The Daily Cardinal, October 16, 2017