Wisconsin’s Interdisciplinary Training Program builds on and formalizes existing interdisciplinary relationships between education and social sciences researchers by creating a minor in education sciences for the ITP Fellows. The training faculty includes outstanding scholars with national and international recognition who are deeply immersed in the substantive and methodological issues surrounding the themes of the training program and whose ongoing research offers Fellows rich research training opportunities. By housing the training program in the Wisconsin Center for Education Research and creating specialized courses related to quantitative education research, the Fellows are literally brought into the educational sciences environment and given access to an exceptional interdisciplinary infrastructure for research that will be undertaken through the training program.
The training program provides two levels of mutually exclusive funding. Support for up to 5 years for entering students will help attract the most talented students in the disciplines to focus their early training and doctoral dissertations in the education sciences. Two-year advanced fellowships will enable top students to carry out dissertations that both advance their disciplines and answer questions on education policy and practice. The training framework requires advanced coursework beyond the discipline-specific methodology and statistical analysis, as well as context issues unique to education research. Fellows will be expected to participate in a research-to-practice internship in their third year, with placement options including Mathematica Policy Research, Center for Data-Driven Reform in Education, and with three major urban school systems.
ITP Fellows share a large office suite at the Center for Education Research that encourages networking across disciplines and the frequent exchange of ideas, brainstorming and problem-solving. Courses are also open to students who are not formally part of the Training Program, and provide similar interdisciplinary benefits to a much larger group of students than just the Fellows.
Fellows will acknowledge IES support on papers and publications as follows: "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Award # [R305C050055, R305B090009 or #R305B150003] to the University of Wisconsin-Madison. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education."
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Photo by Jeff Miller/UW-Madison University Communications.