Coursework: ITP Seminar

Seminars are held weekly on Fridays in the Educational Sciences Building in Rm. 259, unless noted otherwise

While this is a required course for ITP fellows, members of the university and wider community are welcome to attend.

March 8, 2024
  • ITP Seminar: Erin Gill

    March 8, 2024  12:00 pm - 1:30 pm
    Room 259 | Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Erin Gill, Graduate Student and ITP Fellow, Educational Leadership and Policy Analysis, UW-Madison

    Title: Here or There? LGBTQ+Students’ Access to Safe Schools by Locale in Wisconsin
     
    Abstract: Amid increasing political efforts to expand or restrict LGBTQ+-affirming practices in K-12 schools, LGBTQ+ students’ access to safe schools varies across Wisconsin. In this talk, I draw on the geography of opportunity framework to consider LGBTQ+ students (1) exposure to discrimination and (2) access to affirming resources in schools. I will present two studies that examine LGBTQ+ middle and high school students’ school safety and mental health first across city, suburban, town, and rural school districts in Dane County, Wisconsin, and then across schools in the state of Wisconsin. My research highlights LGBTQ+ students’ inequitable access to safe schools by locale in Wisconsin and considers where educational policymakers and practitioners should bolster LGBTQ+-affirming practices. 

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March 15, 2024
  • ITP Seminar: Kat Swerbenski

    March 15, 2024  12:00 pm - 1:30 pm
    Room 259 | Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Kat Swerbenski, Graduate Student and ITP Fellow, Psychology, UW-Madison
     
    Title: Making "Fast Friends" during childhood and adolescence: Examining online and school contexts 
     
    Abstract: Close peer relationships are critical to children's and adolescents’ healthy development and well-being, yet youth sometimes struggle to make friends. This work tested whether an online version of the Fast Friends procedure could engender closeness among 9- to 13-year-old youth. Participant dyads were randomly assigned to answer personal questions that encourage self-disclosure and play a collaborative game (Fast Friends condition) or to engage in similar activities without self-disclosure or collaboration (control condition). To build on this research, we are working on adapting the procedure to help students form close peer relationships during school transitions, which is a time in which students’ social networks are typically disrupted, which can result in students feeling a diminished sense of social support.

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March 22, 2024
  • ITP Seminar - No Seminar

    March 22, 2024  12:00 pm - 1:30 pm

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March 29, 2024
  • ITP Seminar: No Seminar (Spring Break)

    March 29, 2024  12:00 pm - 1:30 pm

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April 5, 2024
  • ITP Seminar: Alexander Latham

    April 5, 2024  12:00 pm - 1:30 pm
    Room 259 | Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Alexander Latham, Graduate Student and ITP Fellow, Educational Psychology, UW-Madison

    Title: An EmpiricalEvaluation of Advanced Phonemic Awareness Training for Struggling Second- andThird-Grade Students

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April 12, 2024
  • ITP Seminar: No Seminar (AERA Conference)

    April 12, 2024  12:00 pm - 1:30 pm

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April 19, 2024
  • ITP Seminar: Dr. David Kaplan

    April 19, 2024  12:00 pm - 1:30 pm
    Room 259 | Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    David Kaplan, Professor, Educational Psychology, UW-Madison
     
    Title: Methods for Estimating the Pace of Progress to the United Nations Education Sustainable Development Targets 
     
    Abstract: In 2015, the United Nations adopted the Sustainable Development Goals. Regarding education, the UN identified as a key goal equitable, high-quality education, including the achievement of literacy and numeracy for all youth and adults. To assess country-level progress toward these goals, it is important to monitor trends in educational outcomes over time. The purpose of this talk is to demonstrate how optimally predictive growth models can be constructed to monitor the pace of progress at which countries are progressing toward the education sustainable development goals. Numerous models for the pace of progress can be, however, choosing one model and using it for predictive purposes assumes that the chosen model is the one that generated the data, and this choice runs the risk of over-confident inferences and potentially risky policy decisions. To address this problem, we adapt and apply Bayesian stacking to form mixtures of predictive distributions from an ensemble of models specified to predict country-level pace of progress. We demonstrate Bayesian stacking using country-level data from the PISA. Using common forms of forecast evaluation, our results show that Bayesian stacking yields better predictive accuracy than any single ensemble member model.

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April 26, 2024
  • ITP Seminar: Dr. Jessica Rodrigues

    April 26, 2024  12:00 pm - 1:30 pm
    Room 259 | Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Jessica Rodrigues, Assistant Professor, Special Education, University of Missouri
     

    Title: Knowledge Mobilization: Communicating Your Research for Impact
     
    Abstract: We want our research to be impactful, yet we do not often receive targeted training about how to effectively communicate our research via various outlets for reaching our intended audience. In this presentation, Dr. Jessica Rodrigues shares principles for impactful research communication and knowledge mobilization strategies for sharing education research with wide audiences. She discusses two of her ongoing NSF-funded projects for which she is designing, refining, and assessing key abstractsa novel knowledge mobilization strategyfor sharing research with teachers in particular. 

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May 3, 2024
  • ITP Seminar: Dr. Carolyn Hill

    May 3, 2024  12:00 pm - 1:30 pm
    Room 259 | Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Carolyn Hill, Senior Fellow, MDRC

    Title: Conducting Implementation Research in Impact Studies of Education Interventions

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