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.

February 10, 2023
  • ITP Ed Sciences: Dr. Camila Morales

    February 10, 2023  12:00 pm - 1:30 pm
    259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Dr. Camila Morales
    UT-Dallas, Northwestern University

    Abstract: U.S.laws make it illegal for employers to knowingly hire undocumented migrants.This legal constraint affect which firms will employ unauthorized workers andwhat jobs undocumented migrants can expect to get. As a result, unauthorizedmigrants are more likely to end up in jobs that have a lower risk of detectionof immigration status and are less desirable. The Deferred Action for ChildhoodArrivals (DACA) policy, which began in August 2012, gave temporary legalauthorization to work in the U.S. to a subset of undocumented migrants: thosewho arrived in the U.S. as children meeting certain other eligibility criteria.In this paper, we use a difference-in-differences strategy to estimate theeffect of DACA on the occupational outcomes of young adults who arrived in theU.S. as children. Applying this strategy to individual-level data from theAmerican Community Survey, we find that DACA eligibility decreases thelikelihood that noncitizen childhood immigrants hold traditional immigrant jobsor jobs with a high risk of injury, andincreases the likelihood of holding a government job or jobs that requireoccupational licensing. On the whole,DACA eligibility shifts noncitizen childhood immigrants to occupations that arehigher-paying and employ more educated workers. These findings are consistentwith legal barriers constraining undocumented childhood migrants from takingthe jobs they are interested in and have the skills for, and systematicallyshunting them to less-desirable jobs. 

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February 17, 2023
  • ITP Ed Sciences: Dr. Shamya Karumbaiah

    February 17, 2023  12:00 pm - 1:30 pm

    Shamya Karumbaiah
    Incoming Assistant Professor, Educational Psychology, UW-Madison

    Abstract: K-12 classrooms are increasingly using AI-based educational software, which in practice, is jointly facilitated by both teachers and AI tutors. In recent years, AI tutors have been designed with the awareness of such human-AI hybrid nature of teaching in ecological settings. Recent research has also developed teacher-facing analytics dashboards to augment teachers’ real-time awareness of students’ learning and experience with the system. Yet, the strategies teachers use to jointly enact the adaptive learning experiences with the AI tutor and how these impact students’ learning and engagement remain understudied. In this talk, I first propose a multimodal conceptualization that recenters teachers’ roles and practices in such human-AI partnerships with an intention to augment human abilities. Then, I present a multimodal methodology designed to support research on: 1) quantifying the active roles teachers play in AI-enabled classrooms, 2) unveiling the processes involved in teachers’ mediation of students’ learning with AI tutors, and 3) generating results for teacher reflection on their teaching practices with AI tutors. To illustrate the proposed methodology, I present exploratory case studies involving data on teacher position, gaze, dialogue, and dashboard use to understand the relationship between teacher practices (e.g., attending, visiting, help-giving) in the physical classroom and student learning and engagement with an AI tutor.

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February 24, 2023
  • ITP Ed Sciences: Dr. Jamaal Matthews

    February 24, 2023  12:00 pm - 1:30 pm
    259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Dr. Jamaal Matthews
    University of Michigan

    Abstract: TBA

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March 3, 2023
  • ITP Ed Sciences: Michael Asher

    March 3, 2023  12:00 pm - 1:30 pm
    259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Michael Asher
    PhD student, Psychology, UW-Madison
     
    Abstract: We tested the long-term effects ofa utility-value intervention administered in a gateway chemistry course, withthe goal of promoting persistence and diversity in STEM. In a randomizedcontrolled trial (N = 2,505), students wrote three essays about course contentand its personal relevance or three control essays. The intervention improvedSTEM persistence for all students (74% vs. 70% were STEM majors 2.5 yearslater). Effects were larger for students from underrepresented racial/ethnicminority groups, who were 14 percentage points more likely to persist in STEMfields in the intervention condition (69% vs. 55%). Mediation analysis suggeststhat the intervention promoted persistence for these students by bolsteringtheir motivation to attain a STEM degree. This theory-informed curricularintervention is a promising tool for educators committed to retaining studentsin STEM.

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March 10, 2023
  • ITP Ed Sciences: Dr. Martha Alibali

    March 10, 2023  12:00 pm - 1:30 pm
    259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Martha Alibali
    Professor, Psychology, UW-Madison

    Professional Development - topic TBA

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March 17, 2023
  • ITP Ed Sciences: No Seminar Meeting

    March 17, 2023  12:00 pm - 1:30 pm

    Spring break recess

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March 24, 2023
  • ITP Ed Sciences: Dr. Lindsay Page

    March 24, 2023  12:00 pm - 1:30 pm
    259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Dr. Lindsay Page
    Brown University

    Abstract: College success requires students to engage with their institution both academically and administratively. Missteps with required processes can threaten students’ ability to persist. We experimentally assessed the effectiveness of an artificially intelligent text-based chatbot to provide proactive outreach and support to college students to navigate administrative processes and use campus resources. In both the two-year and four-year college context, outreach was most effective when focused on administrative processes which were acute, time-sensitive, and for which outreach could be targeted to those for whom it was relevant. We draw lessons regarding the effective use of nudge-type efforts to support college success.

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March 31, 2023
  • ITP Ed Sciences: No ITP Seminar

    March 31, 2023  12:00 pm - 1:30 pm

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April 7, 2023
  • ITP ED Sciences: Dr. Christopher Saldana

    April 7, 2023  12:00 pm - 1:30 pm
    259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Christopher Saldaña
    Asst Professor, Educational Leadership and Policy Analysis, UW-Madison

    Abstract: TBA

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