Within Every Challenge, an Opportunity

FOR UNIVERSITY OF WISCONSIN–MADISON SCHOOL OF EDUCATION ALUMNI AND FRIENDS  SUMMER 2021

Within every challenge, an opportunity

SUMMER 2021 01 School of Education unveils new online gallery The UW–Madison School of Education Gallery’s purpose is to promote the three arts-based departments: Art, Theatre and Drama, and Dance. By creating an accessible and communal space, the School of Educa- tion Gallery highlights the research, projects, and exhibitions of alumni, faculty, staff, and students in the School. The first exhibit in this new virtual space was launched in April 2021 and was titled: "UW–Madison Alumni: A Legacy of Indige- nous Perspectives." Participants are alumni of, or faculty members with, the School of Education’s Art Department. Examples of works from that exhibit are showcased on this page.

To learn more, visit the School of Education Gallery at: gallery.education.wisc.edu

Clockwise from top: “Elizah Leonard,” Thomas Jones (Professor with Art Department), digital photograph with beadwork; “She Gives (Quiet Strength VII),” Dyani White Hawk (MFA, 2011), acrylic on canvas; “So’ (Stars),” Dakota Mace (MA, 2016), chemigram (Open Series); “Gathering,” Joe Feddersen (MFA, 1989), blown glass with mirror and copper enamel; “Finding La Vie En Rose #2”, Alex Peña (MA, 2008; MFA 2009), mixed media on handmade red paper.

02 LEARNING CONNECTIONS As tulips bloomed on campus and vaccination rates climbed across the country this spring, UW–Madi- son started taking steps to emerge from the pandemic and consider a new normal. SARAH MAUGHAN/SCHOOLSARAH OF EDUCATION

AROUND THE SCHOOL FEATURES

2 Social Sampler 22 Media Mentions Within every challenge, an opportunity Check out social media Major media outlets across 8 COVID-19 presented an unexpected crisis. posts from the past several nation spotlight work of months Cooperative Children’s Book But the School of Education was up to the Center challenge, and is better than ever heading 3 Message from into the 2021 fall semester the Dean 26 Innovation Diana Hess is hopeful for UW–Madison Community On It, Wisconsin! the future — and eager to see Arts Collaboratory receives 14 Dean Diana Hess looks back at the difficult what the new normal brings National Endowment for the Arts grant past year-plus — and the lessons learned that will make the School of Education 4 Voices 30 Spotlight Hear what students are stronger moving forward Xueli Wang named Bar- saying about the Teacher bara and Glenn Thompson Pledge initiative Professor in Educational SHAWN HARPER 18 News and Notes Leadership School of Education again 32 Class Notes ranked among very best in Check out what your fellow nation by U.S. News and School of Education alumni World Report are up to

"Let’s Talk About It" — designed by alumnus Ian Chalgren — showcases the art painted on Madison’s State Street storefronts after the George Floyd protests during the summer of COVER ILLUSTRATION: DANIELLE LAMBERSON PHILIPP 2020. Learn more, Page 19.

SUMMER 2021 1 SOCIAL SAMPLER Join our Social Circle

2 LEARNING CONNECTIONS MESSAGE FROM THE DEAN SARAH MAUGHAN/SCHOOLSARAH OF EDUCATION Dear friends: The coronavirus has altered our lives in significant ways and transformed how our School of LEARNING CONNECTIONS Education operates. Although SUMMER 2021 challenges are ongoing, the Learning Connections is a publication success of COVID-19 vaccines is of the University of Wisconsin–Madison raising expectations that the next School of Education semester will look more like fall 2019 than fall 2020. Produced by the Office of That’s wonderful news, Communications and Advancement because our Badger community Todd Finkelmeyer flourishes when it can come Managing Editor together, in person. Collectively, we create a vibrant campus Danielle Lamberson Philipp culture through classroom Art Director learning and discussions, crucial Doug DeRosa research, student organizations, Production Editor performances in the arts, Badger sporting events, evenings at the Sarah Maughan Terrace, and so much more. Photographer I’m so excited and hopeful for Sarah Fuelleman what is ahead. Alumni Relations Coordinator Of course, the School of Education hasn’t merely gotten Kari Dickinson by since the coronavirus sig- Writer and Editorial Adviser nificantly altered our operations in March 2020 —we’ve worked hard to thrive Martha Vukelich-Austin and innovate. Claire Carlson Our School continues to strengthen its commitment to racial justice, with Editorial Advisers Associate Dean LaVar Charleston’s Office of Equity, Diversity, and Inclusion (OEDI) adding three talented team members in 2021. Ida Balderrama-Trudell is Correspondence and address changes: OEDI’s inaugural director of student engagement, Sam Becker is the new direc- Education Building, Room L115 tor of teaching and learning innovation, and Justin Brown is the EDI program 1000 Bascom Mall Madison, WI 53706 associate. 608-890-1430 Meanwhile, our School was again rated among the very best in the nation [email protected] — ranking No. 4 in U.S. News and World Report’s latest Best Graduate Schools rankings. It’s the eighth straight year we’ve been rated among the top five. Finally, Impact 2030 — the ambitious, $40 million, donor-funded initiative Search for us on that’s designed to significantly strengthen our School leading up to its centennial in 2030 — is gaining momentum following its launch in August 2020. Some Find us on Facebook: of our most recent efforts include: developing ways to dramatically increase www.facebook.com/ the number of students who are participating in high-quality, paid internships; UWMadisonEducation advancing a visionary plan for expanding global education projects, activities, and Follow us on Twitter: study abroad opportunities tied to one’s major; and establishing a new Impact @UWMadEducation Scholars Program that will bolster supports and seek to increase the diversity of students across our arts, health, and education programs. Follow us on Instagram: The cover story in this edition of Learning Connections centers on how we can @UWSoE take some of the lessons we’ve learned during this past year-plus — and emerge stronger and better than ever. (Read about my thoughts on this on Page 14.) Find us online: education.wisc.edu I’m eager to see what this new normal brings about. No matter what the future holds, with support from so many of our alumni and friends just like you, we’ll continue moving forward with a sense of optimism and a belief in big ideas. — Diana Hess

SUMMER 2021 3 Hear what students are saying about utilizing the Teacher Pledge

In an effort to help bolster Wisconsin’s teacher workforce and give the state’s schoolchildren access to the high-quality educators they deserve, we launched a bold new program in August 2020: the UW–Madison School of Education MEGAN MULLEN AND ABBI MULLEN Wisconsin Teacher Pledge. Elementary and Special Education Dual Certification It’s the first program of its kind offered by a public university. Here’s how it works: The initiative “pledges” to What inspired you to become a teacher? Megan – provide financial support — including up to in-state tuition, Growing up, my mom held various positions in different fees, and testing certification costs — for students enrolled schools around Madison, so my sisters and I spent a lot of in any of the School’s teacher education programs. time in them. On the evenings she had late meetings, we In return, after graduating the students “pledge” to would explore whichever school she was working in at the teach for three or four years at a pre-kindergarten through time. It was always fun learning about the values of each 12th grade school in Wisconsin. Students who go on to school and meeting the students/staff she worked closely teach in a high-need school or in a high-need subject area with. My mom is a very talented educator and has always will fulfill their obligation in three years, while all others inspired me to become one myself. will do so in four. We reached out to students utilizing the Teacher Pledge What was your reaction when you learned about the to hear what they had to say about the program and their Teacher Pledge? Abbi – My reaction was just a sigh of goals of becoming an educator: relief. I had been stressed out all summer (of 2020) about how I was going to pay for the upcoming school year, so when the university introduced the Teacher Pledge, I just felt so happy and grateful that they were able to establish such a great program that eased financial worries for so many students.

How is the Teacher Pledge making it easier for you to pursue your goal of becoming a teacher? Megan (who graduated in Spring 2021) – The Teacher Pledge has allowed me to fully focus on my academic responsibilities and my growth as an educator.

What’s it like having a sister with similar career aspirations? Abbi (who graduates in Spring 2022) – It is so cool! I am very lucky to have a sister who has similar career aspirations. If I need help on an assignment she is able to support me and understand it, because she had to go through the same courses. Also, if I just want to talk about a topic or issue we covered in one of my classes, we are able to have an insightful conversation because she is well informed on the topics herself. To learn more about the Teacher Pledge, visit: tec.education.wisc.edu/teacher-pledge

4 LEARNING CONNECTIONS JON-LUC CAYABYAB SIERRENA TAYLOR-SEALS MASON GAUTHIER Secondary Education — Science Secondary Education — English Spanish Education

How did you hear about the Where are you from, and what brought Where are you from, and what Teacher Pledge, and what was your you to UW–Madison? I was born in Seattle, brought you to UW–Madison? I reaction? The Teacher Pledge was Washington, but have lived the majority of am originally from Neenah, a town rolled out to my cohort at the end of my life in Milwaukee, Wisconsin. I was first in northeast Wisconsin. I came to the summer, and it honestly came as attracted to this school as a freshman in high UW–Madison because it had been a relief. Even before the pandemic school after we visited a couple of times. And my top choice for as long as I can began, supporting myself financially by this time, I had decided I wanted a career remember and it had everything during this year of pre-service teach- in teaching. So, when I was told that UW– I’d been looking for. ing was daunting. But the Teacher Madison had really good teacher education Pledge put my mind at ease, and programs by a couple of my favorite teachers What inspired you to become additionally it was encouraging to see who had graduated from here, UW–Madison a teacher? My teachers! I am this institution invest in teachers and became one of my first choices. very lucky to have attended a high in the future. ... school that had so many teachers Once I have my own classroom, I What inspired you to become a teacher? I who went above and beyond for will be free of that very same financial decided that I would become a teacher around their students, so I repeatedly saw stress that would have followed me the same time that I became explicitly aware first-hand the impact a committed for quite possibly a number of years. that racism festered all over this country and teacher could have on students in I can go forward knowing that I can that anti-Blackness was alive and well in our and out of the classroom. dedicate my whole self to my class- classrooms, which, up until this realization room, my students, and the school during my freshman year, had always been How is the Teacher Pledge community I become a part of. posed as separate from the “outside world.” making it easier for you to Then I began learning about the disparities in pursue your goal of becoming How do you hope to make a differ- educational experiences between students of a teacher? It goes without saying ence as an educator in Wisconsin? color and white students. And, as I continued that paying for school is no easy I don’t want to be just another cog in to investigate this, I was left with a lot of ques- feat, so the Teacher Pledge has the system. We can always do more tions and with a very strong urge to put myself taken a huge weight off my shoul- and be better for the students we where I recognized the work that I wanted to ders! It has allowed me to focus serve, so I hope that wherever I go in do would matter most — in the classroom. so much more on what’s really Wisconsin I take with me the ideals important to me right now, which that push myself and my colleagues How is the Teacher Pledge making it is growing into the best Spanish to challenge ourselves and the status easier for you to pursue your goal of teacher I can possibly be. quo to build an education system that becoming a teacher? The Teacher Pledge has works for every student that comes made it easier for me to commit myself to this through our doors. I want to inspire training and work that I am really passionate and be inspired every day, whether about! I was so happy to hear that it was an that be by students, peers, or parents. option for us.

SUMMER 2021 5 SARAH MAUGHAN/SCHOOLSARAH OF EDUCATION

Hometown: Houston, Texas

Educational background: BS in human development, Cornell University; MA in child development: children with disabilities, Tufts Univer- sity; PhD in special education, University of Kansas

Previous position: Assistant professor of early childhood education/special education, University of Nevada, Las Vegas

New Faculty Focus: Q&A with Hailey Love The School of Education welcomed 16 education classroom. Instead, we have to made possible new ideas about how we new faculty members to campus during be continuously responsive to all aspects can be in community with each other the past academic year, which is one of of a child’s identity, support needs, and and contribute to each other’s well-being. the largest cohorts to sign on with the background, including addressing ways I hope COVID-19 is a lesson in the fact School since its founding in 1930. our social and educational systems have that our systems can be malleable. If we We share Q&As completed by our marginalized children and families of listen to, and care about, those who are newest faculty members in an effort color, those experiencing poverty, and most vulnerable to harm, we can create to introduce them to our campus and those who are multilingual (among other new possibilities for equity. School of Education communities. Here, marginalizations). we introduce Hailey Love, who joined Do you believe your work relates in the School as an assistant professor What attracted you to UW–Madison? any way to the Wisconsin Idea? with the Department of Rehabilitation UW–Madison, particularly the School One of the things that stands out to me Psychology and Special Education. of Education, has a great history of about the Wisconsin Idea is that the producing research that truly advances work we do as scholars should have How did you get into your field of our society in general, and in the field of a positive impact on our community. research? While working for an early education, specifically. Coming here was In my work, I hope to better prepare childhood education nonprofit in an amazing opportunity to join trailblaz- the educators who teach our youngest Boston, I was continuously shocked by ers who share my values around equity children with various support needs. the significant disparities in the edu- and inclusive education, and to learn My research is also not possible without cational opportunities young children from the legacy of those who have been partnering with schools and early child- from marginalized backgrounds had here previously. hood programs. My goal for every study access to, particularly children of color I do is to be able to provide information with disabilities whose families were Is there a way your field of study can and support to my community partners, experiencing poverty. ... I really wanted help the world endure and recover as well as advance knowledge in my to further explore and address the idea from the COVID-19 pandemic? Unfor- academic communities. One great thing that “all inclusion is not ‘good’ inclusion.” tunately, COVID-19 has highlighted about education research is that you can That is, it is not enough to simply place and amplified so many inequities in our impact children, families, teachers, and a child with a disability in a general society. However, it has also revealed and policy at multiple levels.

6 LEARNING CONNECTIONS On Saturday, May 8, UW–Madison celebrated its May 2021 Com- Class of 2021 mencement. We are tremendously proud of all our students — nearly 600 of them — graduating from School of Education programs. graduates prepared We reached out to a few of our graduating students from bachelor’s to PhDs to learn more about their favorite memories, advice for to lead and inspire incoming students, and more. Here are a few highlights:

HALEY SCHULTZ MARCUS WEATHERS JR. TIGER WANG PhD, Educational Psychology MS, Clinical BS, Education Studies and History Advice for incoming students — Rehabilitation Counseling Most meaningful experience at UW– “Graduate school is a marathon, Advice for incoming students — Madison — “The most meaningful not a sprint. You will receive many “You have earned the privilege of lesson I learned at UW–Madison is the opportunities, but you cannot say accepting admittance into one of the value of multiculturalism. Growing up yes to everything. Establish bound- best universities, so immerse yourself in a homogenous society (in Beijing, aries and prioritize the experiences in the culture. Find yourself a great China), I have long ignored the role of that advance your knowledge and group of people to experience the culture and identity in my daily life, but training. Connect with your fellow journey with, and reach out to your my experience at UW–Madison pre- graduate students; they are invalu- professors and advisers in times of sented me with another possibility. In a able resources.” need, or just because.” multicultural environment, my culture suddenly becomes the ‘stamp’ of who I am. The situation provides me with a precious opportunity to reconsider the value and meaning of culture to me. By interacting with students of different cultural backgrounds, I have gradually discovered the uniqueness and value of myself and my culture. All elements of my environment while growing up are an integral part of my cultural identity. My culture enables me to be the ‘special’ one in the crowds and share my unique stories. My culture is also the shelter where I can seek support and recognition AMANDA KOLSCH SHEHROSE CHARANIA when lost in the swirl of an identity cri- BS, Dance BS, Health Promotion sis. This experience leads me to be more Most meaningful experience at and Health Equity tolerant and respectful, because I know UW–Madison — “Lathrop Hall (in Future plans — “UW–Madison has others love their cultures the same as I the Dance Department) is full of brought me closer to my passion for do my culture. The value of studying in a some of the most welcoming, moti- health equity, allowing me to defy multicultural campus like UW–Madison vating, and creative people who have the impossible, and encouraging me is best manifested here. The harmonious deeply defined my personal growth to embrace the value and validity of co-existence of different cultures teaches and UW experience.” my voice.” me to value both myself and others.”

SUMMER 2021 7 DANIELLE LAMBERSON PHILIPP

Within every challenge, an opportunity To say the COVID-19 pandemic presented challenges to the UW–Madison campus community — and the world — is an understatement. But the School of Education’s faculty, staff, and students not only found ways to get by — they often thrived. Now, the School is looking forward with hope and anticipating a fall semester that’s shaping up to be much more like 2019 than 2020.

t was March 11, 2020, when UW–Madison announced From the onset, Dean Diana Hess focused the School’s it would be halting all face-to-face instruction due to the overall efforts on four priorities: safeguarding the health of ICOVID-19 pandemic. students, faculty, and staff; ensuring students complete their The university’s day-to-day operations were changing classes; maintaining, when possible, the university’s research abruptly and dramatically. In the School of Education alone, and other operations; and joining in the national effort to slow faculty, staff, and some graduate students worked tirelessly to the spread of the coronavirus. move more than 400 courses serving more than 2,500 differ- Yet front and center was figuring out how to move all those ent students to virtual formats in just more than a week, while classes from traditional, face-to-face settings to alternate deliv- nearly 1,000 employees figured out how to work remotely. ery modes from a distance. “The most vivid image I recall from that period was staring “This was an extremely heavy lift,” Hess says of shifting all at a spreadsheet of all of the courses we had running across those classes online so quickly. the School and knowing we had an aspiration to support every “For that first month, it was all adrenaline, all the time,” instructor and every course to continue on with as little disrup- adds Anna Lewis, the School’s co-chief information officer and tion as possible,” says Maria Widmer, an instructional designer co-director of MERIT (Media, Education Resources, and Infor- with the School who would play a key role in helping make the mation Technology). “Our faculty and instructors were the transition a success. “The scale and scope of it all was some- biggest stars of this transition. They were ultimately the ones thing I’ll never forget.” responsible for making it work. Not only were they teaching

8 LEARNING CONNECTIONS — but like everyone else, they were learning and adapting to a gift to the School that was doubled utilizing Impact 2030 new environment. Over time they built competencies in video- Morgridge Match funds. conferencing and connecting with their students in new ways.” • Teaching Innovation grants: Across the School, 101 The School also utilized “TechTAs” — MERIT student instructors received financial support to invest additional employees who provided support while courses were being time reconfiguring or converting their courses to high-qual- delivered virtually in real time, allowing faculty members to ity online or hybrid modes, or to physically distanced focus more on delivering the content of their course. face-to-face instruction. The School provided pedagogical Overall, the quick transition to distance learning is viewed and instructional design support, as well as technological as a success. That doesn’t mean it was perfect. And certainly, help in the form of software and/or equipment when needed. some courses were easier to convert to virtual formats than The Teaching Innovation grants — in conjunction with others. But the School of Education and campus ultimately School and university professional development opportuni- made it through the 2020 spring semester — complete with ties and guidance — proved instrumental in helping faculty virtual commencement. and instructional staff deliver the high-quality learning “It became pretty clear to me that with the correct stimuli experiences students deserve. university faculty and staff can move at laser and light speed — Rosemary Russ, an associate professor of science education much like any successful corporation,” says Jerlando Jackson, with the Department of Curriculum and Instruction, and an the Vilas Distinguished Professor of Higher Education, chair of Ann Wallace Faculty Fellow, says the change to online teaching the Department of Educational Leadership and Policy Analysis, was an opportunity not just to recreate what she had done in and director and chief research scientist of Wisconsin’s Equity face-to-face instruction, but instead to disrupt the way teaching and Inclusion Laboratory. “Universities typically operate at and learning are done at the university level. a very deliberate pace. We learned we can change large and Specifically, Russ wanted to challenge the idea that difficult aspects about our work quickly.” academic writing is the only — or even the best — way to demonstrate knowledge. From surviving ... to thriving “I realized that a lot of my assignments require students As spring turned to summer one year ago and it became clear to write papers, which is not anything they’ll do when they the pandemic would remain a significant factor for the foresee- become teachers,” says Russ, who works with future educators able future, campus centered its efforts on making sure it could in the School’s teacher preparation programs. “So I tried to provide the very best, high-quality education for its students in make my assignments more authentic to their own lives and this new environment — whether that instruction took place in align them with the strengths we want them to have as profes- person (with limited capacity, mask wearing, physical distanc- sional teachers.” ing, and other safety protocols), online, or as a hybrid. Her efforts resulted in the development of new ways for Also during Summer 2020, the School of Education students to demonstrate deep knowledge of the course content. launched Impact 2030 — an ambitious initiative designed to For example: A returning student created a video of her own dramatically strengthen an already highly regarded School. child exploring science in ways that took theoretical constructs Thanks to generous donors who are backing these efforts with from the course readings and made them tangible and visible. $40 million in support, Impact 2030 is helping the School push Another translated the course material into everyday language the boundaries of innovation, research, and creativity over the suitable for the youngest learners and wrote a children’s book next decade leading up to its centennial in 2030. about the content. While some aspects of Impact 2030 are evolving, the launch Several faculty members noted rethinking how instruction of the initiative paid immediate and substantial dividends could best be delivered during the pandemic has improved during the pandemic, creating support for: teaching and learning overall — and will pay dividends when • Tech Equity program: With classes being moved online campus is able to return to more typical times. or utilizing a hybrid of online and in-person sessions, the “I know I’ve increased my teaching skills during the School provided students in need of laptops or better inter- pandemic and I’ve heard colleagues say the same thing,” says net connectivity with assistance. Through this program, Andrea Harris, an associate professor and chair of the School the School distributed 35 computers and 55 mobile hotspot of Education’s Dance Department. “I took an online bootcamp devices to provide connectivity to the internet. in the spring 2021 semester and it made me reevaluate how I was teaching and utilizing learning goals, how I could improve • Bridge to Success scholarships: To better support stu- communications with students, and how to better utilize tools dents experiencing financial hardship due to the COVID-19 such as Canvas (the online learning management system). That crisis, the School established the Bridge to Success scholar- will help me as an educator moving forward.” ship program. The first round of scholarships, for students During the fall 2020 semester, the School of Education taking 2020 Summer Term courses, supported 367 scholars administered 462 courses — with 206 of those in person, 167 with $1.34 million in support. A second round of funding for online, and 89 a hybrid of both. the 2020 fall semester helped 502 students with $1.04 mil- These many efforts proved valuable. According to a campus lion in support. These scholarships were funded via a legacy

SUMMER 2021 9 SARAH MAUGHAN/SCHOOLSARAH OF EDUCATION (2)

“The most vivid image I recall from (the start of the pandemic) was staring at a spreadsheet of all of the courses we had running across the School and knowing we had an aspiration to support every instructor and every course to continue on with as little disruption as possible. The scale and scope of it all was something I’ll never forget.” — Maria Widmer, instructional designer with the School of Education • • • • • • survey of the fall 2020 semester, overall grades across UW– again continued in person or via a hybrid mode. Madison were up from the previous year, while failing grades Like the fall semester, all those attending in person were and the undergraduate withdrawal rate held steady (although required to wear face masks and physically distance. What was there was a slight uptick for international students located new for spring 2021 was that access to all campus buildings abroad). In addition, course evaluations were generally compa- required faculty, staff, and students to display a green badge on rable to prior years. the newly developed Safer Badgers app, signifying they were in “I remember initially thinking delivering high-quality compliance with required campus COVID-19 testing. education during a pandemic is going to be impossible — that In the spring 2021 semester, there were 468 courses across there’s no possible way instructors can do their job well or that the School of Education — with 117 in person, 297 online, and students will be in a place to be able to learn well,” says Russ. 88 hybrid (with 34 in more than one modality). “But that wasn’t the case. It wasn’t easy but we persevered.” “One of the things that has changed during the pandemic With the global pandemic entering its second year during is a renewed focus on teaching — and the Teaching Innova- the Spring 2021 semester, the nature of classroom experiences tion grants and other efforts played a key role in making these across UW–Madison continued to evolve. The majority of efforts possible” says MERIT’s Lewis. “I believe this will con- classes remained online or in a hybrid format in deference to tinue to pay off moving forward.” the coronavirus, although some classes with under 50 students

10 LEARNING CONNECTIONS “The pandemic has triggered a sort of renaissance in the performing arts. Even before the pandemic, there was a consistent shift towards digital technology and how these technologies can be used to make the world a little bit smaller. For the past 15 to 20 years, we’ve been in a global conversation in terms of access to the arts and who has access to performance.” — Chris Walker, professor with the Dance Department and a faculty fellow with the School of Education

• • • • • •

Expanding the School’s reach The global pandemic has had far-ranging negative — and in some instances, disastrous — effects. As often happens during the harshest times, however, there emerged unanticipated positives. “The pandemic has triggered a sort of renaissance in the performing arts,” says Chris Walker, a professor with the Dance Department and a faculty fellow with the School of Educa- tion. “Even before the pandemic, there was a consistent shift towards digital technology and how these technologies can be used to make the world a little bit smaller. For the past 15 to 20 years we’ve been in a global conversation in terms of access to the arts and who has access to performance.” Walker, who grew up in Jamaica learning to dance, explains that he only had access to what was made available on video or DVDs in the local library. And even these were already curated. “What my students have access to through YouTube, through Instagram, and other media sharing platforms, is a plethora of global approaches to dance,” says Walker. “What the pandemic did was force us to put into practice some of the things that we thought were five to 10 years down the line.” For example, on Feb. 26 Walker led the 14th annual production of “Moonshine,” a traditional performance gathering in celebration of Black History Month featuring dance, spoken word, and experimental contemporary performance. This year’s event — which was virtual for the first time — featured appear- ances by First Wave Scholars, the First Wave Touring Ensemble, and “Take This River” — a work by Mark Hairston (Mark H.), an assistant professor with the School’s Department of Theatre and Drama. “Moonshine” was streamed live via YouTube and is now also archived (search YouTube for “Moonshine 2021”). To be clear, there are many aspects of a live, in-person performance that can’t be replicated via a virtual format. “We’re human beings and we identify ourselves as individuals through robust interactions with other human beings,” says Walker. “Performers take those interactions and that sharing of kinetic energy to a high art. You cannot recreate that in a virtual space.” Nonetheless, the ability to reach a larger and broader

SUMMER 2021 11 SARAH MAUGHAN/SCHOOLSARAH OF EDUCATION

“I’m certainly not going to miss having giant hurdles in front of every single move.” — Helen Lee, associate professor with the Art Department and a Helen Burish Faculty Fellow • • • • • • audience that otherwise may never experience “Moonshine” is obligations), space, or teaching skills (particularly physical edu- also intriguing. cation skills) — were suddenly responsible for both engaging “One of the things that has saddened me previously was their children in educational learning and finding ways to keep people would show up for the (live performance) and we kids active. wouldn’t have enough seats,” Walker says of “Moonshine,” “The pandemic pushed us and made us think more cre- which is traditionally performed in the intimate, 240-seat Mar- atively,” says Columna, an associate professor with the School’s garet H’Doubler Performance Space in Lathrop Hall. “But you Department of Kinesiology and a native of San Juan, Puerto don’t want to move to a larger theater because of the intimacy Rico. “It’s always been our goal to bring the Fit Families pro- of that performance. So reaching a different and wider audi- gram to more people — and the new infrastructure that we’ve ence this year was really powerful to me.” created over the past year is going to allow us to expand these Similarly, Luis Columna’s Fit Families program for chil- research-based services.” dren with autism spectrum disorder (ASD) and their families With the changing landscape brought on by the coronavi- was forced to go virtual in March 2020. Previously, this rus, Columna and this team transitioned to delivering online theory-based, physical activity program was regularly hosting video workshops, while collecting feedback from parents via children with ASD and their families at venues on campus and the Qualtrics survey platform. The Fit Families team was also elsewhere in Madison. communicating with participants via phone calls, text mes- Columna and his team considered cancelling the pro- sages, and closed Facebook groups, where parents can also gram. Such a move, however, would be especially harmful to exchange information with each other. the very families the program is designed to support. While Columna says the School of Education provided additional school closures are difficult for many, children with ASD were support to his program during the pandemic by covering fees disproportionately affected by this situation, notes Columna. related to mailing equipment and other materials that families He realized parents — many lacking the time (due to work traditionally received during in-person meetings.

12 LEARNING CONNECTIONS The team is developing an app that will further broaden lack, a professor and chair of the Department of Educational the program’s reach and its ability to collect critical data on the Psychology. “Many faculty and students have seen research effectiveness of the initiative. This fall, Columna’s team will projects delayed because of the inability to collect data, there be testing the effectiveness of some of these changes to the are blurred work-life divisions, and many faculty, staff, and stu- program with 45 families of children with ASD. Recruitment dents have taken on roles of ‘teacher’ for their children, ‘health for the research project begins this summer. care worker’ for loved ones, or ‘social worker’ for vulnerable “When we were in person in Madison, we could only reach family members.” so many families,” says Columna, who is also planning to trans- Adds Wollack: “Yet, the resilience and compassion I have late this programming to Spanish. “We’ll now be able to reach witnessed across our department and School astounds me. families from New York to California. Without the pandemic, In my 30 years on campus, I have never been prouder of my this would never have happened so quickly.” colleagues than at this time.” During the fall 2020 semester and continuing through After well over a year of facing unprecedented challenges spring 2021, the School’s Office of Equity, Diversity, and Inclu- brought on by the pandemic, the end of the 2021 spring sion (OEDI) teamed up with its Office of Professional Learning semester provided a shot of energy and a sense of optimism as and Community Education (PLACE) to produce a series of students made a triumphant return to Camp Randall Stadium virtual symposia focused on critical issues of racial justice. on Saturday, May 8, for in-person commencement celebra- Events were titled: Leading Antiracist School Communities; tions. There were two ceremonies — one for undergraduates Advancing Health Equity in the Era of COVID-19; Addressing and one for all graduate degree candidates — honoring more Inequities in School Policies, Policing, and Discipline Prac- than 7,600 students who earned degrees (5,493 undergradu- tices; Advancing Hip Hop as a Path Toward Equity; The Power ates, 1,266 master’s, and 871 doctoral candidates). of Real Talk to Make Real Change; and Centering the Whole Because of the ongoing safety protocols, no family or Child in Teaching and Learning. (All of the recordings from the friends were allowed in attendance, with the event being symposia are available at place.education.wisc.edu.) livestreamed. The School of Education launched a special com- “The pandemic has been difficult in so many ways,” says mencement webpage — as it had for spring and winter 2020 LaVar Charleston, who became the School of Education’s first — to highlight, recognize, and honor its nearly 600 graduates. associate dean for equity, diversity, and inclusion in June 2019. And while the spring 2021 commencement wasn’t quite “We had done all this work and prepared a strategic plan for like previous events in the many years prior to the pandemic, the School to start implementing important EDI work and then it nonetheless marked a turning point of sorts for the campus the pandemic hits and George Floyd is murdered and we’re community. trying to figure out how best to connect with our students and “Seeing their collective joy at being able to celebrate community when we can’t meet in person.” together and in person was high among the happiest moments The Real Talk for Real Change symposium is but one exam- in the past 18 months,” UW–Madison Chancellor Rebecca ple of how the School continued its vital EDI efforts — and even Blank wrote in a message to campus in mid-May. broadened its reach. In all, more than 2,600 people signed up As vaccination rates climbed through the spring, campus for the seven Real Talk for Real Change events, with people tun- continued to pivot and over the summer is preparing as if the ing in from campus, across the nation, and around the world. upcoming fall semester will look much more like 2019, than Says Charleston: “It was a difficult situation — but also an 2020. opportunity.” “We are a community that thrives on the connections between people who converse, learn, and discover together, Forward, toward a new normal in person,” Chancellor Blank wrote in a blog post. “Students Despite everyone’s best efforts and the success stories, to say make friends with people from entirely different backgrounds; the past year-and-a-half has been challenging would be an students interact with top faculty in the classroom; faculty talk understatement. after a seminar and launch a new research project; and all of Helen Lee, an associate professor with the School of Educa- us create a campus culture through concerts, sporting events, tion’s Art Department, was blunt in explaining the significant Terrace evenings, visiting speakers, student organizations, and efforts required to successfully run her glassblowing courses via a constant flow of visitors from around the world who come a hybrid mode — including researching and implementing safe here to speak and to learn.” ways for students to hone their craft in the Glass Lab. Dean Hess continues to stress that there remain many “I’m certainly not going to miss having giant hurdles in unknowns. And as she highlights in the following pages, there front of every single move,” says Lee, who holds a Helen Burish were plenty of lessons learned during the COVID-19 era — Faculty Fellowship. which will ultimately make the School of Education different The demands were persistent and barriers immense — but stronger moving forward. much of which went unseen. “This isn’t going to be like a light switch — where we just “The colossal shift from in person to remote instruction flip it back on and everything is back to the way it was before garnered the bulk of the media’s attention, but the effects of the crisis began,” says Hess. “We will not go back to normal. the pandemic have been more far-reaching,” says James Wol- Instead, we need to create a new normal — and we will.”

SUMMER 2021 13 On It, Wisconsin! Dean Diana Hess takes a look back at the difficult past year-plus — and the lessons learned that will make the School of Education stronger moving forward

By Dean Diana Hess

hen I interviewed for the dean position in May 2015, I predicted higher education would change more in the next 10 years than it had in the last 50. I was thinking about: changes in teaching and Wlearning; the development of new fields and programs of study; an increased emphasis on diversity, equity, and inclusion; the need for research to focus more explicitly on some of our society’s most pressing challenges; and new funding models. Of course, I did not predict that five years into my deanship a worldwide pandemic would wreak havoc on virtually every aspect of our society. Nor could I predict that the killings of George Floyd and others by police officers would cause protests unlike anything we had seen in a generation, sparking a renewed emphasis on creating a society that is purposely anti-racist. Now, nearly one- and-a-half years into the pandemic, and just over a year after the murder of George Floyd, I am often asked what the “new normal” will look like. Of course, that is impossible to predict because the future so fundamentally depends on our deliberate choices. A “new normal” will not just rain down on us; we will create it, decision by decision. And those decisions will be influenced by what we learn from the COVID-19 pandemic, the protests, and heightened calls for racial justice. It is incumbent on us to use what we have learned to build a “new normal” that is better than what we had before. While the lessons learned are both numerous and varying in importance, there are four that seem most significant.

14 LEARNING CONNECTIONS SARAH MAUGHAN/SCHOOLSARAH OF EDUCATION

SUMMER 2021 15 We can move fast Using the Tiger Team model, we quickly put together Higher education has a well-deserved repu- specialized groups to work on each of these problems. We tation for moving slowly. On the one hand, enlarged our instructional design team and created a system 1 intense and extended debate about what we so each instructor could get the one-on-one help they needed need to do differently enables decisions to be to redesign their courses. We provided “TechTAs” to provide thoroughly vetted, allows widespread partic- technology assistance in operating virtual platforms. When it ipation of numerous stakeholders, and gives enough time for became clear that many fall semester classes would be vir- the culture work necessary for changes to succeed. Conversely, tual, we developed a grant program so instructors who were the slow pace of change in higher education can be downright not normally paid in the summer could be compensated to maddening and damaging. It occupies the time of people who dramatically redesign their courses and provided additional often have better things to do, it frustrates innovators who professional development to build their skills. Instructors can’t understand why changes that seem so manifestly neces- who would be teaching in person in the fall needed to rede- sary take forever to implement, and it prevents the institution sign their courses, too, because of the demands of physical of higher education from moving at the speeds necessary to distancing. The chancellor and provost provided funding so respond to societal changes. that The Discussion Project — a professional development and Prior to the pandemic, if someone had asked me how long research project housed in the Wisconsin Center for Education it would take to move hundreds of classes from in person to Research that provides instructors with the tools necessary to virtual instruction and transition almost 1,000 faculty and staff have high-quality discussions in their courses — could quickly from working on campus to working remotely, I likely would design an entirely new curriculum to teach instructors how to have responded (somewhat flippantly), “At least a year, and it moderate great online discussions. will cost a fortune.” I was thus stunned when we accomplished About a month into the pandemic, we realized that COVID- both in under 10 days in March 2020. We created a “Tiger 19 had caused financial hardships for many students. Professor Team” of leaders from across the School of Education who met Lesley Bartlett led a Tiger Team to develop and implement each morning to identify what needed to be done, by whom, a remarkable process that involved faculty, instructors, and and in what way to deal with the multiple changes we had to advanced graduate students making personal calls to more than make. For example, in March 2020 hundreds of students were 1,500 students to learn about their needs. Using that informa- working in field placements (schools, hospitals, and clinics). tion, another Tiger Team worked with UW–Madison’s Office of We needed to decide quickly whether to allow those students Student Financial Aid to develop a Bridge to Success scholar- to stay in their in-person placements. Another problem we ship program providing funds to mitigate financial hardships wrestled with was how to help instructors — many with no for students. Some students needed help with tuition because prior experience utilizing virtual platforms — move their their parents had lost their jobs, and many students lost jobs courses online. themselves. Hundreds of generous donors who had contributed Across the School, everyone stepped up. The students were to Impact 2030 — the ambitious, donor-funded initiative that’s flexible, patient, and gracious, as were staff and faculty — even designed to dramatically strengthen our School leading up to though their workload increased significantly and many had to its centennial in 2030 — enabled us to quickly distribute 869 cope with the challenges of their own kids’ virtual schooling. awards to students that totaled $2.38 million. As a conse- Staff and faculty had to learn new ways to get their work done, quence, virtually all of our students were able to stay enrolled to communicate effectively with colleagues and students, and and on track with their academic programs. to roll with the punches that inevitably arose. The phrases “we need to pivot” and “you’re muted” became commonplace. Stay focused on long-term goals Before the pandemic, the School of Educa- Crisis demands innovation tion was intensely focused on innovations Precedent has great value. We often approach 3 in global education, the Teacher Pledge, and problems by looking at what we have done developing new academic programs. We 2 in the past. But we lacked precedents for resisted the temptation to hit a long-term pause on this work. much of what we have had to change since Thanks to Impact 2030, we had funds to develop a process to March 2020. For example, we had no process support instructors creating new study abroad courses linked to for quickly getting instructors and students the technology students’ majors. These courses will launch in summer 2023. and internet access they needed to teach and learn virtually. Our team in the Global Engagement Office also began work on And while the School contains much expertise in helping a scholarship program that will enable students without finan- instructors design online courses, we had no system to deliver cial resources to take advantage of these unique courses. this help at the necessary scale. We knew our students were The Teacher Pledge was launched in August 2020, along suffering from unprecedented and serious challenges caused by with the rest of Impact 2030. It’s the first program of its kind the pandemic, but we lacked a way to identify precisely how to offered by a public university, with the initiative pledging to deliver the services and help they needed. provide financial support — including up to in-state tuition,

16 LEARNING CONNECTIONS Across the School, everyone stepped up. The students were flexible, patient, and gracious, as were staff and faculty — even though their workload increased significantly and many had to cope with the challenges of their own kids’ virtual schooling. Staff and faculty had to learn new ways to get their work done, to communicate effectively with colleagues and students, and to roll with the punches that inevitably arose.

fees, and testing certification costs — for students enrolled in enraged and activated the School of Education community. any of the School’s teacher education programs. In return, after Many of our students, staff, and faculty participated in protests graduating the students “pledge” to teach for three or four years and asked, “What can we do within our School to work toward at a pre-kindergarten through 12th grade school in Wisconsin. a more purposely anti-racist society?” Since then, our School Students who go on to teach in a high-need school or in a high- and campus have focused more intensely on EDI goals than need subject area will fulfill their obligation in three years, I have seen in my more than 20 years at UW–Madison. We while all others will do so in four. By March 2021, more than are working hard to recruit and retain more diverse students, 170 of our teacher education students had signed up to take staff, and faculty. We are working to ensure that all academic the Teacher Pledge, and Professor Nick Hillman’s team began programs pay careful attention to EDI goals. Our research to research the program. Work continued across the School on and scholarship are attending more to EDI than in the past. developing new academic programs. Our Office of Equity, Diversity, and Inclusion has instituted Moving ahead on our strategic goals, even while dealing numerous affinity groups and other programs. In collaboration with the pandemic, proved smart for two reasons. First, as we with our Office of Professional Learning and Community Edu- come out of the pandemic we are on track to provide stu- cation (PLACE), it implemented a remarkable program called dents with remarkable new opportunities in a timely fashion. Real Talk for Real Change. More than 2,600 people across the Second, focusing on clearly valuable innovations helped the nation signed up for these provocative and exciting programs morale of faculty and staff, especially in the long days of winter in which our faculty and other experts engaged in high-quality when the pandemic sometimes seemed endless. “real talk” designed to help us think about the “real changes.” These much-needed conversations will help us ensure we engi- neer reimagined policies and practices in our post-pandemic Equity, diversity, and inclusion world. Looking ahead, I am often asked about the pandemic’s “sil- must infuse all of our activities ver linings.” So many lives have been lost and so many people 4 Prior to the pandemic we had initiated a have suffered so much that, to be frank, I can’t even entertain process to determine what we needed to do the question. But we must ask, what can we learn from the differently in the School to make meaningful pandemic that will enable us to create a better society? How progress on equity, diversity, and inclusion (EDI) goals. We did a can we enable people to deliberate together, across their “deep dive” to assess what we were already doing and to identify differences and disagreement, about what would make society new goals. We decided to add an associate dean for equity, better? After all, one purpose of higher education is to help us diversity, and inclusion to the senior staff, along with staff to imagine not just what is right and wrong with what is, but how work on EDI goals with all the departments and units. In June to improve. 2019, I hired Dr. LaVar Charleston as associate dean. Prior to the Our people, and our partners in multiple communities pandemic, he ran our existing diversity programs and worked across the state, are remarkable. This makes me confident steadily to develop a strategic plan. Within days of the pandemic and optimistic about what the School can do post-pandemic. hitting, it became clear that some students, faculty, and staff Throughout an exceptionally challenging period, our students, were going to be affected more than others. For example, our staff, and faculty have manifested resilience, determination, international students from Asian nations and our Asian-Amer- and creativity. Our Board of Visitors, alumni, and friends have, ican and Pacific Islander students, faculty, and staff bore the throughout, enabled us to move forward by providing advice, brunt of discrimination and fear when politicians started calling emotional support, and significant financial resources. Our the pandemic the “China virus.” One student reported to us that campus leadership has done a wonderful job on so many fronts. she was afraid to leave her apartment to get groceries. While we normally say “On, Wisconsin,” in the last year-and-a- Then the murder of George Floyd on May 25, 2020, half it seems more accurate to say we were “On It, Wisconsin.”

SUMMER 2021 17 Department of Kinesiology’s doctoral UW-Madison has held a spot in OUR SPECIALTY the top 5 for eight straight years program No. 8 in nation PROGRAMS IN THE TOP UW–Madison’s doctoral program in kinesiology is ranked eighth in the nation according to the latest review and evaluation by the National Academy of Kinesiology (NAK) released in October 2020. The No. 8 ranking in the NAK 2020 Review and Evalu- ation of Doctoral Programs in Kinesiology marks a significant jump from the most recent program ratings released by According to U.S. News & World Report's NAK in 2015, when UW–Mad- 2022 Best Graduate Schools Rankings trailing Harvard, Penn, and UCLA ison’s program was 23rd. This doctoral program is housed in the School of Education’s UW–Madison School of Education Department of Kinesiology. “This is a remarkable again ranked among best in U.S. improvement over the last five UW–Madison’s School of Education and several of its programs are rated among the very best years, and is a testament to in the nation according to the 2022 U.S. News & World Report Best Graduate Schools rankings the quality of our faculty and released March 30. students,” says UW–Madison UW–Madison is home to the fourth-ranked school of education in the nation — marking Professor Gary Diffee, who the eighth straight year it has been rated among the top five. In addition, this is the 22nd time chairs the Department of Kine- in the past 23 years the School of Education has maintained a spot in the top 10 nationally. siology. “One of the biggest In the overall education school rankings, private institutions Harvard University and the drivers of our jump in rankings University of Pennsylvania tied for the top spot, with the University of California, Los Angeles from five years ago was a (UCLA) at No. 3. The rest of the Top 10 is: No. 4 UW–Madison; No. 5 Vanderbilt University; tremendous improvement in New York University and Stanford University tied for No. 6; No. 8 Northwestern University; research funding. This reflects and Teachers College, Columbia University, and the University of Michigan tied for No. 9. Last the high-quality, groundbreak- year, UW–Madison also ranked No. 4, a spot it shared with UCLA and Vanderbilt. ing research that is being done In addition, U.S. News ranks nine education graduate specialty programs — and all nine by our faculty.” housed within the UW–Madison School of Education are ranked among the Top 10 nationally. Note: U.S. News does not rank all specialty programs across all disciplines every year.

Charleston appointed to governor’s Advisory Council on Equity and Inclusion

LaVar Charleston, the School of Educa- take a critical look at our policies and MAUGHAN/SCHOOLSARAH OF EDUCATION tion’s associate dean for equity, diversity, practices within the state to ensure we and inclusion, was named to Gov. Tony are approaching all our efforts from an Evers’ Advisory Council on Equity and equity-minded lens,” says Charleston. Inclusion on Feb. 1. The council is The council is chaired by Dawn Crim, designed to provide strategic guidance the secretary-designee of Wisconsin’s in developing a sustainable framework Department of Safety and Professional to promote and advance diversity, equity, Services (DSPS). Crim earned her PhD and inclusion practices across Wisconsin from the School of Education’s Depart- state government. ment of Educational Leadership and “At a time when we are still battling Policy Analysis this spring and served from two overlapping pandemics, COVID-19 2011-17 as the School’s associate dean for and racial injustice, it is imperative we external relations.

18 LEARNING CONNECTIONS SHAWN HARPER

‘Let’s Talk About It’ Art alumni celebrate Black lives in book showcasing State Street murals

UW–Madison alumnus Ian Chalgren Department alumni are featured in the project, such as a website or documen- designed the recently released book, book, sharing thoughts on their mural, tary, but ultimately decided to preserve “Let’s Talk About It,” which showcases raw emotions, and stories of the racism the art in a coffee table book that would the art painted on Madison’s State Street and bias they have endured their entire be given freely to the public. storefronts after the George Floyd pro- lives. “Having a nice, heavy book in your tests during the summer of 2020. “I just want people to keep in mind hands creates an experience,” says Chal- The book features a collection of that these are people’s sons, daughters, gren. “It’s something folks could keep photographs of more than 100 murals — children, and they shouldn’t have to have forever instead of flipping open their along with the artists’ own words about all of the worries that they do,” Synovia iPad or turning on their TV and being their work. The project, which began Knox, a featured artist and 2020 Art distracted 30 seconds later.” through a community effort to preserve Department alumna, wrote in the book. Chalgren said being a UW–Madi- the murals, was taken on by a team at “You shouldn’t have to worry about son alumnus helped with the project, American Family Insurance. where you go, or how people might per- because he was aware of some of the “We originally printed 10,000 books ceive you when you get there.” artists, such as fellow alumnus Anwar but the demand was so high, we printed “I don’t know what to do, so I paint Floyd-Pruitt. Due to his experience another 5,000,” says Chalgren, the art because I don’t have the answers,” at the university, Chalgren says he felt director and designer at American Fam- Comfort Wasikhongo, who earned her a sense of pride and positive pressure ily Insurance who received his bachelor bachelor of fine arts in 2013, wrote in the while creating the book. of fine arts from the School of Educa- book. “I’m sick of people reflecting on “I knew I had to do this right, tion’s Art Department in 1996. “All of the the old Madison. There is a new Madi- because this project meant a lot to so books were gone within a week. We were son, and it shouldn’t be ignored.” many people,” said Chalgren. “The feed- blown away.” The team at American Family Insur- back has been overwhelmingly positive.” More than 10 UW–Madison Art ance considered other mediums for the

SUMMER 2021 19 Former Dean McCarty Abdu’Allah named Chazen Family dies at age 99 Distinguished Chair in Art UW–Madison Professor Emeritus Don- ald McCarty, who served as dean of the Faisal Abdu’Allah, an internationally Abdu’Allah is a graduate of the School of Education from 1966 to 1975, acclaimed artist and professor with the Royal College of Art in London, where died on Feb. 1, 2021, at the age of 99. School of Education’s Art Department, he was trained as a printmaker. His “Dean McCarty played an important has been chosen as UW–Madison’s next work often evolves out of the interface and pivotal role in the history of the recipient of the Chazen Family Distin- of photography, printed media, film, UW–Madison School of Education,” guished Chair in Art. installation, and performance. This art says current School of Education Dean Abdu’Allah, who grew up in London, has been exhibited widely, including at: Diana Hess. “His energy, vision, and was enjoying a successful professional the National Maritime Museum London considerable expertise made him an career as an artist when he was invited (2020); Foto Fest, Houston (2020); excellent leader during a critical time in to UW–Madison in 2013 to work on Centro Atlantico de Arte Moderno, Gran the School of Education’s development. campus as the Arts Institute’s Interdis- Canaria, Spain (2019); Somerset House, In his retirement, Dean McCarty has ciplinary Artist in Residence. He was London; Pā Rongorongo, Auckland, continued to help the School of Educa- invited to return to UW–Madison in the New Zealand (2019); and the 55th Ven- tion by providing scholarship support to fall of 2014 to join the Art Department ice Biennale, Italy (2013). our students.” as a faculty member, and has become a The distinguished chair is made pos- Born July 17, 1921, in Sheshequin, highly regarded educator and mentor. sible via generous support from Pennsylvania, he joined the U.S. Army “Faisal Abdu’Allah has estab- distinguished UW–Madi- at the age of 18 and served in World lished himself not only as a son alumni Jerome and War II. He then utilized the GI Bill to groundbreaking and respected Simona Chazen. attend Columbia University in New York artist who has shown his work “Artists continue City, where he earned a BS in history in across the world, but he has to be the vanguards 1949. McCarty went on to earn a PhD also proven himself to be an and shapers of social in educational administration from the outstanding teacher to our consciousness formed University of Chicago in 1959 and overall students at UW–Madison,” out of a sense of duty spent more than five decades in the field says School of Education to high ideals,” says of education — working well into his 80s. Dean Diana Hess. “I am so Abdu’Allah. “Receiv- After serving in the early 1960s as pleased to announce that ing the Chazen Family a professor and chair of educational Faisal is receiving the Distinguished Chair in administration at Cornell University, he prestigious Chazen Art will open up a was hired in 1966 to become just the Family Distin- realm of infinite fourth dean since the UW–Madison guished possibilities.” School of Education’s founding in 1930, Chair serving in that role until 1975. McCarty in then worked as a professor in the School Art.” until 1993.

Deans of UW–Madison’s School of Education C.J. Anderson, Henry Trueba, 1930-47 1991-94 MAUGHAN/SCHOOLSARAH OF EDUCATION John Guy Fowlkes, Michael J. 1947-54 Subkoviak (interim dean), 1994-95 Lindley Stiles, 1954-66 W. Charles Read, 1995-2005 Donald McCarty, 1966-75 Julie Underwood, 2005-2015 John Palmer, 1975-91 Diana Hess, 2015 —

20 LEARNING CONNECTIONS SCHOOL OF EDUCATION BOOKSHELF Sorenson Professor of Early Childhood 1 2 3 4 Education with the Department of Curric- ulum and Instruction. She also is director of the Center for Research on Early Childhood Education (CRECE).

5 ANJALÉ WELTON, a professor with the Department of Educational Leadership and Policy Analysis, co-authored the 2020 book, “Anti-Racist Educational Leadership and Policy.” A review of the work in the Teachers College Record calls it a “must-read book for anyone interested in both antiracism and 5 6 7 8 educational policy.”

6 ANNALEE GOOD, co-director of the Wisconsin Evaluation Collaborative and director of the Clinical Program at the School of Education’s Wisconsin Center for Education Research, co-authored the 2020 book, “Equity and Quality in Digital Learning: Realizing the Promise in K-12 Education.” The book and supporting website are the result of 10-plus years of research in the Milwaukee and Dallas public school districts. 1 KATE VIEIRA received two major awards the University of Pennsylvania’s Ethnogra- for her 2019 publication, “Writing for Love phy in Education Research Forum. Her book 7 UW–Madison alumna RITA VERMA and and Money: How Migration Drives Literacy is “Suddenly Diverse: How School Districts the School of Education’s MICHAEL W. Learning in Transnational Families.” The Manage Race and Inequality,” which was APPLE co-edited the 2020 book, “Disrupt- publication in December was named the published in 2020. Turner is an associate ing Hate in Education: Teacher Activists, 2020 winner of the Edward B. Fry Book professor with the Department of Educa- Democracy, and Global Pedagogies of Award from the Literacy Research Asso- tional Policy Studies. Interruption.” Verma earned her doctorate ciation. And in February, she received a from the Department of Educational Policy Conference on College Composition and 3 CLIFTON CONRAD in 2020 released Studies, and is a professor at Adelphi Uni- Communication Advancement of Knowl- a second edition of the book he wrote with versity. Apple is the John Bascom Professor edge Award for the work. alumna LAURA DUNEK, “Cultivating Emeritus of Curriculum and Instruction, and Vieira holds the Susan J. Cellmer Inquiry-Driven Learners: The Purpose of Educational Policy Studies. Distinguished Chair in Literacy and is a pro- a College Education for the Twenty-First fessor with the Department of Curriculum Century.” Conrad is a Vilas Distinguished 8 JOHN BALDACCHINO has released and Instruction. According to the United Achievement Professor and professor of two new volumes, including chapters he Nations, 244 million people currently live higher education with the Department of authored, in the book series he founded outside their countries of birth. The book is Educational Leadership and Policy Analysis. and edits, “Doing Arts Thinking: Arts Prac- based on Vieira’s research with transnational Dunek earned her PhD from that same tice, Research and Education.” Baldacchino families in Latin America, Eastern Europe, department in 2015. is a professor in the School of Education’s and North America, and describes how peo- Art Department. Volume 7 of the series, ple write to sustain meaningful relationships 4 ELIZABETH GRAUE is co-editor of a “Art – Ethics – Education,” was released in across distance. book released in December and published Aug. 2020. Volume 8 of the series, “Imag- by the American Educational Research ining Dewey: Artful Works and Dialogue 2 ERICA TURNER received the 2021 Association (AERA) titled, “Advancing about ‘Art as Experience,’” was released in Erickson and Hornberger Outstanding Knowledge and Building Capacity for Nov. 2020. Ethnography in Education Book Award from Early Childhood Research.” Graue is the

SUMMER 2021 21 BRYCE RICHTER / UW–MADISON RICHTER BRYCE

Faculty and staff from across UW–Madison’s School of Education are routinely quoted or make their voices heard in newspapers, magazines, and online news media outlets. Sim- ilarly, these experts are often Media outlets across nation interviewed and showcased on a range of local, national, spotlight CCBC’s diversity data and international radio and The Atlantic, New York Times, Washington Post, Associated Press, and television news reports. Over ‘CBS This Morning’ among those utilizing figures the past year, there have been Since the start of 2021, major media Bennett believes there aren’t enough more than 100 School of Edu- outlets have utilized important data Black characters in children’s literature collected by UW–Madison’s Cooperative — and he wants to change that.” cation-related media mentions. Children’s Book Center that documents Citing CCBC data, the article notes For the latest examples, visit: diversity — and often, the lack thereof — that “less than 5 percent of children’s news.education.wisc.edu in books for children and teens. books published in 2019 were written by The CCBC, which is housed in the Black authors.” School of Education, has been doc- Some other examples of media umenting books it receives annually attention garnered by the statistics docu- by and about Black, Indigenous, and mented by the CCBC include: People of Color (BIPOC) since 1994. • Associated Press (March 16, 2021): Prior to that, between 1985 and 1993, it “Racial diversity in children’s books documented books by and about Blacks grows, but slowly.” only. Beginning in 2018, the CCBC also • The New York Times (March 4, 2021): started to document the content of every “Dr. Suess books are pulled, and a book it receives — while also record- ‘Cancel Culture’ controversy erupts.” ing additional aspects of identity in its • The Washington Post (March 4, 2021): analysis, including disability, LGBTQ+, “Pulling racist Dr. Suess books makes and religion. kids’ literature better and more inclu- These numbers continue to show sive. It’s not ‘cancel culture’ for Seuss’ what they have for well over three foundation to pull its own books.” decades: Despite slow progress over 35 Reports the Post: “The problem years of data collection, the number of isn’t just the presence of stereotypes books featuring BIPOC protagonists con- in children’s literature. There’s also an tinues to lag far behind the number of absence of inclusion. According to the books with white main characters — or Cooperative Children’s Book Center at even those with animal or other charac- the University of Wisconsin–Madison’s ters. (Diversity resources are accessible School of Education, about half of new via the CCBC’s website: ccbc.education. children’s books in 2018 centered on wisc.edu) white characters while about 1 in 4 The Atlantic in its January/February focused on people of color.” 2021 issue published a report with the CCBC Director KT Horning was also headline: “He Won a Super Bowl. Now interviewed in Madison in April by the for the Real Challenge. Former New “CBS This Morning” program to discuss England Patriots tight end Martellus diversity and children’s books.

22 LEARNING CONNECTIONS Hillman’s USA Today op-ed Wisconsin Public Radio interviews Wilkerson about argues for more equitable funding special education program USA Today published an op-ed from colleges that serve the most underrep- Kimber Wilkerson appeared on Nick Hillman in December head- resented students had access to the Wisconsin Public Radio’s “Central Time” lined, “Poor colleges need to get richer same financial resources as the nation’s in December to speak about the UW– to put low-income students on a path wealthiest colleges? With the think Madison’s Special Education Teacher to success.” tank Third Way, I recently published (UW-SET) residency program. Hillman is an associate professor a report that unpacks that question by Wilkerson is a professor with the with the School of Education’s Depart- looking at which students are enrolling School of Education’s Department of ment of Educational Leadership and where, and how much their colleges Rehabilitation Psychology and Special Policy Analysis, and the director of are spending on their education.” Education, and the director of the the Student Success through Applied Adds Hillman: “It’s time for a real Teacher Education Center. Research (SSTAR) lab, which conversation about equity-based Wilkerson explained to listeners that conducts original research funding in U.S. higher there has been a challenge across the and evaluation on issues education.” nation — and in Wisconsin — attracting related to college Similarly, in people to the field of special education. opportunity and stu- November Inside She noted that rural districts often

dent success. Higher Ed examined

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In the op-ed, N the report from program seeks to fill that gap through a

T Hillman argues that A Hillman and Third unique partnership with rural districts. C

D policymakers should E Way titled, “Why “Our students are in a one-year resi-

O address the “stark L Rich Colleges Get dency in a partner district in Wisconsin,” O O H inequality” in colleges’ C Richer & Poor Colleges Wilkerson said. “They agree to and know S / N A financial resources by GH Get Poorer: The Case for up front that they are going to work in AU H M investing in broad-access SARA Equity-Based Funding in one of these rural districts … and they institutions that serve a large Higher Education.” commit to learning and growing in that proportion of low-income students and “Some may read (the report) and setting for the entire academic year. students of color, in order to build up say, ‘Big deal. Some colleges have They also agree to work in that district these schools. different missions than others,’” Hill- upon their graduation.” In reality, while broad-access man told Inside Higher Ed. “I would UW–Madison students in the pro- institutions that admit most applicants disagree with that.” gram earn a master’s degree in special enroll far more students than selective “In higher education finance, we education while receiving a minimum institutions (including 75 percent of don’t talk about equity-based fund- living stipend of $38,800 that can be the nation’s lowest-income students), ing or adequacy-based funding, yet used to pay tuition and fees. This project selective institutions (which fewer than these are very well-trod areas in K-12 is funded via a $2.5 million grant from one in 10 American students attend) education finance,” Hillman tells Inside the U.S. Department of Education. have far more money, Hillman says. Higher Ed. “We need to talk about it Writes Hillman: “But what if the more in higher education.”

Julie Mead in March spoke with the Post Regis- Madison365.com reported on ter newspaper in Idaho Falls, Idaho, for a report a painting by Jerry Jordan about a new “scholarship program” that works — titled “A New Song” — that like a more controversial “voucher program.” would be appearing at the 2021 Mead is a professor with the Department of Black Creativity Juried Art Exhi- Educational Leadership and Policy Analysis, and bition at the Museum of Science a leading expert on school vouchers. Mead tells and Industry in Chicago. Jordan the newspaper that the “tax credit scholarship is an academic and multicultural program” in Idaho is the same as a voucher pro- advisor with the School of Edu- gram in that tax money collected by the state is cation. The exhibition ran April then spent on private education. 7 to July 4, 2021.

SUMMER 2021 23 Dean Hess stresses importance of strong civics education SARAH MAUGHAN/SCHOOLSARAH OF EDUCATION (5) Schools should teach children about current events in their civics courses, said School of Education Dean Diana Hess, in a February report from the Wisconsin Radio Network. “I think what happened on January 6 was incredibly serious and incredibly important and it needs to be included in the curriculum,” Hess, an expert in civic and political education, said about the riots at the U.S. Capitol. Hess added that parents need to give their children room to learn, referencing as an example the events in the summer of 2020 in Burlington, Wisconsin, where some parents strongly objected to a lesson on the Black Lives Matter movement. “They should want their children to learn about political issues, and to learn about multiple and compet- ing views on political issues,” Hess told the Wisconsin Radio Network. “And we know that in high-quality political education, teachers can do that in a way that is not in fact pushing children to a certain point of view.” Hess added that a strong civics education among students “could be a step towards undoing the highly partisan political landscape that we currently live in, and will help our students mature into politically healthy citizens.” Also, in late January The Hechinger Report posted an article headlined: “Can we teach our way out of political polarization?” In it, the independent news agency examined whether we should expect schools to develop engaged and responsible citizens and whether we can blame them for the vast divide between how different groups understand our shared history. “High quality civic education is essential to ensure that this generation of young people is fully prepared to participate wisely and well in the political and civic “High quality civic education is essential to ensure realms,” Hess said in the report. “That said, the crisis of that this generation of young people is fully prepared epic proportions facing our democracy was caused by a confluence of factors and certainly should not be blamed to participate wisely and well in the political and solely or even primarily on what did or did not happen civic realms.” in our schools.”

Madison’s local NBC affiliate, WMTV/Ch. Wisconsin Public Radio’s “Central Time” 15, utilized the expertise of Travis Wright program in March interviewed psychologist for a report looking at how parents can Mindi Thompson for a segment titled, “Your best talk to their kids about the Jan. 6 riots job is not who you are: Dealing with job loss at the U.S. Capitol. Wright, an associate and identity.” Thompson is a professor with professor with the School of Education’s the School of Education’s Department of Department of Counseling Psychology, Counseling Psychology and director of the said a key is to focus on “responding Work and Wellness Lab, which studies career versus reacting” and to follow your child’s development across the lifespan, how environ- lead. “And if you don’t have the answers, mental factors impact experiences across life tell them you don’t know,” Wright said. domains, and factors that promote wellness.

24 LEARNING CONNECTIONS Cap Times looks at how mental health services evolved during pandemic The Capital Times newspaper in Febru- ary utilized the expertise of Stephanie Education Week examines ‘Reframing Suburbs’ Graham for a report headlined, “College students and mental health counselors in John Diamond was interviewed for grappled with.” That makes them ideal Madison adapt to pandemic needs.” a January report in Education Week locations to study these issues. Graham is the director of the that’s headlined, “Suburban Schools “There’s a fascination with city Counseling Psychology Training Clinic Have Changed Drastically. Our Under- schools,” Diamond said in his interview. (CPTC) and is a clinical professor with standing of Them Has Not.” The article “The way that people study leadership the School of Education’s Department focused on the release of a recent study and education is often focused on urban of Counseling Psychology. The CPTC from Diamond and co-first author Linn leadership and urban schools. There is staffed by graduate students in the Posey-Maddox that is titled, “Reframing may be courses on rural education, Department of Counseling Psychology’s Suburbs: Race, Place, and Opportunity because that tends to be a category that master’s and doctoral programs who are in Suburban Educational Spaces.” people pay attention to, but suburban supervised by licensed psychologists. Diamond is the Kellner Family often gets overlooked.” The Capital Times report notes: Distinguished Chair in Urban Edu- Interestingly, a majority of the nation’s “One year into the COVID-19 pan- cation and a professor in the School K-12 public school students attend subur- demic, Graham and college counselors of Education’s Department of Educa- ban schools, the article notes. across Madison are much more adjusted tional Leadership and Policy Analysis. Teachers and principals are working to offering services through a com- Posey-Maddox is an associate professor in districts “that don’t look like they did puter screen. At CPTC, counselors can with the Department of Educational 15 years ago and they’re grappling with borrow laptops or technology and work Policy Studies. issues that they may not have thought in isolated rooms, and Graham uses a Diamond tells Education Week that they were going to have to understand,” digital platform to supervise trainees as differences between urban and suburban Diamond continued. “The demographic she would in person. Graduate students, districts are less distinct than people shifts that people experience make them who previously only learned how to think, and they are not “havens from anxious and hungry to find out more counsel clients face-to-face, now watch issues, such as poverty and educational information about how to respond to webinars and training videos to offer inequity, that city schools have long those changes.” virtual services.”

Eleni Schirmer authored an article The Wisconsin State Journal in February spoke with published in February by The New Walter Stern for an article focused on work taking Yorker that takes an in-depth look at place in the nearby Sun Prairie Area School District to the fight for fair working conditions redraw its middle and high school boundary lines with at an Orlando McDonald’s restaurant an eye toward creating racial and economic balance. during the pandemic and the nation- Stern, an assistant professor with the Department of wide movement to raise the minimum Educational Policy Studies, noted potential negative wage. Schirmer is a PhD candidate in unintended consequences of desegregation efforts — the School of Education’s departments “such as poorer students and students of color having of Educational Policy Studies and Cur- to travel long distances to desegregated schools out- riculum and Instruction. side of their neighborhoods.”

SUMMER 2021 25 Indigenous Learning Lab receives Spencer Foundation award A research team from the Culturally Responsive Positive Behavioral Interven- tions and Supports (CRPBIS) initiative, housed in the School of Education’s Wis- consin Center for Education Research, was awarded a $50,000 grant from the Spencer Foundation. The project, titled “Indigenous Learning Lab: Implementation of a culturally responsive behavioral support UW–Madison Community Arts Collaboratory system to address the racialization of receives National Endowment for the Arts grant school discipline,” is led by Aydin Bal, a professor with the Department of The UW–Madison Community Arts The project — which is receiving a Rehabilitation Psychology and Spe- Collaboratory received a National $145,971 NEA Research Lab award — cial Education, and Aaron Bird Bear, Endowment for the Arts (NEA) award to will build on the Arts Collab’s mission UW–Madison’s inaugural tribal relations support a new study examining the value of understanding how participation in director and an alumnus of the Depart- of community arts education initiatives. art-making improves the lives of youth, ment of Educational Leadership and The Arts Collab is housed in the educators, and community. The initia- Policy Analysis. School of Education’s office of Pro- tive will implement a three-part study The Indigenous Learning Lab is fessional Learning and Community measuring the social and emotional a formative intervention study that Education (PLACE), and provides learning (SEL) outcomes for students in facilitates and investigates the imple- research-based arts opportunities for third through fifth grade who partic- mentation of a culturally responsive youth to grow as learners, cultivate well- ipate in Arts Collab performing arts schoolwide behavioral support system at ness, and advocate for social change. programs hosted by the Madison Met- a rural high school in northern Wisconsin. The co-principal investigators on ropolitan School District (MMSD). The The new system was designed by Amer- the project are Erica Halverson and project will also measure professional ican Indian students, parents, teachers, Yorel Lashley. Halverson is a professor development growth in MMSD teachers community members, and school staff with the Department of Curriculum and who receive training in arts integration during the 2019–2020 academic year. Instruction, and leads the Arts Collab’s and SEL. The design phase of the project Whoopensocker creative writing and the- “We are very excited about our selec- was funded through the School of ater program. Lashley is the director of tion as an NEA Research Lab because it Education’s Grand Challenges initiative, arts for PLACE and the founder of Drum is both a recognition of the value of our utilizing a Transform Grant. The Spencer Power, a culturally relevant Arts Collab programs — as well as a powerful award Foundation award will allow further program that uses West African, Afro-Cu- of support for the UW–Madison Arts examination of the project’s implemen- ban, and Afro-Brazilian drum and dance Collab to continue developing into a tation and sustainability, in partnership traditions to practice social and emo- national hub,” says Lashley. “Becoming with the Ojibwe tribal government, local tional skills. Performing Ourselves, an an NEA Research Lab connects us to a school district, Wisconsin Department of Arts Collab dance initiative led by Dance powerful source of shared knowledge Public Instruction, and Wisconsin Indian Department Professor Kate Corby in ele- and research support, and is also an Education Association. mentary schools and community centers, induction into a network of universities is also part of the NEA project. with similar research interests.”

26 LEARNING CONNECTIONS Instrument design fuels groundbreaking international study of teaching The Organisation for Economic Co-operation and Devel- ing of the same unit of instruction across multiple countries. opment (OECD) announced at its Paris headquarters in This innovative method of collecting data and evidence in November the findings of an international education study video recordings spanned two lessons led by each of the 700 unique in its scope and research methods. secondary mathematics instructors who participated in the And essential to the study’s success are observation sys- study. Each teacher was recorded teaching quadratic equa- tems designed by UW–Madison’s Courtney Bell, a principal tions in their classrooms in Chile, China, Colombia, Germany, investigator of the study and a Japan, Mexico, Spain, and the learning sciences professor who United Kingdom. directs the School of Education’s “There are so many fascinating The videos document the Wisconsin Center for Education teachers’ practices for manag- Research (WCER). similarities and differences ing the classroom, providing Launched to identify teaching across countries that we hope social-emotional support, and practices used around the world, delivering quality instruction. Global Teaching InSights: A other researchers will explore The study links those practices Video Study of Teaching — also further by making use of the to students’ growth in math- called the TALIS (Teaching and ematics, personal interest in Learning International Survey) study’s publicly available data.” math, and self-efficacy. Video Study — looked directly The observation systems into the classrooms of 700 teachers across eight countries and developed by Bell and her colleagues are now in the public economies to capture on video how each taught the same math- domain and available to other researchers. ematics topic to their students. “There are so many fascinating similarities and differences In building these systems collaboratively with global across countries that we hope other researchers will explore teaching experts, Bell’s team created the first standardized further by making use of the study’s publicly available data,” observational instruments used to measure teaching and learn- says Bell.

AROUND THE SCHOOL SARAH MAUGHAN/SCHOOLSARAH OF EDUCATION (3)

— — — The School of Education’s Simon Brian Burt and Blayne Stone are authors Kevin Henry has published a new paper in the Goldberg, along with his colleagues of an article in the Journal of Diversity in journal Educational Policy titled, “ ‘The Price at UW–Madison’s Center for Healthy Higher Education, titled “STEM validation of Disaster’: The Charter School Authorization Minds, have received a $500,000 award among underrepresented students: Lever- Process in Post-Katrina New Orleans.” Henry is an from the Hope for Depression Research aging insights from a STEM diversity assistant professor with the Department of Edu- Foundation to develop a highly scalable, program to broaden participation.” Burt, cational Leadership and Policy Analysis. Utilizing mobile health intervention to support the lead author, is a faculty member with the case of post-Katrina New Orleans, the paper treatment for depression. Goldberg is the Department of Educational Lead- applies Critical Race Theory to the charter school an assistant professor with the School’s ership and Policy Analysis (ELPA), and authorization process, which Henry writes is “an Department of Counseling Psychology. Stone is an ELPA doctoral student. understudied aspect of charter school policy.”

SUMMER 2021 27 Faculty awarded $16.7 million grant for center supporting employment for people with disabilities Work is a central component of identity (RPSE) are working on an important “The state vocational rehabilitation for people in our society. Work provides project to reduce this gap. And they program provides essential services that not only income, but a sense of purpose have been awarded a $16.7 million grant increase economic opportunity through and self-worth. It often helps define who from the federal Rehabilitation Services promoting pathways to employment we are and is a source of justifiable pride. Administration to make it happen. and independence,” says the project’s However, for many people with The project will create a new center principal investigator Timothy Tansey, a disabilities, there are barriers to finding called the Vocational Rehabilitation professor in RPSE. meaningful employment. According Technical Assistance Center for Quality The other UW–Madison faculty to the U.S. Department of Labor, while Employment (VRTAC-QE). The center members with RPSE who are leading 76 percent of individuals ages 16 to 64 will work with state vocational rehabili- the project are: Malachy Bishop, the without a disability were employed in tation (VR) agencies and their affiliates Norman L. and Barbara M. Berven Pro- 2020, only 33.5 percent with a disability to provide essential technical assistance fessor of Rehabilitation Psychology and were employed. and training. co-principal investigator; David Rosen- Several UW–Madison faculty VR agencies provide support and thal, a professor and co-investigator; members from the School of Educa- counseling to over 1.2 million people and Jina Chun, an assistant professor tion’s Department of Rehabilitation with disabilities to assist them in finding and co-investigator. The project is Psychology and Special Education and maintaining employment. managed by Stacie Castillo, a graduate SARAH MAUGHAN/SCHOOLSARAH OF EDUCATION (5)

The state vocational “ rehabilitation program provides essential services that increase economic opportunity through promoting pathways to employment and independence.”

— Timothy Tansey, professor, Depart- ment of Rehabilitation Psychology and Special Education

28 LEARNING CONNECTIONS of the School’s master’s in Rehabilitation Black, Latino/a, and Native American Counseling program. communities); providing effective Although more than 140,000 indi- outreach to veterans with disabilities; viduals obtain or retain employment reaching out to youth with disabilities each year through the services provided who are transitioning from school by state VR agencies, the VRTAC-QE to work; conducting outreach with was established to support the goal of businesses; and supporting efforts of these agencies for continuous quality businesses to hire and retain people with improvement in services and employ- disabilities. ment outcomes. Though UW–Madison research- Tricia Thompson of Menomonie, ers are leading this project, they are M al Wisconsin, speaks of some of the collaborating with hundreds of national achy Bishop difficulties agencies confront, sharing leaders in research and training to cre- the experience of her brother, Nathan ate the center. Roemer — who is 26 years old and has a “We are eager, with our collabora- developmental disability. tors, to provide technical assistance Thompson has supported her brother and training that increase the capacity as he engaged in various vocational of these agencies and the people they rehabilitation services over a number serve,” says Tansey. of years. She feels there can sometimes Partnering universities and organiza- be a lack of understanding of challenges tions include: Virginia Commonwealth faced by underserved populations or University; the University of Illinois those with “invisible” disabilities like her Urbana-Champaign; the Human Devel- brother’s, which may not be obvious to opment Institute at the University of people who don’t know them. Kentucky; Florida Atlantic University; D “It’s hard for any of us to admit when South Carolina State University; the av id Rosenthal we have challenges that we need support University of Texas at El Paso; Iowa Wes- with, but it can be almost impossible for leyan University; the Stout Vocational somebody who has a communication dis- Rehabilitation Institute; the Council ability to find the words,” she says. of State Administrators of Vocational Thompson says that counselors need Rehabilitation; the Autism Workforce; time and resources to understand the and Yolobe. challenges their clients are dealing with, The VRTAC-QE’s goal is to help more so that they can help address those issues people like Roemer find and maintain before they become a problem. jobs. Thompson notes the difference hav- In the first few months of the ing a stable job has made in her brother’s grant, Rosenthal says that VRTAC-QE life. After years in and out of various jobs, researchers will be looking at every a job developer helped him find a position state VR program to help agencies at a manufacturing company. better understand both their strengths “He was amazing,” she says of the J and limitations. developer’s efforts. “He connected with ina Chun “You know, where are the successes? Nathan right away, and really got to under- Where are they actually providing good stand what Nathan was successful at, and services, and where are the holes?” he what he had more challenges with.” says. Roemer has now been at his job for After surveying the VR landscape, two years — the longest he has ever been VRTAC-QE will then identify best prac- employed. Thompson says having a good tices that lead to quality employment job has dramatically increased his self-es- for people with disabilities, and provide teem and independence. intensive, targeted, and universal train- “He has autonomy,” she says. “Work ing to state VR agencies. has helped him learn how much choice Some of VRTAC-QE’s targeted pri- he has regarding when and where he orities include: improving employment works and how he spends his money. He and career opportunities for diverse and also knows he can ask for assistance when Sta underserved communities (particularly he needs it without fear of criticism.” cie Castillo

SUMMER 2021 29 Wang named inaugural Barbara and Glenn Thompson Professor in Educational Leadership Xueli Wang has dedicated much of “I’m delighted that Xueli Wang is the “This professorship serves as a timely her academic career to improving the recipient of this endowed professorship,” and continuous reminder to be that higher education landscape to help stu- says Jim Thompson. “She embodies both grounded researcher, teacher, and dents — especially those who begin their the spirit and practice of educational learner who acts with clarity, urgency, journey at two-year colleges — find their leadership through both her important and an unwavering commitment to path to success. research and teachings.” equity and social justice.” This fall, she was awarded a pres- Jim’s UW–Madison memories stretch tigious endowed professorship as the back to childhood, when his parents inaugural Barbara and Glenn Thompson would drive about 40 miles from the Professor in Educational Leadership. family home in Monroe to Madison each Wang’s research puts a particular Saturday to take classes. emphasis on community college students Barbara Thompson served from who aim to transfer to a four-year insti- 1973 to 1981 as the Superintendent tution to earn a baccalaureate degree, of Public Instruction of Wiscon- especially in STEM (science, technology, sin, becoming the first woman engineering, or mathematics) fields. to be elected to that post. Glenn Wang explains that she is grateful Thompson likewise pursued a and humbled by the recognition. career as an education admin- “It’s a very important validation istrator, and retired as a top because if we look across schools of official with the Cooperative education, and at the education field Educational Service Agency in general, it’s not always the case (CESA). that work on community colleges and Wang says that Barbara’s transfer students is receiving this kind of lifelong commitment to visibility,” she says. public education deeply Wang adds that the honor will inspire resonates with her her ongoing learning and embolden her own. She aims for to engage in opportunities for growth. her future research “It creates this space that further to continue to sup- encourages me to embrace risks and port and amplify vulnerability,” she says. “As I continue the mission of to push my work toward newer and less the Department charted directions, I think that kind of of Educational mindset and freedom is very important.” Leadership and In addition, Wang adds that the Policy Analysis, professorship will allow her to grow her the School of expertise in new areas. For instance, Education, and the she is interested in piloting research to Wisconsin Idea. better understand mental health issues “This profes- among community college students. She sorship serves as a would also like to give tangible support timely and contin- back to the institutions and students who uous reminder to collaborate with her in research. be that grounded Jim Thompson, who chaired the researcher, teacher, School of Education’s Board of Visitors and learner who from 2014 to 2020, established the acts with clarity, professorship in honor of his parents, urgency, and an Barbara and Glenn, who grew up on unwavering com- farms in Dane County before going on mitment to equity to receive master’s and doctorates in and social justice,” educational administration from UW– says Wang. Madison.

30 LEARNING CONNECTIONS Falstad estate gift anchors innovative training program

We never know the affect our lives will have on others. Edward and Joyce Falstad tried to make an impact — and to say they made a difference would be an understatement. When Edward passed away in 2017, he left the bulk of the couple’s estate to the UW–Madison School of Education. Joyce had died in 2015 and they had made their estate decision together. “We had no idea Mr. Falstad was leaving almost his entire estate to us,” says Betsy Burns, associate vice president and managing director at the Wis- consin Foundation and Alumni Association for the School of Education. As a lifelong educator — starting first in Phillips, Wisconsin, as a history teacher and ending his career in Ladysmith as the high school principal — Edward was committed to students and learning. He organized fundraising efforts for Ladysmith High School students to earn college scholarships. When he graduated from high school to use this gift as an anchor, coupled with another Edward Falstad in 1939, the $32.50 scholarship he received paid donor gift, to support graduate students across received a schol- almost all of his UW–Madison tuition his first the School by establishing the Graduate Training arship for his semester in the fall of 1939. Program (GTP). first semester at Joyce was a kindergarten teacher for 33 years The first cohort of GTP PhD and master of fine UW–Madison in and retired in 1982. They both enjoyed golfing arts students arrived in 2019. Students applied to September 1939. together. After he retired, Edward started a junior the program and departments worked to recruit a He later estab- golf instruction program, and taught many young diverse cohort. Of those accepted into the program, lished a scholarship students for 20 years. half are from historically underrepresented groups for students from In addition to the cash value of their estate, or international students. Ladysmith, Wis- Edward and Joyce also left the family home and a Departments created programs that include consin. tractor to the School of Education. formal mentorship in research and teaching, and About one-third of bequests are not known to dedicated time for students to develop and conduct the organization that receives them. But it was clear their own research. Students receive full tuition for from items Edward displayed in his home – includ- three to four years under the program. ing that early tuition bill and a report card – that Lianne Milton, who is pursuing her master of UW–Madison meant a lot to him. Unfortunately, fine arts in photography, says she is honored to be the Falstads did not share, and it is not known, why one of the inaugural fellows for the interdisciplinary they chose to give to the School of Education. artist research cohort. The Falstads made the amazing choice to leave “I chose the Art Department’s master’s program their estate to the School and allow the leaders in for its diverse faculty and its interdisciplinary focus,” charge at the time of the gift to use it with their she says. “As a woman of color, I value learning from best discretion to support students. diverse perspectives to expand my own experiences, “It's really remarkable that they would leave connections and awareness. a completely discretionary gift to the School, and “Without (this support), I would not have trusted we would support students in the best way been able to attend graduate school at the Univer- possible,” says Burns. sity of Wisconsin–Madison. This generosity makes Dean Diana Hess and other School leaders chose a difference.”

SUMMER 2021 31 1950s private school in western Mary- Hornberger elected to Constance Fried land. Anita feels truly valued National Academy of BS 1953 — Women’s Physical and says her UW education has Education served her well. Education Constance is still working as a CASA (court appointed special Carl Anderson Nancy Hornberger, who advocate). MS 1969 — Curriculum and received her PhD from the School Instruction of Education’s Department of Charles Gee Carl volunteers at his local hos- Educational Policy Studies in BS 1959 — Natural Science pice and he interviews patients 1985, was elected to the National Charles was a faculty member at who wish to share their life sto- Academy of Education (NAEd) in Milligan College, Johnson City, ry, records and edits it. He then Tennessee, from 1967 to 1998. provides the patients and family March and will be inducted at the He retired in 1998 and moved with a digital copy. November 2021 meeting. to Thomasville, Georgia. Hornberger is a professor emerita of education at the University of Pennsylvania. She is 1970s internationally known for her work in bilingualism and 1960s Rosemary Aten biliteracy, ethnography and language policy, and Indig- Larry Lichte PhD 1970 — Physical Education enous language revitalization. She researches, lectures, MS 1961 — Educational (now Kinesiology) Leadership and Policy Analysis Rosemary is retired from West- teaches, and consults regularly on multilingual education After going on to receive his ern Illinois University and policy and practice in the United States and the Andes JD from the UW Law School lives on the Macomb Country (Peru, Bolivia, and Ecuador), and has also worked in Bra- in 1964, Larry practiced law Club golf course. Rosemary is a zil, China, Mexico, Singapore, South Africa, Sweden, and and has operated Empire Real- strong supporter of the School other parts of the world. ty Company the past 50 years. of Education and Athletic The NAEd consists of U.S. members and international He had the first licensed Real Department. Go Badgers. Estate School approved by the associates who are elected on the basis of outstanding schol- State of Wisconsin and taught Susan Allen arship related to education. thousands of students getting MA 1971 — Communication their license and continuing Arts/Technical Theatre education. Susan continues to work with her husband Ray Allen (UW joined the board of directors of as an Artist in Residence at I Sandra Rosen Holubow 1970, MFA) as a professional the Prison Policy Initiative. Tatti, The Harvard University BSE 1963 — Art and Art studio potter in their Popcorn Center for Italian Renaissance Education Studio Pottery business in Mur- Reni Gower Studies, spring semester 2021. Sandra won first prize in a freesboro, Tennessee. BS 1975 — Art Ellen is the the Floyd and Chicago’s Alliance of Visual Reni is a professor emerita at Delores Jones Endowed Profes- Artists exhibit and created 10 Emanuele Corso Virginia Commonwealth Uni- sor of Art at the University of new works. MA 1967 — Art, PhD 1972 versity. Under the management Washington, Seattle. — Educational Policy Studies of Wylie Contemporary, Inc., Jerold Apps Emanuele in 2020 released the first showing of Reni’s BS 1955 — Agricultural “Schools and Society: In curatorial project, “The Gar- 1980s and Life Sciences, MS Defense of Public Education.” den,” opened at the Piedmont Judy Blomquist Brey 1957 — Agricultural and Museum of Art in Martinsville, BS 1980 — Communicative Life Sciences, PhD 1967 Arie Cohen Virginia, in August 2020. Other Disorders — Curriculum and Instruction PhD 1973 —Counseling and exhibitions will resume travel- Judy is retiring after 40 years as Jerry has two new novels being Educational Psychology ing in early 2021. a public school speech/language published in spring 2021. The Arie recently celebrated his pathologist. Her daughter is books are “Settlers Valley” and 80th birthday. He retired from Judith Schmidt also a practicing public school “The Wild Oak,” a young adult teaching at Bar-Ilan University BS 1976 — Occupational speech/language pathologist. novel. a few years ago, but still super- Therapy vises three PhD students and After her retirement, Judith Lori Schmidt Lutze Sherry Smith Bell teaches part-time at a college. co-founded Kaleidoscope, a BSE 1982 — Communication MS 1964 — Art, MFA 1967 — Art community art initiative that Arts and English Sherry is a curator of, “Go Fig- Ed Epping provides free art workshops to Lori enjoys being an executive ure,” at the San Juan Islands MFA 1973 — Art children and some adults living coach for Advocate Aurora Museum of Art, Friday Harbor, Ed’s ongoing work on mass in local shelters, as well as chil- Healthcare and LAK Group in Washington. incarceration and overcriminal- dren in her county’s foster care Milwaukee and Chicago. She is a ization, The Corrections Proj- program. lifelong teacher thanks to Bucky! Anita Hansen Comfort ect, was honored this January BS 1968 — English by an exhibit and online lec- Ellen Garvens Laura Robinson At age 75, Anita still enjoys ture at the Santa Fe Historical BS 1979 — Art BS 1982 — Occupational teaching English (part-time) at a Foundation Gallery. Ed also Ellen received an appointment Therapy

32 LEARNING CONNECTIONS In her third year as a semi-re- Beth Blue Swadener Counseling Psychology, administrator, Thomas finished tired OT, Laura works in an PhD 1986 — Curriculum and Educational Leadership his doctoral studies and recently inpatient mental health facility Instruction Mary wrote a new book in made the switch to working at where she has worked for the Beth is a professor of justice 2020, “Learn to Lead, Lead to UW–Oshkosh. majority of her career. She loves and social inquiry, and social Learn: Leadership as a Work in the diversity that her job offers and cultural pedagogy at Ari- Progress.” Jane Worley and draws from her experience zona State University’s School MS 1997— Therapeutic Science/ as she helps to fill in the blanks of Social Transformation. She Beth Lewis Samuelson Kinesiology that have been made by vacan- co-founded RECE (Reconcep- MS 1996 — Curriculum and Jane has been the director of cies and changes in personnel. tualizing Early Childhood Edu- Instruction the Physical Therapist Assis- cation) with Marianne (Mimi) Beth is associate chair of the tant program at Lake Superior Amy Unger Bloch, professor emerita, Cur- Department of Curriculum and College in Duluth, Minnesota, BS 1982 — Studio Art riculum and Instruction, Shir- Instruction at Indiana Universi- since 1997. Amy’s most recent project ley Kessler, and other former ty, Bloomington. was to design multiple posters doctoral students at UW–Madi- Kary Briner promoting safe space for the son. The program is now recog- Janpanit Surasin BS 1998 — Kinesiology/Exercise LGBTQIA community. A mem- nizing its 30th anniversary. PhD 1996 — Continuing and Science ber of her family shared their Vocational Education Kary is the coordinator of the gender transition plans. Amy’s Anne Raskopf Janpanit has been teaching her Traumatic Brain Injury Cen- response was to create posters, BFA 1987 — Art native language, Thai, at the ter at Hennepin Healthcare in frame them, and donate them Anne began her career as a Department of Asian Languag- Minneapolis. to shelters that accommodate graphic designer. Following that es and Cultures, UW–Madi- transgender youth. time in the corporate world, son, after retirement from her Frances Vavrus she has turned her attention to teaching position in Thailand PhD 1998 — Curriculum and Barbara (Natzke) Gruener fine art and last year received since 2018. Instruction BSE 1984 — Education/English the prestigious Sacagawea Frances has published a new Barbara’s new picture book, Artist Award from Professional Thomas Hoh book: “Schooling as Uncertain- “Mr. Quigley’s Keys,” is set to Dimensions in Milwaukee. BSE 1997 — Broad Field Social ty: An Ethnographic Memoir in release with EduMatch in June. Studies Comparative Education.” Carl Clingman After 20-plus years in public Dennis McKinley BS 1989 — Art education as a teacher and BM 1967 — Music Education Carl is a medical illustrator MS 1984 — Education and Music for Mayo Clinic in Rochester, Dennis has been selected as a Minnesota. He illustrated eight recipient of the 2021 Marvin different scenarios of COVID-19 Rabin Youth Arts Award in the patients in critical care suites of Dortch receives Vallejo Memorial category of Artistic Achieve- both patient position and ther- Award for Emerging Scholarship ment by an Individual. This apeutic equipment required for honor recognizes individuals their individual stages of care. from AERA and organizations that have These were widely published Alumna Deniece Dortch contributed significantly to the and distributed to educate criti- received the Carlos J. enrichment of youth through cal care facilities nationally and Vallejo Memorial Award the arts. internationally. for Emerging Scholarship from the American Educa- Bruce Walters MFA 1984 — Art 1990s tional Research Association’s Bruce has an exhibition of Sandi Jacobsohn (AERA) Multicultural/Multi- drawings in the University Art BSE 1994 — Elementary ethnic Education special inter- Gallery at Western Illinois Uni- Education est group (SIG) this spring. versity that he created over the In March of 2021, Sandi pub- Dortch earned her PhD 37 years he taught as a professor lished her first children’s book, from the School of Educa- of art. Bruce retired in May. “Annie and Me.” tion’s Department of Educa- Thompson Brandt Andrea Peterson tional Leadership and Policy PhD 1985 — Curriculum and BS 1994 — Kinesiology/Exercise Analysis in 2016. Instruction-Music Education Physiology The purpose of this award is to recognize an advanced Thompson earned a master’s Andrea has been working as a doctoral student or assistant professor whose scholarly degree from the University of physician in the Physical Medi- contributions are poised to contribute to scholarship in the Arizona Law School in the sum- cine and Rehabilitation Depart- field of multicultural/multiethnic education. mer of 2021. His future plan is ment at the Marshfield Clinic to conduct scholarly research on since 2003. Dortch’s research and teaching grapples with systemic the intersection of music educa- oppression across multiple axes. In the fall of 2021, she tion and the law. Mary Herrmann will be transitioning to a tenure-line position as an assistant PhD 1995 — Sociology, professor at George Washington University.

SUMMER 2021 33 O’Connor honored with two awards Ruttanatip is associate vice president for student success from Wisconsin leaders at California State University, Alumnus David O’Connor, an education consultant Dominguez Hills. with the Wisconsin Department of Public Instruction’s Kevin Reitman American Indian Studies Program, received a certificate BSE 2007 — Secondary of commendation in January 2021 from Gov. Tony Evers Education (Science) and a legislative citation in December 2020 from Wis- Kevin began a new position in consin State Senator Mark Miller and Representative March of 2020 as the coordina- Melissa Sargent. tor of instructional technology O’Connor earned a master’s degree in 2013 from the for the Whitefish Bay (Wiscon- School of Education’s Department of Educational Leader- sin) School District. ship and Policy Analysis. Sol Grosskopf Both honors recognize that O’Connor was named a BSE 2009 — Education “Native American 40 Under 40” award winner for 2020 Sol is currently working as a by the National Center for American Indian Enterprise U.S. Air Force chaplain sta- Development. They describe his dedication to education tioned in Germany. as stretching “far and wide, across the entire state of Wisconsin and beyond.” O’Connor is originally from, and is a member of, the Bad River Band of Lake Supe- 2010s rior Chippewa (Ojibwe) in northern Wisconsin. In his role with DPI, he supports school Dante Leone districts’ efforts to provide instruction on the history, culture, and tribal sovereignty of BS 2010— Rehabilitation Wisconsin’s American Indian nations and tribal communities, and the education of Native Psychology American students. Dante is a board certified ortho- pedic clinical specialist physical therapist. He and his family recently relocated to Virginia 2000s Karen Searles and centers her non-clinical Beach, Virginia, where he is the BFA 2003 — Dance and BS work around curriculum devel- clinical director for a local pri- Mary Jane Curry Dance Education opment, particularly related to vate practice. PhD 2000 — Education Karen, who was the 2017 Tex- provider bias and social justice. Mary Jane has just co-authored as Dance Educator of the Year, She reports that her degree in Alan Harris the book “An A to W of Aca- made a rather large career education from UW has “shaped PhD 2011 — Educational demic Literacy: Key Concepts move in her district this year to her small role in moving our Leadership and Policy Analysis and Practices for Graduate become an instructional tech- society toward a more just and Alan is currently superintendent Students,” with six graduate nology specialist. In that role she equitable future.” of Sierra Unified School Dis- students at the University of was selected as Deerpark Middle trict in Prather, California, and Rochester as her co-authors. School Teacher of the Year. Erin Narloch works as an adjunct professor She is an associate professor in BS 2005 — Art with Fresno Pacific University. the Warner Graduate School of Alison Rootberg Erin has been selected as the Education and Human Develop- BFA and BS 2004 — Dance Human Rights Commitment Katy Swalwell ment at the UR. Inter-Arts and Technology lead for Reebok. She’s led the PhD 2011— Curriculum and Alison founded Wellness4Ev- relaunch of their Human Rights Instruction Dean Pribbenow ery1 in 2016, providing quality Award Program in partnership Katy just launched a new pod- PhD 2002 — Educational arts education to Chicago Pub- with the ACLU and Alabama cast with co-host Mandy Griffin Administration/ELPA lic School students, as well as a State University. called “Our Dirty Laundry” Dean recently celebrated his space for physical and emotion- (www.ourdirtylaundrypodcast. one-year anniversary as vice al well-being, through dance Sean Robinson com). Katy and Mandy are two president for academic affairs and yoga classes. PhD 2005 — Educational longtime white women friends and dean of the faculty at Elm- Leadership and Policy Analysis who dive into the history of hurst University in Illinois. Emily Ruedinger This fall Sean was awarded white women’s complicity with BS 2004 — Elementary promotion to full professor, white supremacy. They laugh, Roscoe Wilson Education and also became graduate pro- they cry, they rage — but, most MFA 2002 — Art Although Emily’s career looks a gram director for the Higher of all, they learn and invite oth- After serving for five years as lot different than what she envi- Education and Student Affairs ers to join them. chair of the Department of sioned when she started in the MA and PhD programs in the Humanities and Creative Art elementary education program, School of Education at Morgan Aaliyah Baker at Miami University, Roscoe is her degree has proven invalu- State University in Baltimore. PhD 2013 — Curriculum and excited to step back into a facul- able as a pediatrician and med- Instruction/Multicultural ty role and teach full time. ical educator. She is one of the Ruttanatip Chonwerawong Education associate program directors for PhD 2006 — Education Aaliyah was promoted to associ- her pediatric residency program Leadership and Policy Analysis ate professor of education lead-

34 LEARNING CONNECTIONS ership and language and literacy with RPSE. After graduating American Indian youth and at Cardinal Stritch University in with an MS in special educa- elders in science and technology. Milwaukee. tion, he went on to complete a PhD in school psychology from Katherine Adams THANKS FOR Brett Hartman the University of Oregon. Rod BS 2016 — Elementary and BSE 2013 — English and is currently a psychology post- Special Education STAYING CONNECTED Secondary Education doctoral fellow at the Kennedy Katherine is a recipient of the We received an outstanding Brett has been teaching English Krieger Institute/Johns Hopkins 2021 Herb Kohl Teacher Fellow- response to our call for alumni at Oshkosh West High School School of Medicine. ship and currently teaches third updates. Unfortunately, we since graduating in 2013. In grade in the Pewaukee (Wiscon- couldn’t fit all of them into that time, he has won two Com- Saili Kulkarni sin) School District. print due to space limitations. munity Foundation Teacher of PhD 2015 — Special Education In addition, most updates we the Year Awards. Dr. Kulkarni, an assistant pro- Sean Frazier published here were trimmed so fessor at San Jose State Univer- MS 2016 — Educational we could run responses from as Erin Van Oss sity, and Dr. Sunyoung Kim, Leadership and Policy Analysis many people as possible. PhD 2013 — Educational an assistant professor at the Sean was named as a 2021 To read all the updates we Psychology/School Psychology University of Illinois-Chicago, Leader in Diversity and Inclu- received — and to learn more Dr. Van Oss opened Trinity received the Spencer Foun- sive Hiring by the Sports Busi- about updates we did publish — Psychology, a school psychology dation’s Racial Equity Special ness Journal. He has been a visit the Learning Connections private practice, to serve chil- Grant Award for their project leading voice throughout his website: education.wisc.edu/ dren in remote and underserved titled “Playing Together: Using career, and currently is serving learning-connections communities. Learning Labs to Reduce Exclu- as the associate vice president sionary Disciplinary Practices and athletic director at North- Paul Lorenz for Young Children of Color ern Illinois University. MFA 2014 — Art with Disabilities.” Paul continued his education Dan Steward at the Yale School of Architec- Breanne Litts PhD 2016 — Curriculum and ture, graduating with a master MS 2011 — Multicultural Instruction, Music Education 2020s of architecture degree in 2017. Education, PhD 2014 — Dan is a state finalist for the Phoebe Jordan He is working as an architect in Curriculum and Instruction, Herb Kohl Teaching Fellowship. PhD 2020 — Educational Philadelphia. PhD 2015 — Digital Media Psychology Breanne is at Utah State and Ananda Mirilli Upon completion of her post- Rod Salgado received a National Science MS 2016 — Educational doctoral fellowship in pediatric MS 2014 — Rehabilitation Foundation Faculty Early Leadership and Policy Analysis psychology at the University of Psychology and Special Career Development award Ananda was elected to the Mad- Nebraska Medical Center, Phoe- Education for her work exploring how a ison School Board in 2019 and be will be starting a position as Rod was immensely inspired by community-driven and cul- launched a collective coopera- a clinical assistant professor of what he learned during his time ture-centered approach engages tive of consultants on racial jus- pediatrics at the University of tice and transformative change Cincinnati. in 2020. Mary Cate Komoski Underly selected Julia Stathas PhD 2020 — Educational BS 2017 — Dance Psychology state superintendent Julia graduated in May with a Mary is an assistant professor doctorate in physical therapy of developmental psychology Jill Underly — who received her from Mayo Clinic College of at Texas A&M International master’s (2008) and PhD (2012) Medicine. University from the School of Education’s Department of Educational Lead- Jodi Lipschitz Guzzo Pinc ership and Policy Analysis — won BS 2018 — Rehabilitation MFA 2020 — Art Department, a state-wide election in April to Psychology MFA Painting Major become Wisconsin’s next state In August, Jodi will be graduating During the summer, and with with a doctorate in occupational so much time to himself due superintendent. therapy from the University of to COVID-19, Guzzo’s art style Underly, who had led the Peca- Southern California. changed — and it attracted the tonica Area School District the past six years, starts her attention of the art world. He position in July. Adriana Barrios had a solo show up at the pres- Underly takes over for Carolyn Stanford Taylor, who MFA 2019 — Art/Printmaking tigious Tory Folliard Gallery in was superintendent since Tony Evers left the post midterm Adriana has been selected to Milwaukee, and has a solo show in 2019 after he was elected governor. Stanford Taylor be an Innovation In Image resi- coming up this fall at Devening dent artist at the Pilchuck Glass Projects in Chicago, another solo declined to seek a full term. Stanford Taylor (BS, 1978; MS School, located in Stanwood, show this fall at UW–Whitewa- 1979) and Evers (MS 1976; PhD 1986) are also alumni of Washington, in summer 2021. ter, and a group show at Gallerie the School of Education. DYS this fall in Brussels.

SUMMER 2021 35 The office of Professional Learning and Community Education (PLACE) draws on the best ideas and people in the UW–Madison School of Education to provide transformational learning experiences for artists, educators, leaders, and lifelong learners around the world.

AP Summer Coalin Institute FOR LEADING ANTI-RACIST SCHOOLS

AP Summer Institute Foundations of Student- Coalition for Leading Anti- Math Equity Project June–August Centered Coaching Racist Schools Aug. 2-6 & SY 2021-22 Work together online with edu- July 11-Aug. 14 July 26–29 & SY 2021–22 K-12 educators collaborate as cators from across the country K-16 instructional leaders from Join UW–Madison experts for a professional community to to share practices and strength- all over the world will engage in this inter-district coalition and investigate, experience, and en your course in one of our professional learning commu- examine what it means to be implement research-based week-long College Board-certi- nities to learn more about Stu- anti-racist in the domains of teaching practices that promote fied workshops. dent-Centered Coaching. education policy, instructional equity in mathematics. practice, and curricula.

Play Make Learn Building the SEL or Real Talk for Real Change Badger Pathways free webinar Aug. 5-6 Social-Emotional Learning Series archive available for free Aug. 11, 10–10:30 a.m. CDT At this virtual conference, Classroom RTRC focuses on the critical Advance your education career! researchers, game designers, Coming in August 2021 issues of racial justice in educa- Join the directors of three makers, artists, and educators In this self-paced online course tion by centering the voices of professional master’s degree will engage in cutting-edge we will help educators develop UW–Madison scholars of color programs in the School of learning science ideas and the key elements to transform and community members. All Education, along with PLACE experiences; discover state-of- their classrooms into communi- seven events are available at and the Career Center, to the-art design, education, and ties of practice where SEL skills go.wisc.edu/realtalkrealchange learn about all the continuing research; and network to spark and academic skills are fully education and career resources new projects. integrated. available to graduates. Regis- tration is required: go.wisc.edu/ BadgerPathways All summer 2021 programs will be offered online. Visit go.wisc.edu/PlaceProfessionalLearning to learn more about these — and more — professional development programs for educators.

SCHOOL OF EDUCATION HOMECOMING TAILGATE SAVE SATURDAY, OCT. 30, 2021 We are planning to bring back our annual Randall Stadium. Kickoff is at 11 a.m. Keep an Homecoming Tailgate at Union South, if campus eye on your email and visit education.wisc.edu THE health and safety measures allow. later this summer for details on how to purchase The Badgers are scheduled to host Iowa in tickets for the game and our Homecoming DATE this year’s Homecoming football game at Camp Tailgate. 36 LEARNING CONNECTIONS SARAH MAUGHAN/SCHOOLSARAH OF EDUCATION

THANK YOU TO ALL OF OUR ALUMNI AND FRIENDS WHO ARE MAKING IMPACT 2030 A REALITY!

More than 800 donors are helping support:

We have 9 new About 200 students are utilizing significant 870 students experiencing hardship due Faculty Fellows — support via the Teacher Pledge. In return, to the pandemic received $2.38 million and expect to create students “pledge” to stay and teach in Wis- in Bridge to Success scholarships in more consin for at least 3 or 4 years summer and fall 2020

Teaching Innovation grants 77 students received a supported 101 faculty and computer or WiFi staff instructors who reconfig- access via Tech Equity ured courses to hybrid, online, or grants to help with the physically distanced face-to-face switch to online and instruction in 2020-21 hybrid instruction last year

3 new endowed 35 new professorships scholarships awarded created

A special thank you to John and Tashia Morgridge, who inspired others to donate with their commitment to matching gifts

Dance Professor Chris Walker is one of nine new Faculty Fellows receiving support via Impact 2030.

LEARN HOW YOU CAN SUPPORT IMPACT 2030 • Contact Betsy Burns | 608-712-9376 | [email protected] 2021 03 Office of Communications and Advancement Education Building, Room L115 1000 Bascom Mall Madison, WI 53706

BACK WHERE THEY BELONG: GRADUATES ROCK CAMP RANDALL Graduates made a triumphant return to Camp It was a momentous day for a special group of Randall on Saturday, May 8 for UW–Madison’s two graduates, and the blinged-out ceremony reflected commencement ceremonies. that. It had it all — from the emotional (lots of tears), There was a celebration at noon for undergrad- to the explosive (fireworks, literally) to the gloriously uates and another (pictured here) at 4 p.m. for all unexpected (a Tony-winning Broadway star singing graduate degree candidates. Because of ongoing Queen!). As the ceremony continued, the graduates COVID-19 restrictions, in-person attendance was “Jumped Around,” sang “Varsity,” and threw their limited to graduates and faculty escorts. Together, caps in the air. just over 7,600 students earned degrees. BRYCE RICHTER / UW–MADISON RICHTER BRYCE

04 LEARNING CONNECTIONS