December 3, 2025
A new research project co-led by a School of Education faculty member and a Wisconsin Center for Education Research (WCER) affiliate aims to identify promising ways to support ethical and collaborative research teams in higher education.
November 28, 2025
UW–Madison professor Suzanne Eckes has been selected as the recipient of the 2025 M.A. McGhehey Award from the Education Law Association, recognizing exceptional service to the field of education law and to the organization itself.
November 21, 2025
A doctoral candidate in the School of Education was recently invited to speak at the state Capitol in recognition of Filipino American History Month.
November 11, 2025
A college degree is more likely to be rated as economically “worth it” when local-level income data, rather than state-level data, is used to measure return on investment, according to a new report from UW–Madison researchers.
October 14, 2025
UW–Madison’s Rachelle Winkle-Wagner, a professor in the School of Education’s Department of Educational Leadership and Policy Analysis, has been selected to receive the Mentoring Award from the Association for the Study of Higher Education (ASHE).
October 8, 2025
UW–Madison’s Kevin Lawrence Henry Jr., associate professor in the School of Education’s Department of Educational Leadership and Policy Analysis, has been selected for induction into the Martin Luther King, Jr. Collegium of Scholars at Morehouse College.
October 3, 2025
Black women pursuing degrees in science, technology, engineering, and math (STEM) fields often face unique challenges during professional experiences that are meant to complement their education, according to a new study led by a UW–Madison researcher.
September 24, 2025
A School of Education faculty member has been chosen to receive the most prestigious alumni award bestowed by Indiana University’s Neal-Marshall Alumni Club.
August 28, 2025
A new cohort of 11 exceptional faculty members is joining the UW–Madison School of Education in 2025-26.
August 26, 2025
A new study from the University of Wisconsin–Madison sheds light on the unique challenges Black men face when adjusting to graduate engineering programs — and offers actionable insights for improving program persistence and support for underrepresented students.