The Educational Psychology department is proud of their recent recipients of School of Education awards. Kelsey Schenck received an Arvil S. Barr Award. Kelsey, a former middle- and high-school mathematics teacher brings experience as a classroom teacher into her scholarly research on the nature of mathematics teaching and learning. Kelsey will be publishing her research …
UW–Madison student Yiqin Pan was selected to receive the Harold Gulliksen Psychometric Research Fellowship from Educational Testing Service (ETS). Pan Pan is a PhD student in the Quantitative Methods program in the School of Education’s Department of Educational Psychology. The fellowship is the most prestigious student award issued by ETS, and is intended to honor …
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After completing on-campus coursework and clinical work in schools and community settings, five School Psychology students are starting a year-long internship at sites across the U.S. Along with a dissertation, the internship is a capstone activity for graduate students. Internship placements are in medical settings, schools, and in communities. Congratulations to these graduate students for …
“I entered the MSPE program wanting the opportunity to learn in an environment where I would feel seen, heard, valued and supported in pushing myself out of my comfort zone.”
UW–Madison’s Pauline Ho recently received the UW–Madison Global Health Institute’s (GHI) Graduate Student Award Grant. Ho is a PhD student within the human development area of the School of Education’s Department of Educational Psychology. Pauline Ho The award will fund her project, “Perceived Racial Discrimination and Mental Health: The Role of Meaning-making and Residential History.” …
UW–Madison’s Pauline Ho received the 2020 Psychological Science Research Grant from the American Psychological Association of Graduate Students (APAGS). Ho is a Ph.D. student with the human development program within the School of Education’s Department of Educational Psychology. Ho’s project aims to better understand how individual and contextual factors interact to chart the course of …
A new study from a lab in the Ed Psych department has found that a ‘learning companion robot’ can successfully encourage children to read through subtle social interaction. And this new research is earning plenty of attention. In the study, the research describes how Learning Sciences graduate student Joseph Michaelis built a robot – which …