Institutions of higher education (IHEs) play an important role in mathematics and science education by offering undergraduate instruction, operating teacher training programs, and providing in-service training for K–12 teachers. The National Science Foundation (NSF)–funded System-wide Change for All Learners (SCALE) project sought to effect change in its partner IHEs by (a) improving science, technology, engineering, and mathematics (STEM) undergraduate education; (b) improving collaborations between STEM and education faculty on preservice programs; (c) improving collaborations between IHE faculty and K–12 districts on inservice training; and (d) improving the institutional policies and practices that support these activities. As part of the SCALE IHE case studies line of work, this paper provides findings on the effects of the SCALE project at the University of Wisconsin–Madison (UW-Madison) between May 2004 and August 2007. This case study includes two interrelated accounts of SCALE activities: (a) a presentation of evaluation findings for each of the SCALE activities undertaken at UW-Madison and (b) an analysis of how specific aspects of the institutional context influenced SCALE activities.
Hora, M. and Millar, S.B. September 2008. Madison, WI: University of Wisconsin-Madison, Wisconsin Center for Education Research.
