CCWT Videos

CCWT hosts and offers a variety of speaking engagements related to improving career outcomes for students! This page is a searchable repository for all of CCWT’s recorded events.

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Empowering Students to Prioritize Their Safety in Experiential Learning – Kaila Bingen

February 2024

Thousands of students engage in experiential learning every year, yet institutions vary in how they prepare students for these experiences. In this webinar, you will reflect on how your institution prepares students for experiential learning and evaluate what resources are available to staff, faculty, and students related to sexual harassment and microaggressions. Participants will gain understanding of their liability and responsibilities related to student safety by previewing a brand new, fully virtual, highly engaging training titled, “Safety and Empowerment for Experiential Learning: Professional Behavior and Appropriate Boundaries.” Developed by University of Wisconsin-Parkside in partnership with Universities of Wisconsin and Dynamic Training Resources, this training will improve equity for students engaged in experiential learning and equips students with the knowledge and tools to advocate for their own and others’ safety and well-being in professional spaces. UW-Parkside generously makes this resource accessible by offering it at flexible pricing (free for Universities of WI schools).

Introduction to Tune In to Strive Out Facilitator Training

January 2024

This 20-minute on-demand training is designed for postsecondary educators, advisors, and administrators in academic and career services, health services, student organizations, student support services, and diversity, equity, and inclusion initiatives. The workshop is led by members of the Tuned in Labs team housed within CCWT. Our team consists of faculty and students in counseling and vocational psychology who have published widely on career development and mental health among individuals from diverse and underrepresented groups.

Undergraduate Research Program Experiences and Outcomes – Daniel Corral

December 2023

Join Dr. Daniel Corral as he describes his findings from a recent systematic review of undergraduate research experiences, or UREs. Hosted by UW Madison’s CCWT.

Redefining Success: When Students in College Transition Programs Choose to Leave – Dr. Mun Yuk Chin & Dr. Moi Padilla

November 2023

This webinar re-examines dominant assumptions of student success and the methods we use to support students who are contemplating leaving college.

The College to Workforce Transition for Immigrant Origin Latino/a Young Adults – Vanessa Delgado

September 2023

Children of immigrants now make up a significant proportion of young adults who pursue college degrees; however, we know very little about their transition from college to the workforce. In this webinar, Dr. Delgadol explored how college-educated immigrant-origin Latino/a young adults transitioned into the world of work during the COVID-19 pandemic. Longitudinal qualitative data to underscores how immigration policies, COVID-19, education-occupation mismatches, and low socioeconomic origins complicate the workforce transitions for college-educated Latinos/as. Implications of the research and practical solutions were discussed

Advancing Community Cultural Wealth: Engaging with Asset-Based Frameworks – Trevor McCray

August 2023

In this 60-minute introductory workshop, Dr. Trevor McCray guides participants through various asset-based frameworks, including CCWT’s own research in Community Cultural Wealth, how CCWT utilizes asset-based frameworks, and tools that will help participants implement the concept in their own work.

Teaching Transferable Skills in College Classrooms: A Cultural Scripts Approach – Matthew Hora

May 2023

The dominant “soft skills” and career readiness discourses do not adequately address the types of skills, instruction, and guidance our students need to thrive in their careers. Learn how to teach critical transferable skills to college students using a cultural approach to teaching and learning in this February workshop video from Dr. Matthew T. Hora of UW–Madison’s Center for Research on College-Workforce Transition (CCWT).

A Conversation About Assessing Skills in Postsecondary Courses – Heather Fischer, Martin Storksdieck

March 2023

CCWT’s Dr. Matthew Hora talks to Dr. Heather Fischer and Dr. Martin Storksdieck from Oregon State University’s STEM Research Center about their research into skills assessment in postsecondary education. They discuss the challenges of data collection, accurately defining learning outcomes, and designing courses that teach students skills that facilitate the college-workforce transition. Dr. Martin Storksdieck is the director of Oregon State University’s STEM Research Center, and a professor in OSU’s College of Education. The Center consists of a team of dedicated professionals of various disciplinary backgrounds who conduct applied research on STEM education and science engagement at the intersection of research, policy, and practice, with a strong focus on equity and social justice. His aim is to align understanding of how all people learn throughout the lifespan, in formal and informal settings with evidence-based strategies for STEM engagement and STEM education. Martin has more than 25 years of experience with educational research and evaluation in STEM-related fields, and in environmental and sustainability education.

Measurement Issues with the Concept of Career Readiness: Insights from the CCR4T Study – Allison Lombardi

March 2023

Dr. Matthew Hora talks to Dr. Allison Lombardi about her focus on college and career readiness (CCR) and higher education experiences of students with disabilities, her measurement study, College and Career Readiness for Transition (CCR4T), and workshops she has developed and facilitated for college faculty focused on inclusive teaching and universally designed instruction.

Dr. Lombardi studies the transition from adolescence to adulthood, with a particular focus on college and career readiness (CCR) and higher education experiences of underrepresented groups, including students with disabilities. She has secured over $12 million in external funding from a range of agencies including the Institute of Educational Sciences and the Office of Special Education and Rehabilitative Services. Currently, she’s the principal investigator of College and Career Readiness for Transition (CCR4T), a measurement study, an exploration study of interrelationships between college and career readiness and self-determination. In efforts to focus on diversity and disability in higher education, she had developed and facilitated workshops for college faculty focused on inclusive teaching and universally designed instruction. She’s also continued to work on the validation and refinement of the Inclusive Teaching Strategies Inventory, a measure intended for college faculty that has been used in research studies across two- and four-year colleges in the United States, Spain, Canada, Germany, and Taiwan. Dr. Lombardi currently serves as co-editor of Career Development and Transition for Exceptional Individuals, and associate editor of Exceptional Children.

Congress in Black & White: How Racism Shapes Legislative Work & Careers – James Jones

February 2023

Dr. Jones is a leading expert on congressional staff diversity, and in this conversation with CCWT Co-Director Matthew Hora, Dr. Jones will talk about his research on congressional internships and implications for college students seeking careers in Washington, D.C. He is currently completing his first book, The Last Plantation, which represents the first major study of racial inequality in the congressional workplace. In addition, he has authored three groundbreaking policy reports on racial representation among congressional staff that demonstrate how racial minorities are underrepresented in both top and junior staff positions on Capitol Hill. His research has been covered by NPR, The Washington Post, and the Atlantic.

Examining the Postsecondary Education Pathways and Successes for Former Gang Members

September 2022

This study draws from two-part qualitative interviews with former gang members who earned four-year and advanced degrees. Findings center on the precollege experiences, motivations to enroll in college, and processes of becoming a collegian.

Dr. Adrian H. Huerta is an Assistant Professor of Education in the Rossier School of Education at the University of Southern California. His research focuses on boys and young men of color, college access and equity, and gang associated youth.

Familia/Family as Counterspace for Students of Color in Postsecondary STEM Contexts

July 2022

Nidia Bañuelos has a conversation with Dr. Blanca Rincón.

Exploring unpaid internships: Issues of access, equity, and learning

April 7, 2022

0:00:00 Panel 1:New research on unpaid internships

0:54:11 Panel 2: Fundraising to subsidize unpaid internships: How can employers, educators, and policymakers secure funds to pay all interns?

1:52:53 Panel 3: Campus based strategies for change: What are some success stories at the campus level for ensuring that all student interns are paid?

2:53:06 Breakout Session: Lightning rounds of more strategies for funding and supporting internships

4:01:19 Next Steps: Working session on developing a national strategy to address unpaid internships

Grantwriting for Grad Students/Early Career Researchers in Higher Ed – Matthew Hora, Colin Case

September 30, 2021

Engaging minority college students in higher education research & advocacy

April, 2021

The Muslim Student Association Research Team: Laela Arman, Maleeha Chughtai, Rozan Deeb, and Khushbakhat Siddiqui

Participatory Action Research as a Grassroots Challenge to Policy and Practice – Gary Anderson

April 29, 2019

The growing popularity of Participatory Action Research (PAR) can be attributed to its commitment to doing research with rather than on or for participants, it’s potential to challenge policy and practice from the bottom up, and its multiple goals of knowledge generation, concrete action, and, critical pedagogy. This presentation focused on the ways that PAR challenges the current dominance of New Public Management in Schools and Universities and the dominant epistemology of university research.