UNIVERSITY OF WISCONSIN River Falls
During the spring of 2020, as the COVID-19 pandemic spread across Wisconsin, the educational experiences of students in pre-kindergarten to high school changed dramatically as almost all schools moved to remote learning. Parents and teachers had to adjust rapidly to this unforeseen event and anecdotal evidence suggests that some instructional methods might have worked better for children in different grades and from different socio-demographic backgrounds. The intent of the research that is the focus of this report was to gather preliminary data that would allow us to see if any of these anecdotes are supported statistically.
In the fall of 2020, the Survey Research Center (SRC) at the University of Wisconsin at River Falls conducted a survey of teachers and parents that was sponsored by the Tommy G. Thompson Center on Public Leadership. The goal of this research was to explore what worked and what didn’t when the COVID-19 pandemic forced Wisconsin schools to rapidly move to online instruction. Links are provided to brief summary results from parents and teachers for pre-kindergarten through fifth grade, Grade 6 – Grade 8, and Grade 9 – Grade 12.
In the summer of 2017, a group of University of Wisconsin Extension (UWEX), Family Living Educators requested that the Survey Research Center (SRC) at the University of Wisconsin at River Falls assist them with the analysis of two sets of data pertaining to a co-parenting course offered throughout the state. One data set, here-after referred to as Form-A, consisted of evaluations of the course completed by participants at the end of the course. There were 1,458 useable evaluations in this dataset. The second data set, referred to as Form-B, included 171 useable responses completed by participants one to two months after they had completed the course. Both datasets were collected during 2016.
The goals of this evaluation are to determine:
The United Way St. Croix Valley asked the Survey Research Center (SRC) at the University of Wisconsin at River Falls (UWRF) for assistance in evaluating the degree to which five different parent education efforts were contributing to the Success by 6 initiative. Programs from which the SRC sought data were Home Visits, Baby & Me, Young Parent, Play & Learn, and Positive Solutions.
In February 2014, the Wisconsin Education Act 31 (1989/1991) Survey Committee conducted Wisconsin school administrator and teacher online surveys to determine how state and tribal agencies can help provide information, training, and technical assistance to school districts in teaching about Wisconsin American Indian sovereign nations.
The purpose of this study was to learn more about cooperatives' role in economic and community development programs in communities throughout Wisconsin and Minnesota.
The purpose of this study was to gather opinions about the need for and willingness to pay for the various events/programs that might be offered at the redeveloped Fort Atkinson Club. The survey consisted of two versions. The first version was designed to assess potential use of the Fort Atkinson Club by businesses and organizations. The second version assessed personal/family use of the Club. Both surveys were administered online via Qualtrics survey software.
In May 2012, students at the Rice Lake and New Richmond campuses of Wisconsin Indianhead Technical College and the University of Wisconsin-Barron County campus were invited to participate in an online survey on the topic of financial literacy. The purpose of this study was to learn about current money management practices and to assess interest among students at Rice Lake and New Richmond campuses of Wisconsin Indianhead Technical College (WITC) and the University of Wisconsin-Barron County with respect to offerings on personal finance issues and financial literacy.
The purposes of this statewide survey were to:
The purpose of this study was to gain a better understanding of how middle school students and their parents are using technologies and what programs citizens of Wisconsin might need with respect to these technologies.
The purpose of this study was to assess the impacts of the professional development workshops offered by the Conflict Education Team for UW-Extension educators.
The Survey Research Center conducted a series of focus group sessions at the request of a team of University of Wisconsin-Extension faculty from the Western and Northern Districts. The purpose of the focus groups was to be a source of input for a research project designed to develop a curriculum to help students and their families make the transition from high school to college.