The papers and reports in Parenthood in America represent the proceedings of a national conference held in Madison in April 1998. The purpose of the conference was "to accord parenthood the status it deserves in our society." The focus was on parenthood as a developmental process through which parents and children grow together, enhanced by the support of families, their communities, and society. The electronic version of this work is published by the University of Wisconsin Digital Collections Center.

The UW-Extension provides Parenting Newsletters in which new parents can find answers to their questions from experts in child development. Four different age-paced newsletter series are available for parents and expectant parents.

This collection includes digitized versions of American domestic advice or homemaking manuals from the UW-Madison collections spanning 1877 to the 1930s. These books provide instruction on a wide range of topics including cooking, cleaning, laundry, household management, and occupational training for young maids. Through them, young girls could learn, among other things, the proper way to make a bed, polish the silver, decorate a table, and prepare and serve a nice meal. The collection is published by the University of Wisconsin Digital Collections Center.

The Educational Placement and Career Services Office (EPCS) coordinates the portfolio project and provides career and job search support to students and alumni. It works with programs to support portfolio integration, assists students with ongoing e-portfolios development, and maintains the information system that connects teaching and learning with the PI34 documentation processes. EPCS also provides students and alumni with personal and group career consultations and job search workshops. It provides an extensive set of internet-based job search tools including a state-of-the-art e-portfolio job search system, online credential requests and delivery, and online vacancy search. EPCS assists school administrators searching for qualified candidates through referral, on-campus interviews, and job fairs.

PEOPLE seeks to increase enrollment and graduation of African American, American Indian, Asian American (especially Southeast Asian American), Latino/a and low-income middle and high school students who have strong academic potential. The program works with public schools to identify promising young adults and then provides them with ongoing academic support, including tutoring and an on-campus summer enrichment program. PEOPLE's mission is to help students successfully make each transition from middle school to high school to college. The PEOPLE Web site provides information about program components, goals, eligibility, and application.

This Web site provides links to pre-college programs offered by various institutions throughout Wisconsin. Every March the site is updated to reflect the upcoming summer and academic year programs. The programs cover a wide array of subjects – from computer to sports camps, from music and art to cheerleading and study skills. They are offered for varying age groups from pre-kindergarten through high school. Many of the academic programs offer scholarship assistance.

Visitors to this Web site can watch a marmoset family in their home through the CalliCam, find fact sheets on 57 different species of primates, and read biographies of famous primatologists. Visitors also can search PIN to retrieve information available on the Internet (not just UW–Madison resources). PIN provides links to educational resources (including lesson plans and activities), information on careers in primatology, and many additional resources. The site features a useful index giving an overview of the topics covered. The PIN Web site is maintained by the Wisconsin National Primate Research Center (WRPRC) Library at UW-Madison.

Offered by the Department of Counseling Psychology in the School of Education, this program is designed for initial educators and other school-based educators who are seeking to improve their capacity to offer meaningful educational opportunities for culturally diverse youth. It offers participants opportunities for reflective, relevant professional growth.

Offered by the Department of Counseling Psychology in the School of Education, this program aims to guide teachers, counselors, and other professionals in their continued pursuit of cultural competence. Its three-course sequence will help participants become more aware of the ways in which culture affects their sense of self and others, understand how to dialogue with others about difference, and build the skills to effectively work with others who are culturally different. Some program courses are offered via distance education; others are available in the evenings, weekend, and/or in work settings. Courses address the following Teacher Standards: Teacher - 5, 7, 8, 9, 10; Administrator - 2, 5, 6, 7; Pupil Service - 3, 4, 6, 7.

The program provides knowledge and practice to experienced educators who want to assume the role of mentor. Participants will discover how to coach others, how to design professional development plans, and more. The program is offered by the School of Education's Department of Curriculum and Instruction and the Office of Education Outreach, in collaboration with the New Teacher Project.

This program combines coursework, mentorship, and individual supervision to enhance professional skills and to better prepare the post-master's-degree counselor for licensure as a professional counselor (LPC). It also provides a university mentorship to school counselors who are preparing for their provisional licenses. The program is offered by the Department of Counseling Psychology in the School of Education. Application information and program details are available on the Web site.

The objective of this program is to develop an understanding of the non-cognitive issues that influence the academic success of today's youth and contribute to the achievement gap that exists between social groups. Issues such as class, gender, race, family academic values, quality of school curriculum, academic ability, self-concept, and skills are examined through a series of academic courses, conferences, and workshops that are taken for university credit. The program is offered by the Department of Counseling Psychology in the School of Education. Application information and program details are available on the Web site.

This is a 12-credit program in secondary special education/transition, cross-categorical with an emphasis in cognitive disabilities. Its target audience is already certified teachers – special educators or general educators – wanting to specialize in secondary special education/transition or seeking course work that would be applicable to licensing in secondary special education (cross categorical with an emphasis in cognitive disabilities). Courses, which are offered each semester and in the summer, emphasize practical applications and strategies and are closely aligned with the Wisconsin Model Standards for Teachers. The program is delivered through a variety of distance education formats (compressed summer courses, Web-based delivery and contact, and compressed classes available in locations throughout the state). The Department of Rehabilitation Psychology and Special Education in the School of Education sponsors this advanced study opportunity.

Participants in this program will gain in-depth knowledge of the history, recent trends, and critical issues in young adult literature. Topics include book selection, censorship, and incorporating multicultural literature and diverse literary voices into the classroom. The program requires completion of two courses and four workshops. It is offered by the School of Education's Cooperative Children's Book Center, Department of Curriculum and Instruction, and Office of Education Outreach.

This three-year project is focused on the development of an effective intervention package to improve the quality of transition services for youth with emotional/behavioral disabilities and youth with severe disabilities (e.g., cognitive disabilities, autism). It is funded by the National Center for Special Education Research and housed in the UW–Madison Waisman Center. Project members are working with more than 30 high schools throughout Wisconsin to identify those student, family, school, and community factors that promote the engagement of youth in meaningful transition experiences. Initial project findings will be available to interested schools in early 2008. These findings will be used to develop and initially evaluate an intervention package designed to increase the employment and community participation of youth with disabilities.

This resource provides brief observations and interpretations from early childhood education programs in Wisconsin, in more than 80 topical areas ranging from pre-reading skills to separation anxiety to learning self-control. Developed by the School of Human Ecology, these brief vignettes provide good ideas for early childhood classrooms, and explain why good practices work.