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This report on the SCALE Institutions of Higher Education (IHE) Case Studies line of work provides preliminary findings about SCALE activities at the University of Wisconsin-Madison (UW-Madison). This study focuses on the structural and behavioral dynamics influencing the implementation of the four core SCALE strategies for effecting change in IHEs: (1) reform undergraduate science, technology, engineering and mathematics (STEM) courses; (2) promote collaboration between STEM and education departments regarding pre-service teacher education; (3) promote collaboration between IHEs and K-12 districts regarding in-service professional development; and (4) improve institutional policies and practices at the IHE level that support faculty engaged in pre- and in-service activities. Preliminary findings indicate that SCALE is making progress in each of these areas. Through the Math Masters and Immersion Unit professional development programs for K-12 math and science teachers, SCALE is engaging STEM faculty in learning and modeling inquiry-based pedagogy, which is influencing the faculty’s conception of their own teaching and of K-12 issues. Through the co-construction of professional development materials and the co-facilitation of the actual professional development sessions, SCALE is introducing a new, more collaborative and mutually beneficial partnership between UW-Madison and the Madison Metropolitan School District (MMSD). The emerging partnership between the UW-Madison Mathematics Department and MMSD is resulting in greater faculty attention to K-12 issues and in institutional support for the continuation of the Math Masters program from both partner organizations. SCALE is also leading interdepartmental efforts to revise the pre-service math and science curriculum for elementary and middle school teacher candidates. (Contains 2 figures, 2 tables, and 1 footnote.)