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2026 teaching excellence awards celebrate 10 faculty, staff members

goersab — Tue, 18 Aug 2026 14:15:55 +0000

2026 teaching excellence awards celebrate 10 faculty, staff membersgoersab August 18, 2026

Teachers, advisors recognized for supporting student success, scholarly research engagements, creating inclusive classroom experiences

Abbey Goers

Ten 91��Ƭ Polytechnic faculty and staff members have been recognized by their colleagues as Outstanding Teachers, Outstanding Graduate Faculty and Advisors of the Year.

Reflective of the university’s FOCUS2030 Enduring Goals, these awards recognize honorees for their teaching excellence and celebrate their dedication to and lasting impact on student success, their scholarly research and approaches, their contributions to the university and surrounding community, and more.

Award recipients were recognized at the university’s Opening Day presentation on Aug. 17, the kick-off event for August Opening Activities. Read more about what their colleagues have to say, and view all current and past honorees.

CAHS Outstanding Teacher Awards

Cortney Benjamin, Maggie Keenan and Cody Reimer

Assistant Professor Cortney Benjamin, applied social science, works to expand Spanish learning on campus and beyond. Her teaching embodies the idea that Spanish is not just a discipline or a career, but opens an entire new world to students. She has nearly doubled the enrollment of Spanish minors and changed how students learn by devising new assignments using the TILT (Transparency in Learning and Teaching) framework and introducing new courses, such as Spanish for the Workplace. Benjamin has expanded access to Spanish courses by offering dual credit courses with area high schools and revised an option to better serve heritage language learners. She has served on a variety of committees to expand Spanish on campus, including the Literature Committee, the Curriculum and Instruction Committee, and the search committee for the Study Abroad Advisor. She regularly organizes Spanish events and has collaborated with teachers and undergraduate students to lead Spanish language activities in a preschool classroom.

Early Childhood Education Teacher Maggie Keenan, Child and Family Studies Center, demonstrates an exceptional commitment to teaching, student learning and community engagement that extends well beyond the classroom. In her dual role of teaching both college students and young children, she creates a dynamic and highly effective learning environment. She invests deeply in mentoring student teachers and lab students, supporting their growth as educators with thoughtful guidance and consistent encouragement and builds authentic relationships with students by supporting their pursuits across campus and in the community. She also intentionally builds strong partnerships with families and leads innovative intergenerational programming for preschool children and senior community members through shared activities such as literacy experiences, movement classes and seasonal events.

Associate Professor Cody Reimer, English, philosophy and communication studies, is a teacher-leader. Beyond his excellent student course evaluations and peer observations, Reimer is a highly reflective, dedicated teacher who engages in innovative teaching supported by his research. Because of his teaching excellence and steady mentorship, Reimer served as First-Year Composition (FYC) director, where he facilitated year-long professional development for 25 FYC instructors, conducted annual program assessment, and onboarded and mentored FYC instructors. High-impact practices, such as semester-long client projects and cross-disciplinary integrative assignments, characterize his teaching. During summer 2023, he collaborated with faculty across CSTEMM and CAHS to build a dynamic and flexible B.S. games and media studies degree. The program’s contributions to 91��Ƭ’s Polytechnic’s programmatic landscape are a direct result of Reimer’s scholarly, collaborative approach to teaching and learning.

CSTEMM Outstanding Teacher Awards

Camille Banger, Andrei Ghenciu and Arthur Kneeland

Assistant Professor Camille Banger, program director of business and information technology and digital marketing technology, is an exceptional educator with a passion for student success, innovative teaching practice and commitment to excellence. She creates engaging, student-centered learning experiences that connect classroom concepts to real-world business technology applications, ensuring students graduate with the skills and confidence needed to thrive in today's workforce. As a leader in the integration of generative AI into business technology education, Banger continually enhances her curriculum to reflect emerging industry trends while fostering critical thinking. Her innovation, professionalism, approachable teaching style, dedication to mentoring students, and willingness to go above and beyond have earned the respect and admiration of both students and colleagues.

Professor Andrei Ghenciu, mathematics, statistics and computer science, consistently brings his personal enthusiasm for learning new mathematics into the classroom. He creates a welcoming, inclusive, and active learning environment, where students are encouraged to fully participate each day. Beyond the classroom, for the past several years, Ghenciu has been co-leading a Nakatani Teaching and Learning Center Sharing Community focused on inclusivity in mathematics, statistics and computer science courses. His concern for students also extends to his advising role, and he regularly shares his mathematical discoveries with colleagues and students in departmental seminars and colloquia.

Senior Lecturer Arthur Kneeland, biology, has made strong connections with others in and around 91��Ƭ Polytechnic through his passion, enthusiasm, mentorship through LAKES REU and in student research grants, and engagement in community events. Kneeland frequently instructs Honors College course sections. He has led presentations on the delight of insects at the Child and Family Study Center and hosts talks with the Chippewa Valley Biodiversity Partnership. His sustainability efforts include the development of a Biomimicry for Sustainability course, sustainability assessments of the university’s sports and recreation programs, leading Campus Trees and the campus bike infrastructure, working extensively with the campus, nonprofits and the City of Menomonie on sustainability capstone projects, and developing the Community Educational Workshop at Dunn County Historical Society.

Outstanding Graduate Faculty Awards

Lynne Willett and Angela Axelrod

CSTEMM Assistant Professor Lynne Willett, operations and management department, is committed to her students’ education with engagement in their research projects and additional up-to-date materials she makes available. Her Subject Matter Expert status in human resources and being a former adult learner herself make her an exceptional mentor to her adult learners.

“As an adult student with a full-time job, I often have questions at weird, late hours and on the weekends. That she answers is appreciated, as I know she is most likely putting in a ridiculous number of hours each week; that tells me that she cares and is committed to our learning,” an anonymous student said.

CAHS Assistant Professor Angela Fontanini-Axelrod, program director of M.S.Ed. and Ed.S. school psychology, continues to be an outstanding mentor and faculty member. She consistently demonstrates a deep dedication to teaching up-and-coming school psychologists with reliable support, clear feedback and exceptional guidance. Within her classroom, Axelrod creates an engaging, inclusive and personable environment, while intertwining theory and practice and building connections with her students as future school psychologists.

Advisors of the Year

Amanda Drews and Megan Quick

Assistant Professor Amanda Drews, family and consumer science education, was named Faculty Advisor of the Year for her mastery of best practices in academic advising, deep institutional knowledge, and authentic commitment to student relationships.

Megan Quick, academic advisor in the Blue Devils Achievement Center, was named Staff Advisor of the Year for her proactive outreach to students, her continuous improvements and her desire to make sure that students receive the help they need to achieve their dreams.

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2026 teaching excellence awards celebrate 10 faculty, staff members

Teachers, advisors recognized for supporting student success, scholarly research engagements, creating inclusive classroom experiences

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91��Ƭ dietician cautions against avoiding discussing concerning changes to someone’s appearance

Students, staff turn community into a canvas during Murals in Menomonie

Muralists from around the U.S. and world join university artists and volunteers for public art event

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Top 50 ranking on 2026 ‘Best Value Public Universities’ list adds to 91��Ƭ Polytechnic accolades

giffeyt — Fri, 17 Jul 2026 15:00:00 +0000

Top 50 ranking on 2026 ‘Best Value Public Universities’ list adds to 91��Ƭ Polytechnic accoladesgiffeyt July 17, 2026

University ranked in top tier based on high median earnings, graduation rates, affordable tuition

Tom Giffey

91��Ƭ Polytechnic has once again been honored for providing affordable education that sets students on a path for professional success. This time, the university was ranked among the top 50 on a list of America’s Best Value Public Universities in a study conducted by SmartAsset, which provides consumer-focused financial information.

More than 500 public universities and colleges around the United States were evaluated on average cost of attendance, median earnings for graduates and graduation rates. 91��Ƭ Polytechnic rose to the top based on these criteria, setting it apart from regional and national peers.

“Outcomes can vary widely by school,” SmartAsset wrote, “meaning some public universities may offer stronger returns for students seeking manageable costs and solid career prospects.”

91��Ƭ Polytechnic shines in these and other areas. Blue Devils who received their undergraduate degrees in 2024-25 reported an annual starting salary of $59,000, a 4% increase from the prior year, 91��Ƭ’s annual First Destination Report found.

The average starting salary for undergraduate degree holders from 91��Ƭ Polytechnic has been the highest among universities in western Wisconsin for the past seven years, representing the ongoing return on investment in an education at Wisconsin’s Polytechnic University.

The most recent survey also found that the average starting salary for graduate degree recipients was $62,000. And fully 99% of recent graduates were either employed or furthering their education within six months of graduation.

The top 50 ranking among America’s Best Value Public Universities is just one of numerous honors 91��Ƭ Polytechnic has achieved in recent years. For two years in a row, the university ranked among America’s Best Colleges as determined by Money Magazine.

Earlier this year, U.S. News & World Report’s rankings of Best Online Programs named three 91��Ƭ Polytechnic programs among the best in the Midwest and nation, including Best Online Bachelor’s in Business, Best Online Master’s in Education and Best Online Master’s in Engineering.

91��Ƭ Polytechnic is also ranked highly for serving veterans and the military community, earning the coveted gold designation as a Military Friendly® School for 2026-27 as well as being honored on the Best for Vets Colleges list by Military Times.

And many of the university’s programs have been cited among the best in the nation and even the world:

CEOWorld ranked the hotel, restaurant and tourism management program as No. 9 among the Best Hospitality and Hotel Management Programs in the World.
The game design programs were ranked No. 6 in the Midwest and No. 17 among all U.S. public universities by Animation Career Review.
The cybersecurity program ranked No. 14 among the Top 25 programs in the United States, according to Programs.com.
College Factual placed numerous 91��Ƭ Polytechnic programs – including graphic communications, video production, packaging and manufacturing engineering – among the best in the Great Lakes region. And that’s just for starters.

91��Ƭ Polytechnic’s status as the only polytechnic university in Wisconsin or Minnesota means the institution is dedicated to applied learning and research, business and industry collaboration, and career-focused experiences. The campus has three times as many labs as traditional classrooms. Each year, students take part in approximately 1,000 co-op and internship experiences, more than one-third of which lead to job offers. In fact, this spring 77% of 91��Ƭ Polytechnic students were hired before graduation.

In recent years, Blue Devil graduates have gone to work for hundreds of firms with household names or Fortune 500 rankings, including Amazon, Cigna, General Motors, Citigroup, Ashley Furniture, Andersen Windows, Boeing, Milwaukee Tool, Boston Scientific, Harley-Davidson, FedEx, Hewlett Packard Enterprise, IBM, Nike, Oshkosh Corp., Rockwell Automation, Target and 3M.

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Top 50 ranking on 2026 ‘Best Value Public Universities’ list adds to 91��Ƭ Polytechnic accolades

University ranked at the top based on high median earnings, graduation rates, affordable tuition

Co-op Q&A: Noah Klenner, Nicolet Plastics and Harley-Davidson

‘My internships built on the strong foundation Stout has given me by showing me how concepts are used in actual production environments.’

Co-op Q&A: Ayush Patel, SMK Global, New Jersey

‘This experience confirmed that I want to build my career in food safety and quality assurance.’

University ranked at the top based on high median earnings, graduation rates, affordable tuition Students walking on 91��Ƭ Polytechnic campus fall 2025

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Cybersecurity faculty win Pentagon-sponsored competition to build workforce preparedness

giffeyt — Tue, 09 Jun 2026 20:45:00 +0000

Cybersecurity faculty win Pentagon-sponsored competition to build workforce preparedness giffeyt June 9, 2026

Department of War selects platform to inspire national cyber defense education models

A cybersecurity training platform developed by University of Wisconsin-Stout Polytechnic faculty has won a high-stakes, Pentagon-sponsored competition and will now serve as a blueprint for scalable cybersecurity learning nationwide.

The Department of War’s Aligned Skills Curriculum and Experiential Network Design (ASCEND) Challenge received innovative entries from a pool of more than 60 applicants, all of them designated by the National Security Agency as Centers of Academic Excellence in Cybersecurity (CAE).

From among these entries, five finalists – including 91��Ƭ Polytechnic – were invited to make presentations in a “Shark Tank”-style event at the CAE Cybersecurity Community Symposium in Pittsburgh last month.

“Our goal was to show how AI and cloud technologies can help learners build skills faster, respond to cyberattacks more effectively, and prepare for the reality that AI-powered attacks now operate at machine speed,” said 91��Ƭ Polytechnic Professor Holly Yuan, who made the pitch alongside Instructor Brandon Cross.

The victory underscores 91��Ƭ Polytechnic’s role as a nationwide leader in applied cybersecurity education: The cybersecurity program was recently ranked at No. 14 in the United States by Programs.com, and 91��Ƭ Polytechnic student teams continue to excel in state, regional and national cyber defense competitions.

Professor Holly Yuan receives a ceremonial prize check after the competition from Scott Nelson, acting principal director of the Department of War Cyber Academic Engagement Office. / Submitted photo

Model teaches cyber defense skills

The ASCEND Challenge wasn’t just looking for ideas, but for scalable solutions that could train the next generation of the cybersecurity workforce, explained Yuan, director of the university’s B.S. cybersecurity program as well as the B.S. computer networking and infrastructure engineering program. The 91��Ƭ Polytechnic presentation, “ASCEND-AI: Cyber-AI Launchpad,” is an AI-powered digital twin cyber range training environment that combines hands-on learning with machine-speed attack simulations. As a “digital twin,” the environment emulates a real-world computer network, creating authentic simulations.

“The platform is designed to help learners build cybersecurity skills through realistic AI-enabled attack and defense scenarios,” Yuan added. “It includes AI-powered red teaming, allowing learners to practice defending against realistic, machine-speed attacks in a safe cyber range environment.”

91��Ƭ Polytechnic presented alongside teams from four other universities – San Jose State, North Carolina A&T, University of Maine at Augusta and Anderson University – before a panel of cybersecurity experts from the Department of War and other federal offices.

Yuan said she thinks the judges favored the 91��Ƭ Polytechnic presentation because it was a working platform, not just a concept, which offered AI-powered scaffolding for learners as well as real-time operational metrics – allowing learners to be judged not only on whether they completed an activity but how quickly they acted under pressure.

“The combination of academic rigor, AI-enabled training, workforce alignment, hands-on learning and immediate workforce impact resonated with the panel,” said Yuan, who is also founding director of the 91��Ƭ Polytechnic’s Cybersecurity Research & Outreach Center (CyROC).

In addition to winning a $1,000 cash prize, 91��Ƭ Polytechnic will receive strategic grant mentorship through Tony Coulson, executive director of the Centers of Academic Excellence Community, which includes nearly 500 educational institutions nationwide. The top three winning designs are also expected to inform a future Department of War solicitation aimed at building scalable cyber learning frameworks across the nation.

“This gives us an opportunity to help shape future cybersecurity education models beyond 91��Ƭ,” said Yuan, who was also honored at the symposium with an Outstanding Mentor Award from the CAE Community.

91��Ƭ Polytechnic cybersecurity students pose at the Wisconsin Governor’s Cybersecurity Summit. / Submitted photo

Student competitors rack up wins

The ASCEND Challenge victory wasn’t an isolated success for 91��Ƭ Polytechnic’s cybersecurity program.

Recently, 91��Ƭ Polytechnic students placed first and second in the “Hack the Box” competition at the Wisconsin Governor’s Cybersecurity Summit in Appleton. Participating students included Hannah Meyers of Altoona; Daisy Hardwick of Roscoe, Illinois; Chloe Kaneski of Minneapolis; Kaonou Lor of Durand; and AuGust Ringelstetter of Cameron. Yuan also participated in the summit’s closing general session panel, titled “Where Wisconsin Cyber Goes Next.”

Earlier in the semester, the 91��Ƭ Polytechnic Collegiate Cyber Defense Team won the Wisconsin state cyber defense championship for the sixth consecutive year. In February, the team took part in the Midwest regional competition with the No. 1 schools from 11 other states. Among this elite group, 91��Ƭ Polytechnic finished in a three-way tie for fourth place and was recognized by the Midwest Regional Collegiate Cyber Defense Competition director as a “top-tier cybersecurity team.”

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91��Ƭ cybersecurity program ranks No. 14 in nation as students excel in cyber defense competitions

Program has earned national credentials, international reach during its first four years

Inspiring Graduate: Owen Pryga, B.S. Cybersecurity

Hired before graduation as Heartland Business Systems consulting engineer

Department of War selects platform to inspire national cyber defense education models Professor Holly Yuan with director of CAEO

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Hero Caption: 91��Ƭ Polytechnic Professor Holly Yuan and Instructor Brandon Cross make their pitch during the Department of War’s Aligned Skills Curriculum and Experiential Network Design (ASCEND) Challenge in Pittsburgh in May. / Submitted photo

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University of Wisconsin-Stout Polytechnic amends name to reflect longstanding applied, career focus

giffeyt — Thu, 04 Jun 2026 20:15:00 +0000

University of Wisconsin-Stout Polytechnic amends name to reflect longstanding applied, career focusgiffeyt June 4, 2026

After 135 years of innovation, ‘polytechnic’ officially added to university’s name

Tom Giffey

Throughout its long history, the educational institution that bears the name of its founder, James Huff Stout, has continuously evolved and maintained its position at the vanguard of higher education. Over the course of 135 years, two things have remained constant. The first is the presence of its founder’s name. The second is a commitment to applied learning — what was known as “manual training” in the 19th century and is called “polytechnic education” in the 21st.

Now for the first time, these two constant factors will be combined into the institution’s name: What was founded in 1891 as the Stout Manual Training School and became University of Wisconsin-Stout in 1971 will now be officially known as University of Wisconsin-Stout Polytechnic.

The Universities of Wisconsin Board of Regents approved the name change at a June 4 meeting in Milwaukee. The Regents’ decision is historic not only for 91��Ƭ Polytechnic but also for the Universities of Wisconsin as a whole: It marks the first time since 1971, when a merger created the current 13-campus system, that one of Wisconsin’s public universities has changed its name.

The new name reflects what 91��Ƭ Polytechnic truly is: A distinctive institution with a proudly held polytechnic identity.

“At a time when the relevance of higher education is being questioned by many, 91��Ƭ Polytechnic has proven its relevance and shown its impact on the state of Wisconsin and far beyond through a focus on our educational mission and the subsequent success of our graduates,” said 91��Ƭ Polytechnic Chancellor Katherine Frank. “Our distinctiveness as a university is now called out in our name, and we are proud to be 91��Ƭ Polytechnic.”

91��Ƭ Polytechnic students and faculty members examine a coffee table designed by 2024 graduate Micah Loder during a tour of Room & Board headquarters in Minneapolis.

Following the unanimous Board of Regents vote, the decision was lauded by Universities of Wisconsin leaders.

“Employers increasingly seek graduates who can contribute on day one, and 91��Ƭ Polytechnic stands apart by embracing the meaning of ‘polytechnic,’” said Universities of Wisconsin Regent President Amy B. Bogost. “This designation reflects the university’s fundamental commitment to applied learning.”

“The significance of the polytechnic name is that it clearly communicates the value proposition of a 91��Ƭ Polytechnic degree,” added Universities of Wisconsin Interim President Renée Wachter. “It represents an education intentionally designed to meet the needs of students, employers and communities now and into the future.”

91��Ƭ Polytechnic environmental science major Cayanna Erickson spoke about her research on zebra mussels in Lake Menomin at Research in the Rotunda March 11, 2026.

New name emphasizes polytechnic advantage

As a polytechnic university, 91��Ƭ Polytechnic is focused on applied learning and research, business and industry collaboration, and career-focused experiences. The campus has three times as many labs as traditional classrooms. Each year, students take part in approximately 1,000 co-op and internship experiences, more than one-third of which lead to job offers. In fact, this spring 77.4% of 91��Ƭ Polytechnic students were hired before graduation, while in recent surveys 99% were hired or pursuing advanced degrees within six months of graduation. Those graduates’ average starting salaries – $59,000 for undergraduates, according to the most recent survey – are consistently higher than their regional peers.

Labs at 91��Ƭ Polytechnic feature industry-standard equipment, such as this Stratasys powder bed fusion 3D printer in Fryklund Hall.

Over the past five years alone, 3M has hired 29 91��Ƭ Polytechnic graduates, whose degrees range from manufacturing engineering to management and packaging to graphic design.

“91��Ƭ Polytechnic has been a valued talent partner for 3M Menomonie for more than 50 years,” 3M Menomonie Site Director Janice Neitzel said. “In fact, 91��Ƭ Polytechnic’s presence was a key factor in 3M’s decision to open the Menomonie manufacturing plant in 1974. We continue to value 91��Ƭ Polytechnic graduates for their strong foundational knowledge, hands-on experience, and readiness to contribute from day one across engineering, operations, supply chain, and other key functions.”

Andersen Windows also relies on a strong partnership with 91��Ƭ Polytechnic, having hired 37 graduates over the past five years from a dozen degree programs, including management and leadership, risk control and safety management, and computer networking and infrastructure engineering.

“Our relationship with 91��Ƭ Polytechnic provides Andersen with a reliable pipeline of career-ready talent across manufacturing, supply chain, IT and operations leadership roles,” said Stanley Lichucki, senior director of operations at Andersen. “The combination of applied learning and a strong internship-to-full-time pipeline strengthens our workforce while supporting long-term manufacturing competitiveness in western Wisconsin.”

The university’s polytechnic advantage means finding impactful solutions to real problems. Like conducting sustainable plastic research for John Deere. Creating equipment solutions for Ashley Furniture. Designing furniture for Room & Board. Developing award-winning packaging for Pringles. Mitigating the danger of space debris. Helping manufacturers adapt with AI. Measuring the economic impact of statewide conservation measures. Increasing access to cultural heritage objects through 3D imaging. Using AI to research products that meet the nutritional needs of GLP-1 users – and much more.

The Menomonie campus of 91��Ƭ Polytechnic, the only polytechnic university in Minnesota or Wisconsin.

Name evolves, mission continues

The name change is the culmination of a decades-long effort to enhance the university’s polytechnic identity. In 1974, just a few years after adding “University of Wisconsin” to its name, the institution was designated by the Board of Regents as a “special mission university,” dedicated to preparing students for a distinct array of professional careers focused on the needs of society.

In 2001, 91��Ƭ became the first university to win the coveted Malcolm Baldrige National Quality Award, the nation’s highest award for performance excellence. A few years later, in 2007, the Board of Regents voted to officially declare 91��Ƭ as “Wisconsin’s Polytechnic University,” and in 2024 the board amended Regent Policy Document 1-1 to place 91��Ƭ in its own “Polytechnic University” category, further distinguishing its core mission and differentiating it from other universities in the system.

Op-Ed: The Unmatched Value of Wisconsin’s Polytechnic University

Chancellor Katherine Frank discusses the importance of polytechnic universities after the Board of Regents modified RPD 1-1 to recognize 91��Ƭ.

Fewer than 3% of the universities in the United States are designated as polytechnic. 91��Ƭ Polytechnic is the only one in Wisconsin or Minnesota on the list, which across the nation includes the likes of MIT, Cal Poly and Georgia Tech.

Since its founding in 1891, the university has had six different names:

Stout Manual Training Schools (1891–1908)
The Stout Institute (1908–1955)
Stout State College (1955–1964)
Stout State University (1964–1971)
University of Wisconsin-Stout (1971–2026)
University of Wisconsin-Stout Polytechnic (2026-present)

The polytechnic tradition dates to the institution’s founder, James Huff Stout, a businessman, philanthropist, legislator and education reformer. Stout’s approach, as described during his lifetime, was decidedly polytechnic: “The best education is that which best equips a young person for practical life work” and that gives “the greatest usefulness and encourages the highest and best citizenship.”

Now, as 91��Ƭ Polytechnic, the university requests that members of the media and other outside organizations use University of Wisconsin-Stout Polytechnic or 91��Ƭ Polytechnic rather than 91��Ƭ or Stout.

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University of Wisconsin-Stout Polytechnic amends name to reflect longstanding applied, career focus

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After 135 years of innovation, ‘polytechnic’ officially added to university’s name 91��Ƭ Robotics Lab tour

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Hero Caption: Visitors, including philanthropists Ronald and Joyce Wanek, tour the 91��Ƭ Polytechnic Robotics Lab in March.

Katherine P. Frank

Katherine P. Frank became the eighth chancellor of University of Wisconsin-Stout Polytechnic in March 2020, after a distinguished career as an administrator and faculty member.

During her time at 91��Ƭ Polytechnic, Chancellor Frank has led efforts to codify and amplify the university’s distinct mission as Wisconsin’s Polytechnic University in Board of Regents’ policy documents and a formal university name change, the first throughout the Universities of Wisconsin since 1971. The university has celebrated a balanced budget, enrollment gains, major capital investments, increase in research expenditures, and fundraising successes under Chancellor Frank’s leadership.

Chancellor Frank serves in leadership roles for several national boards and councils, including the American Association of State Colleges and Universities, National Collegiate Athletic Association, and Alliance for Innovation and Transformation. She is actively engaged throughout the state, region, and local community through her work with such organizations as the Wisconsin Technology Council, Momentum West, the Menomonie Area Chamber and Visitor Center, and the Greater Menomonie Development Corporation.

Before her appointment at 91��Ƭ Polytechnic, Chancellor Frank served in administrative and faculty roles at Central Washington University, Northern Kentucky University, Indiana University East, and Colorado State University-Pueblo.

Chancellor Frank, the first female leader of 91��Ƭ Polytechnic, grew up in Colorado and holds a bachelor’s degree in English from Bates College, Lewiston, Maine. She has master’s and doctorate degrees in English from the University of Washington, Seattle. Frank’s research interests include Romantic and Victorian English literature, rhetoric and composition, the scholarship of teaching, and academic leadership.

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Inspiring Graduates Share Their 91��Ƭ Polytechnic Experiences

goersab — Thu, 21 May 2026 15:35:00 +0000

Inspiring Graduates Share Their 91��Ƭ Polytechnic Experiencesgoersab May 21, 2026

Celebrate our graduates as they cross the commencement stage and reflect on the journey that brought them here

Commencement is a time of celebration, reflection and anticipation. A tradition bringing 91��Ƭ Polytechnic students, families, friends, faculty, staff and supporters together.

Each semester, we ask a handful of inspiring graduates from Graduate Studies, the College of Arts & Human Sciences, and the College of Science, Technology, Engineering, Mathematics & Management to share their Stout experiences, what brought them here and what's next.

Discover how applied learning, leadership opportunities, research, internships and campus involvement helped these graduates build the skills, confidence and connections needed to make an impact from day one.

Spring 2026 Inspiring Graduate Studies Graduates

Inspiring Graduate: Justin George, M.S. Applied Computer Science

Making technology more accessible to improve people’s daily experiences

Inspiring Graduate: Michi Marks, M.S. Marriage & Family Therapy

Deepening their work with individuals, couples and families

Inspiring Graduate: KC Maternowski, M.S. Applied Industrial/Organizational Psychology

Ensuring organizations recognize their impact on people

Inspiring Graduate: Bex Cermin, M.F.A. Design

Prepared as an artist and designer to be an entrepreneur

Inspiring Graduate: Josh Green, M.S. Applied Industrial/Operational Psychology

Bringing a psychology and people‑centered perspective into workplaces

Spring 2026 Inspiring CSTEMM Graduates

Inspiring Graduate: Rosella Wille, B.S. Business Administration

Hired before graduation at Redpath and Company as a tax associate

Inspiring Graduate: Thomas Shamla, B.S. Mechanical Engineering

Hired before graduation at Absolut Manufacturing

Inspiring Graduate: Mia Schmoll, B.S. Biology

Furthering her education by pursuing a doctorate in physical therapy

Inspiring Graduate: Austin Pratt, B.S. Packaging

Hired before graduation at Smurfit Westrock

Inspiring Graduate: Cassie Santelman, B.S. Plastics Engineering

Hired before graduation as a process engineer at Nolato

Inspiring Graduate: Makenna Lowell, B.S. Packaging

Hired before graduation at Midwest Packaging and Container

Inspiring Graduate: Adam Rath, B.S. Computer Science

After transferring from community college, grad finds path into industry with DigiKey internship

Spring 2026 Inspiring CAHS Graduates

Inspiring Graduate: Alexis Bellotti, B.F.A. Animation & Digital Media

Making an impact and opening minds through stories and experience

Inspiring Graduate: Porter Christenson, B.F.A. Industrial & Product Design

Hired before graduation as an associate industrial designer at Milwaukee Tool

Inspiring Graduate: Ryan Rumary, B.S. Video Production

Hired before graduation as video content media manager for Pest Badger

Inspiring Graduate: Tawny Ruppert, B.S. Psychology

Furthering her education by pursuing a master’s in industrial-organizational psychology

Inspiring Graduate: Kloie Potts, B.S. Family & Consumer Sciences Education

Shaping students’ futures through real-world applications

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Inspiring Graduates Share Their 91��Ƭ Polytechnic Experiences

Celebrate our graduates as they cross the commencement stage and reflect on the journey that brought them here

Inspiring Graduate: Rosella Wille, B.S. Business Administration

Hired before graduation at Redpath and Company as a tax associate

Inspiring Graduate: Thomas Shamla, B.S. Mechanical Engineering

Hired before graduation at Absolut Manufacturing

Celebrate our graduates as they cross the commencement stage and reflect on the journey that brought them here Terri Stan, inspiring grad, fall 2022, 2

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Supporting Your Academic Journey

College is an important decision and graduating with a degree is an extremely rewarding experience. Whether you're completing coursework online or attending classes on campus, there may be times you have questions or are in a situation that requires assistance, such as:

Point of contact for student concerns
Attendance issues
Academic suspension appeals
Special circumstance withdrawals
Student conduct administration
Student rights and responsibilities
Student complaints
Policies, procedures, and information about appeals
Title IX - concerns regarding sexual misconduct
Bias concerns or issues

Additional Resources

Keeping Everyone Informed

The Dean of Students is one of the main points of contact for emergency incidents. Please follow the instructions below for connecting with your student or keeping the university informed of external situations that could impact your student's attendance.

Contacting a Student During a Family Crisis

Sometimes a family member might have difficulty contacting a student in a time of crisis, such as a medical emergency or a death in the family. All emergency inquiries during business hours should be directed to Dean of Students Office via phone at 715-232-1181 or via email. After hours, contact the University Police Department at 715-232-2222.

Student Crises & Absences

In the event of a short-term illness (less than 3 days) it is best for the student to contact their instructor directly. If the student is hospitalized or experiencing a difficulty that will keep them out of school for 3 days or more, please contact the Dean of Students Office via phone 715-232-1181 or via email. If a parent or family member is concerned about their student’s health or wellness, please contact the Dean of Students Office.

A notification of student absences will be issued by the Dean of Students Office. Documentation is required. This notification does not change attendance policies put in effect by the instructor and is a courtesy memo only, letting the instructor know the whereabouts of the student. Using this process to determine excused absences and/or work assignments is determined by the instructor. It is the responsibility of the student to initiate contact with their instructor regarding any missed work or exams.

Campus Emergency Information

The university posts any large-scale campus emergency on our 91��Ƭ Alert Messaging System and website. Students will be notified by text message when there is an immediate threat to the health or safety of students.

Our Emergency Response Guide provides campus the tools to stay safe during emergencies.

Confidential Campus Health & Mental Health Resources

The Student Health Centre is conveniently located on North Campus and offers appointments for preventive and primary care needs as well as laboratory services, tuberculosis testing, and vaccines. Students can be seen for anxiety and depression and a consulting psychiatric provider is available 2 half days per month. Most services are included in the students segregated fees.

Student Health Centre

Counseling Center is staffed by licensed and trained counselors. It is located in Bowman Hall. Services offered include individual, couple, and group counseling. Alcohol education classes are offered also. There is no charge to students for this service.

Student Counseling Center | University of Wisconsin - Stout (uwstout.edu)

You.uwstout.edu is a self-help and well being platform. YOU helps student navigate life and campus on their terms with independent goal setting, skill building, assessments and evidence based content on well-being topics. Through this web based application students can connect with a 24/7 crisis service available via call, text, or chat and can connect to Mantra teletherapy services which are available during the day, evenings, and on weekends.

91��Ƭ (uwstout.edu)

91��Ƭ Hazing Policy

1.0 INTRODUCTION

The University of Wisconsin-Stout is committed to promoting a safe and healthy campus environment, where individuals are free from hazing. The purpose of this policy is to define hazing at 91��Ƭ and establish requirements for hazing education, reporting, and response in accordance with the Stop Campus Hazing Act.

2.0 SCOPE OF POLICY

This Policy applies to all employees, registered student organizations (RSOs), students, student groups, and individuals who volunteer with RSOs and student groups.

3.0 DEFINITIONS

3.1 REGISTERED STUDENT ORGANIZATION (RSO):

A group, composed mainly of, and directed by, students, consisting of at least four students and an advisor, and which has filed all appropriate registration forms with the Involvement Center in the Memorial Student Center and been confirmed by the Involvement Center as meeting the eligibility criteria for registration, and is active and in good standing.

3.2 STUDENT GROUP:

A group of at least two students that is established or recognized by the university, but the group does not meet the definition of a registered student organization. Examples include, but are not limited to, athletic teams and club sports (e.g., varsity sports, intramural sports), military organizations, honor societies, musical or theatrical ensembles, university bands and club sports

4.0 STATEMENT OF POLICY

In compliance with the Stop Campus Hazing Act and Wis. Stat. § 948.51, 91��Ƭ defines hazing as any intentional, knowing, or reckless act against an individual that endangers the physical, mental, emotional, or psychological health of that individual for the purposes of initiation or admission into, affiliation with, or the maintenance of membership in any organization or group and that causes or creates a risk of physical or psychological injury, regardless of the individual’s willingness to participate.

5.0 CRITERIA

5.1 HAZING CAN INCLUDE, BUT IS NOT LIMITED TO:

5.1.1 Brutality of a physical nature or the threat of bodily harm such as assault, whipping, beating, branding, forced calisthenics, exposure to elements, sleep deprivation, confinement, or any other activity which could adversely affect the physical, mental, emotional, or psychological health or safety of the individual.

5.1.2 Forced consumption of any alcohol, food, liquid, drug, or other substance that could adversely affect the physical, mental, emotional, or psychological health or safety of the individual.

5.1.3 Soliciting a person to participate in or be actively involved in the planning of any act meeting the definition of hazing.

5.1.4 Any activity that constitutes the violation of university policies and/or federal, state, or local law (including ordinances of the City of Menomonie), or that causes another person to commit such a violation.

5.1.5 Acts that degrade, humiliate, embarrass, ridicule, or isolate such as requiring servitude, taking away cell phones or other devices, not allowing class attendance, requiring costumes or other apparel unless that apparel is part of a uniform for employment or a university or athletic program, confinement, or any other activity that could adversely affect the physical, mental, emotional, or psychological health or safety of the individual.

5.1.6 Causing, coercing, or otherwise inducing another person to perform sexual acts.

5.2 REPORTING

5.2.1 Campus security authorities as defined in Institutional Clery Act Compliance are required to report incidents of hazing to the university.

5.2.2 Allegations of hazing may be reported via the University of Wisconsin-Stout Incident Reporting Form

5.3 INVESTIGATION/REFERRAL

5.3.1 The Dean of Students Office is responsible for investigating and adjudicating allegations of hazing.

5.3.2 Individual students will follow student nonacademic disciplinary procedures outlined in Wis. Admin. Code UWS § 17

5.3.3 Registered Student Organizations will follow the disciplinary procedures outlined in Registered Student Organization Code of Conduct

5.3.4 Hazing allegations involving individuals who are not students will be referred to the appropriate office.

5.4 HAZING PREVENTION AND AWARENESS PROGRAMMING

5.4.1 Research-informed hazing prevention and awareness training will be made available to students, staff, and faculty. This training will include information about this policy and other applicable university policies, how to recognize and report hazing, and strategies for intervening when hazing is witnessed or known.

6.0 GUIDELINES FOR IMPLEMENTATION

Not Applicable.

7.0 RESPONSIBILITY FOR IMPLEMENTATION

7.1 Approved Authority

7.1.1 Dean of Students/SSAO

7.2 Policy Manager

7.2.1 Assistant Dean of Students

7.2.2 Associate Director of the Memorial Student Center

7.3 Policy Contact(s)

7.3.1 Dean of Students/SSAO

7.3.2 Assistant Dean of Students

7.3.3 Associate Director of the Memorial Student Center

8.0 Consequences of Policy Violation or Noncompliance

8.1 Outcomes of cases are determined on a case-by-case basis upon conclusion of the investigation. Noncompliance by a respondent or victim will not preclude an investigation into the matter.

9.0 Appeal Process

Not Applicable

Appendix A: Related 91��Ƭ Policies

Institutional Clery Act Compliance

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Inspiring Graduate: Justin George, M.S. Applied Computer Science

goersab — Thu, 21 May 2026 15:20:00 +0000

Inspiring Graduate: Justin George, M.S. Applied Computer Sciencegoersab May 21, 2026

Making technology more accessible to improve people’s daily experiences

Inspiring Graduate: Justin George (’26)

Hometown: Delhi, India
Degree: M.S. Applied Computer Science

Wanting to attend a master’s in computer science program that was centered around applied learning and hands‑on experiences, Justin George was drawn to 91��Ƭ’s polytechnic focus.

“Stout’s combination of affordability and high‑quality education also played a big role in my decision,” said George, who has an undergraduate degree in computer science from the University of Delhi, India. “I hope to make an impact by using data to solve real‑world problems and help organizations make more informed decisions. I want to work on projects that make technology more understandable and accessible, especially in spaces where data has the potential to improve people’s daily experiences.”

George is especially interested in the growing space of AI and Big Data, and how these technologies can be used to uncover insights that aren’t always obvious through traditional analysis. “Whether it’s improving decision‑making, optimizing processes, or creating solutions that simplify everyday tasks, I want to contribute to work that uses data and AI in meaningful, responsible ways,” he said.

During his master’s program, George completed an internship at Royal Credit Union in Eau Claire as a business intelligence analyst. He worked with dashboards, databases, and data engineering, giving him a strong technical foundation and a step toward his long‑term goals.

George received his M.S. in applied computer science from 91��Ƭ on May 16, among more than 1,000 of his peers. He hopes to gain more experience in data and analytics through a full-time position in the field.

“I’m truly grateful for the opportunities and experiences 91��Ƭ has given me,” George said. “My time here has shaped not only my academic and professional path, but also my personal growth in ways I didn’t expect when I first arrived. I’m thankful for the support, the community and the chance to challenge myself in meaningful ways. It’s been an incredible journey, and I’m excited for what comes next.”

Of this year’s graduates, 77.4% were hired prior to graduation, while 99% of recent graduates were employed or furthering their education within six months of graduation.

How has 91��Ƭ prepared you to work in your field?

91��Ƭ prepared me through its strong emphasis on hands‑on learning. Many of my classes included practical projects using real datasets, which helped me bridge the gap between theory and application. Group projects strengthened my teamwork and problem‑solving skills, and the consistent support from professors made it easier to tackle challenging concepts. Opportunities like the Career Fair and on‑campus conferences also gave me valuable exposure to industry professionals and helped me understand what employers are looking for in the field.

What was the biggest lesson you learned in your internship with Royal Credit Union?

During my internship with Royal Credit Union, I had the opportunity to work on machine learning projects, where I helped develop and refine predictive models. I continued improving these models based on feedback and performance results, and I assisted in preparing them for deployment to support real business use cases.

One of the biggest lessons I learned was how to communicate data insights to stakeholders who weren’t necessarily technical. This taught me how to translate complex analytics into meaningful information that could guide decisions.

Royal Credit Union internship showcases student's data science, machine learning skills

M.S. applied computer science student finds workplaces experience aligns with coursework

Through my projects, I saw firsthand how data, when used effectively, can help both businesses and customers by improving services, increasing efficiency and identifying opportunities that might otherwise go unnoticed.

The experience gave me a deeper understanding of how data and analytics play a crucial role in supporting everyday operations.

What stands out about your 91��Ƭ experience?

The combination of supportive faculty, applied learning and opportunities to take on leadership roles made my time at 91��Ƭ incredibly meaningful.

What stands out most to me is how supportive the professors are. They genuinely want students to succeed and create an environment that encourages curiosity, collaboration and growth.

The project‑based coursework helped me build practical skills that translate directly to workplace expectations.

My experiences in my on‑campus employment as a student manager at Merle M. Price Commons Dining Services taught me a lot about leadership, communication and managing responsibilities in a fast‑paced environment. I learned how to stay organized under pressure, support a team and make quick decisions during busy hours. It was a completely different kind of learning experience, but one that helped me grow personally and professionally.

How did your involvement impact your experience?

Participating in class projects and collaborating with classmates gave me a strong sense of community. I also had the opportunity to serve as an international mentor, working with the Office of International Education to help and guide new international students during their transition to campus life. This experience allowed me to connect with students from around the world, support them through the adjustment process and give back to the community that supported me when I first arrived.

What challenges did you face in earning your degree, and how did you overcome them?

One of the biggest challenges was adjusting to a new country and balancing coursework with my job and internship. Managing time and staying organized helped me stay on track, and the support from classmates and professors made the transition much easier.

Being the only international student in my program also made it challenging at first to connect with classmates, but group projects, an on‑campus job and other activities helped me build meaningful relationships. Over time, these experiences helped me feel more confident, included and connected to the campus community.

What are you most proud of as you finish your degree?

I’m proud of how much I’ve grown academically, personally and professionally during my time at 91��Ƭ. Academically, I pushed myself through challenging coursework and real‑world projects that strengthened my skills and deepened my understanding of data and analytics. Professionally, completing an internship while managing on‑campus employment helped me gain hands‑on experience, build confidence and understand what it means to work in a fast‑paced, industry‑focused environment. Personally, adapting to a new country, meeting new people, and learning to balance so many responsibilities at once helped me become more independent, resilient and self‑assured. Looking back, I’m proud of how far I’ve come and how much I’ve grown in every aspect of my life.

Inspiring Graduates

All Inspiring Graduates News

Inspiring Graduates Share Their 91��Ƭ Polytechnic Experiences

Celebrate our graduates as they cross the commencement stage and reflect on the journey that brought them here

Inspiring Graduate: Rosella Wille, B.S. Business Administration

Hired before graduation at Redpath and Company as a tax associate

Inspiring Graduate: Thomas Shamla, B.S. Mechanical Engineering

Hired before graduation at Absolut Manufacturing

Making technology more accessible to improve people’s daily experiences Justin George

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M.S. Applied Computer Science

Our M.S. Applied Computer Science program will equip you with the practical computing skills to enhance your current career expertise.

Learn More

Distinguished alum, educator Albrecht credits 91��Ƭ for preparing graduates who ‘step forward’

Student speakers at May 16 ceremonies encourage peers to act with compassion, courage, and to continue learning

Inspiring Graduate Q&As

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Outstanding Student Leaders empower others, bring people together, build relationships

goersab — Mon, 18 May 2026 16:43:39 +0000

Outstanding Student Leaders empower others, bring people together, build relationshipsgoersab May 18, 2026

Bender, Lueck also receive Wood Medallion, highest nonacademic honor

Abbey Goers

Alongside more than 100 of their peers, three 91��Ƭ students were honored as Outstanding Student Leaders of the Year at the annual Leadership Awards on May 6, for their commitment, involvement and service around campus and the Menomonie community:

Brett Bender, a computer networking and information technology major from Rio
Melody Lueck, a graphic design and interactive media major from Fort Atkinson
Gabe Cauwels, a business administration major from St. Paul.

Each outstanding student feels that their 91��Ƭ experiences and opportunities have prepared them to make an impact after graduation.

“91��Ƭ has given me a starting point for how I can continue making an impact wherever I go,” Bender said. “The hands-on opportunities and empowerment I’ve been given to make change have allowed me the ability to start the long process of honing my leadership skills – something that will never be finished.”

2026 Outstanding Student Leaders of the Year recipients Brett Bender, Melody Lueck and Gabe Cauwels

Seniors Bender and Lueck, who will graduate this fall, also received the Samuel E. Wood Medallion, the university’s highest nonacademic honor for students. Fourteen seniors were honored with the medallion this year.

“To be recognized among so many talented peers is humbling, but to me, these awards mean much more than an individual achievement. They are a testament to the growth I’ve experienced here at 91��Ƭ and the incredible community I’ve been surrounded by,” Bender said.

Lueck agreed, adding, “These recognitions reflect the impact I have been able to make within the 91��Ƭ campus and community throughout my four years here. As I begin my final semester this fall, I hope to continue making a meaningful difference and leave the same positive impact that has shaped my experience so far.”

Leadership is about opening doors for others

Bender is a student supervisor with the Event Technology Crew in the Student Centers and a resident advisor within HKMC Hall. When Bender came to 91��Ƭ, he knew he wanted to make an impact, but he wasn’t sure how.

“Through the support of my peers and the opportunities I’ve received, 91��Ƭ started to feel like home,” Bender said. “The opportunities I’ve been given are invaluable and irreplaceable. They’ve allowed me to grow not only as a leader in professional settings, but as an individual. Without the opportunities that I’ve been able to take advantage of, I do not believe that I would be as successful of a student as I am today. I will always hold the experiences I’ve had near and dear to my heart.”

Bender believes that “Leadership is about opening doors for others and creating a space where everyone feels empowered to contribute. For me, student leadership means a lot of things. It ranges from feeling empowered and enabled, to conflict resolution and compromise. Following graduation, I hope that wherever I go, I will be able to make those around me feel empowered, and that no matter how small the voice, everyone has a voice.”

Bringing people together in meaningful ways

Lueck is an executive producer with Blue Devil Productions, serves as president of the American Institute of Graphic Arts student organization, is the designer and secondary event coordinator of People’s Organization of Network Gaming (PONG), a First-Year Orientation assistant and a Week One Orientation leader.

“I truly enjoy creating events and experiences that positively impact the 91��Ƭ community and bring people together in meaningful ways,” Lueck said. “These opportunities have meant so much to me throughout my time here. Without them, I may never have discovered this passion.”

Student leadership is extremely important to Lueck. “Making a positive impact, whether that be with my colleagues or the campus community as a whole, has given me the drive to succeed in college. I hope to continue having this passion, positively impacting others as I continue into my career,” she said.

Building relationships across all majors

Cauwels serves as the Service Club at Stout president and the vice president of finance for the American Marketing Association student chapter. He works as an involvement specialist in the Involvement Center.

“These opportunities on campus have helped me build relationships with people not just in my major but across all majors, as well as allow me to make a positive impact on the local and distant communities and develop my professional skills,” Cauwels said.

“Student leadership has truly made me more sure of myself and helped me balance responsibilities in a variety of settings. I plan on taking the problem-solving skills I have gained from these experiences and applying them to whatever I do outside of school,” he added.

Samuel E. Wood Medallion and Leadership Award recipients

Less than 1% of full-time students receive the Wood Medallion. It is presented to seniors who have contributed to student activities and have demonstrated leadership and scholastic ability. Winners are selected by a committee of faculty, staff and students.

2026 Wood Medallion recipients

Other Wood Medallion recipients were:

Emily Avila, interior design, Hudson
Alexis Bellotti, animation and digital media, Kaukauna
Sumnima Devkota, psychology, Kathmandu, Nepal
Bergen Haag, industrial and product design, St. Paul
Cara Jenquin, individualized studies, Menomonie
Madelyn King, hotel, restaurant and tourism management, real estate property management, Brownville
Madi Klaja, packaging, Hudson
Melissa Kosharek, computer science, Dickeyville
Kloie Potts, family and consumer sciences education, Elkhorn
Noah Rosenberger, hotel, restaurant and tourism management, Sauk Rapids
Kayne Whitney, cybersecurity, Waunakee
Maria Winkelman, professional communication and emerging media, St. Cloud, Minnesota.

Samuel E. Wood was a longtime assistant chancellor for Student Services/Dean of Students Office. He retired in 1991 and died in February 2013.

Additional awards presented were:

Student Employee of the Year, three winners: Drew Albert, Event Technology Crew; Maria Winkelman, Involvement Center; and Nolan Zachgo, Math Teaching and Learning Center.
Student Staff Team of the Year, three winners: Student Center’s Event Technology Crew; Writing Center’s peer writing consultants; and Math Teaching and Learning Center’s teaching assistants.
Student Organization of the Year, three winners: Barbecue Eaters and Enthusiasts Federation, DND Club and Service Club at Stout.
Student Organization Event of the Year, three winners: Philosophy Club’s “Does God Exist? A Student Debate”; Craft Club’s “Make Your Own Keychains”; Service Club at Stout’s “Trick or Treat So Others Can Eat.”
Bill Siedlecki Advisor of the Year, two winners: Danielle Clarizio, International Club; and Fred Prassas, Institute of Real Estate Management.
Twenty-four students received the Outstanding Cooperative Education and Internship Program Student of the Year.

The Leadership Awards ceremony is sponsored by the Involvement Center, Stout Student Association and Career Services.

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Ashley, Cadrex, Apogee among companies benefiting from engineering students’ prototypes

Capstone projects demonstrate mechanical, manufacturing know-how, leadership skills

Bender, Lueck also receive Wood Medallion, highest nonacademic honor 2026 Samuel E. Wood Medallion recipients

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Distinguished alum, educator Albrecht credits 91��Ƭ for preparing graduates who ‘step forward’

goersab — Mon, 18 May 2026 15:09:58 +0000

Distinguished alum, educator Albrecht credits 91��Ƭ for preparing graduates who ‘step forward’goersab May 18, 2026

Student speakers at May 16 ceremonies encourage peers to act with compassion, courage, and to continue learning

Abbey Goers

Outstanding and retired educator Bryan Albrecht, a three-time alum at 91��Ƭ, crossed the commencement stage once again on May 16 – not to receive an additional diploma, but as a guest speaker to address Wisconsin’s Polytechnic University’s Class of 2026.

During three commencement ceremonies, celebrating 1,067 graduates in Johnson Fieldhouse, Albrecht encouraged students to keep moving forward with courage and compassion, even when their lives’ scripts don’t go as planned.

Albrecht is a recipient of a lifetime achievement award from the Wisconsin Association for Career and Technical Education, as well as 91��Ƭ’s Distinguished Alumni Award.

The three student speakers joined him in sharing messages of the importance of lifting each other up, having the courage to follow your own path, and to always continue to learn:

Noah Rosenberger, of Sauk Rapids, Minnesota, B.S. hotel, restaurant and tourism management, College of Science, Technology, Engineering, Mathematics and Management speaker.
Sumnima Devkota, of Kathmandu, Nepal, B.S. psychology, College of Arts and Human Sciences speaker.
Cory Bloomer, of Stevens Point, M.S. risk control and safety management, Graduate Studies speaker.

On May 6, at 91��Ƭ’s annual Leadership Awards, Rosenberger and Devkota were awarded the Samuel E. Wood Medallion, alongside 12 of their peers. The Wood Medallion is the university’s highest nonacademic honor for students, for their outstanding leadership, involvement and service.

Of this year’s graduates, 77.4% were hired prior to graduation, while 99% of recent graduates were employed or furthering their education within six months of graduation.

The courage to keep moving forward

When Albrecht graduated with his bachelor’s in industrial education in 1984, he believed his life had a clear script. “I planned to become a teacher and a coach. Over time, that path expanded into roles as an educator, a state administrator, and eventually a college president. It was a career filled with purpose, growth, and opportunities to serve others — and 91��Ƭ was the foundation that made it possible,” he said.

Career educator Albrecht honored with Distinguished Alumni Award

Bryan Albrecht has received 91��Ƭ’s highest award bestowed on a former graduate.

For many years, Albrecht’s life followed a script that felt predictable and steady. A Fond du Lac native, he began his professional life as a career and technical education teacher in the Cornell and Kewaunee school districts. In 1987, he joined the state Department of Public Instruction in technology education and earned his master’s in technology education in 1988. He went on to earn his Education Specialist degree in 2008.

Albrecht was named president of Gateway Technical College in Racine in 2006. Then, shortly after he retired in 2022, everything changed when his wife, Lisa, passed away in a tragic accident.

“In an instant, the script I thought I was following disappeared. The future I imagined suddenly looked very different,” Albrecht said. “Many people in this room will face moments like that in life. Moments when the path forward is unclear. Moments when life does not unfold the way you expected.

“But here is something I learned during that difficult time: Even when life goes off script, it can still be filled with meaning, purpose and hope. The world you are entering needs people who are resilient. People who are compassionate. People who are willing to step forward when life goes off script. And that is exactly the kind of graduates 91��Ƭ prepares,” he added.

Albrecht reminded the Class of 2026 that 91��Ƭ has given them more than a degree. “It has given you the ability to solve problems, to think creatively, to collaborate with others, and to turn ideas into real solutions that improve the world. The skills you carry with you today are powerful. But even more powerful are the values you developed here – curiosity, persistence, integrity, and the courage to keep moving forward. The future will be shaped by people exactly like you. Go forward ready to change the world in ways both big and small.”

‘To lift up the people coming after us.’

Rosenberger knew he wanted a four-year degree in hospitality, and with the help of his high school culinary instructor, he connected with industry professionals to find “the right fit.” That fit for Rosenberger was 91��Ƭ.

“Little did I know then how much the people here would change the trajectory of my life. The ‘Stout community’ transformed from a phrase in a brochure into a lived reality,” he said. “This is a place that pushes us, reinforces us and ultimately defines us. There is a unique magic in our shared identity.”

But this community doesn’t end at graduation, added Rosenberger, the Stout Student Association president. “That’s what StoutProud means to me: being part of a community that genuinely cares and carrying that forward into my career and back to this place.

“We all have a responsibility to lift up the people coming after us. Impact comes from showing up and believing we all belong. My message to you is straightforward: stay StoutProud, and when you’re in a position to help, do it for the next class – the way those who have crossed this same stage before have helped us. We have a world to change, and I know we are the ones who can do it,” he said.

‘We are far more capable than we believe.’

After graduating high school in Kathmandu, Devkota took a gap year to figure out what she wanted to do in life. She moved to the land of dreams – the USA – and enrolled at 91��Ƭ as a computer networking major.

“A path that wasn’t for me,” she said. “It didn’t feel right, but I stayed. I convinced myself that it was too late to change my mind. I told myself to keep on going and to push through. And I did … until I couldn’t anymore.”

So, in the second semester of her junior year, at a time when it felt like everyone else had their lives figured out, Devkota changed her major to psychology. “There was a huge lingering feeling of uncertainty. What if this isn’t for me either? What if I fail here, too? I am already behind everyone else.

“But what I didn’t realize then is something I understand now. I was never behind. I just started from a different place,” she said. “As a first-generation college student, navigating a new country, a new culture, and a new version of myself, I wasn’t running the same race. My starting line was different. Once I understood that, everything began to shift.”

Each of these experiences at 91��Ƭ has shaped Devkota into who she is today, challenged her to become a better version of herself, and connected her to something bigger than herself, she said.

“I stand here as someone who came across the world uncertain, questioning and still searching,” Devkota said. “And if there is one thing I have learned, it’s this: If I can take those risks, face that uncertainty, and still find my way forward, then so can you. Not because it’s easy, but because we are far more capable than we believe.

“So, as we step into what comes next, don’t wait until you feel ready. Don’t wait until everything makes sense. Don’t wait until you are certain. Because certainty is rare. But courage? Courage is a choice.”

‘Our learning does not conclude today.’

Bloomer’s early life felt quite hopeless, he said. Growing up in fear of an abusive father, he later spent two years as a ward of the state in protective services. His hopelessness festered into anger and resentment.

“I dropped out of high school at 17, and I was not a contributing member of society as a young man. I spent time in a 6x9 cell for petty crimes, and I hit bottom after a reckless endangering safety felony conviction,” he said, noting the irony that he later pursued a risk control and safety management degree.

Bloomer became a father at age 24 and was awarded full-time custody of his son when he was 33. “This was a spark that forever changed me,” he said.

He earned his GED and was inspired to keep learning. At Blackhawk Technical College, he studied process engineering and management and was voted Phi Theta Kappa chapter president. He earned cum laude designation at UW-Green Bay, where he studied leadership.

Bloomer went on to achieve credentials in project management, Lean Six Sigma, engineering sustainability and completed the fire academy to become a volunteer firefighter.

“At 48 years old, I stand in front of you with a promise. Our learning does not conclude today,” Bloomer said. “We are forever students in this life. The path that brought you here today may have been a different path than mine; at least I certainly hope it was. Today, we share this space together, and I’m hopeful that our paths will cross again. Until then, go forward, engage, be kind and always continue to learn.”

Graduates recognized at Stanley Correctional Institution

In addition to those who graduated in Johnson Fieldhouse, a smaller cohort of students celebrated commencement in a different setting: inside Stanley Correctional Institution. Six students received B.S. management and leadership degrees May 20 as part of a recently launched program inside the institution.

"91��Ƭ's polytechnic identity – applied, industry-informed, career-focused – pertains to our students wherever they learn,” said 91��Ƭ Provost Glendalí Rodríguez. “Our first cohort at of six B.S. management and leadership graduates from Stanley Correctional Institution has demonstrated this at every stage: crafting realistic business plans with professional feedback in Business Finance, conducting original qualitative research on their own experience in the Prison Education Initiative, and facilitating a three-hour re-entry simulation to help community members understand the challenges people face upon re-entering society. These aren’t approximations of a polytechnic education – they’re the real thing. We congratulate the Class of 2026 on earning a University of Wisconsin-Stout polytechnic degree.”

The program is part of the University of Wisconsin Coalition for Higher Education in Prison (UW CHEP), a collaborative delivering in-person college courses, certificates and degree pathways to students in seven correctional institutions across Wisconsin.

The UW CHEP collaborative is coordinated by UW-Madison through its Prison Education Initiative (PEI), in partnership with 91��Ƭ, UW-Green Bay, UW-Eau Claire, UW-Milwaukee and the Wisconsin Department of Corrections. This spring’s graduates were the first incarcerated students to receive degrees from Universities of Wisconsin schools in more than 50 years.

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Inspiring Graduate: Rosella Wille, B.S. Business Administration

Hired before graduation at Redpath and Company as a tax associate

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Hired before graduation at Absolut Manufacturing

Student speakers at May 16 ceremonies encourage peers to act with compassion, courage, and to continue learning Spring Commencement 2026

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Game design programs named among best in Midwest, nation in 2026 Animation Career Review rankings

giffeyt — Thu, 14 May 2026 14:13:23 +0000

Game design programs named among best in Midwest, nation in 2026 Animation Career Review rankingsgiffeyt May 14, 2026

Parallel B.F.A., B.S. programs produce career-ready grads who create award-winning games

Tom Giffey

91��Ƭ’s game design programs continue to climb in the rankings among their peers around the nation, rising to No. 6 in the Midwest and No. 17 among all public universities in the United States, according to the latest figures published by Animation Career Review.

91��Ƭ held steady on another Animation Career Review leaderboard, but that’s only because it couldn’t climb any higher: The game design programs were ranked No. 1 in Wisconsin for the eighth consecutive year. 91��Ƭ also placed No. 11 nationwide among universities offering game design-related B.F.A. degrees.

"Our program has matured beyond its ‘startup’ phase and is consistently producing industry-standard work, as evidenced by how many of our senior capstone games go on to be published on the Steam and Epic Games platforms,” said Associate Professor Kim Loken, program director for B.F.A. game design and development - art.

Loken said 91��Ƭ’s multiple game-design related degree programs – which also include a B.S. computer science with a game design and development concentration and a B.S. game and media studies – set Wisconsin’s Polytechnic University apart from its peers.

“Because we offer game dev-focused B.F.A. and B.S. degrees in parallel, our students achieve depth in their roles to maximize effective collaborations in the five semesters in which they take courses in which they make games together in ever-larger team structures,” Loken said.

Stout Game Expo attendees play Gator Hucker, one of the student-designed games.

Students build award-winning games

Game design courses culminate in the senior capstone, which simulates an industry environment as students create games in teams. These games are on display each semester at the Stout Game Expo (SGX), western Wisconsin’s largest game developer exhibition, which was held May 7.

Among the award-winning games at SGX was Gator Hucker, in which players brawl as alien alligators with wacky abilities. The game, which won the Audience Award, grew out of a running joke in class about a game in which gorillas threw alligators in space, explained senior Space Goettl. A game design and development - art major with a computer science minor, Goettl wore many hats during the game’s development, including leading the character art team, serving as a technical animator and heading marketing efforts.

“One really important thing the program does is that all of the interdisciplinary game design classes put you on a team where you basically function as your own indie studio, so by the time you graduate you’ve already independently published three video games,” Goettl said. “Because you’re always doing group work (and group work with people outside your individual areas of expertise, no less), you develop really important soft skills through the process that can apply to any job, not just the games industry.”

Esquelito was one of the award-winning games on display at the Stout Game Expo on May 7.

The award for Best Production at SGX went to Esquelito, a colorful, musical game set in the Mexican underworld. Players become Esquelito, a little skeleton who spreads joy through music, moving through levels while staying on beat.

The game was inspired in part by Mexican Day of the Dead traditions as well as the Disney film “Coco,” said senior Alex Colmenares, a B.F.A. game design and development - art major who served as game designer, VFX artist and illustrator for Esquelito.

“A big challenge that the team faced was ensuring that the game was not disrespectful in the way it represented Mexican culture,” said Colmenares, whose own heritage includes Mexican roots. “Another challenge was proper game balance. We wanted to market our game to children, so to that end we wanted to design a game that would be easier for kids. But sometimes things would come out to be way too difficult or way too easy! It was a lot of work to properly tune the game’s difficulty.”

Another big hit at SGX was Aeromancy, a virtual reality game in which players take the role of wizards who must land airplanes on the correct runway using magic gauntlets. At SGX, Aeromancy won the Audience Award for games created in the junior-level Exploratory Game Design course.

“The use of virtual reality enhances the chaotic, frantic nature of the game and allows the player to access that child-like headspace of playing with toy airplanes,” said Assistant Professor Michael Tetzlaff. Aeromancy is the third VR game exhibited at 91��Ƭ in recent years, and the first developed entirely by junior-level undergraduates.

One of the games at SGX, Driven to Madness, featured a game controller designed to look like an engine.

Junior-level students in the Exploratory Game Design course also showcased a two-player racing game called Driven to Madness, which featured a monstrous motorcycle engine as one of the game controllers. Professor Andrew Williams explained that one player drives a motorcycle on a racetrack while calling out to the other player, a mechanic, who must make adjustments to the engine to avoid obstacles.

“The game focuses on communication as each player has access to different types of information and needs to share it to play. This was an ambitious, high-risk project because it has very complex problems to solve and the team needed to learn a lot of skills independently,” said Williams, who added that the game won the Most Innovative Gameplay award at SGX.

A scene from the student-designed virtual reality game, Aeromancy.

Game design programs among top in nation

Overall, 91��Ƭ had a banner year in the Animation Career Review rankings, placing at No. 36 among all public and private universities in the United States. The rankings are driven by academic peer assessments, graduate employment outcomes, and metrics of program scale and institutional performance, including faculty size, retention rates, and graduation rates.

Games created by 91��Ƭ students have made an impression far beyond campus. Last November, a student-built submarine game called Dread Not was honored as best student entry at M+DEV, the largest game industry conference in the Midwest, which drew 1,500 attendees to Madison.

And the graduates who created these games are finding careers in their chosen field: According to 91��Ƭ’s most recent survey, 97% of game design and development - art graduates were employed or continuing their education within six months of graduating. Recent game design alumni have landed jobs with the likes of Activision, Raven Software, Fantasy Flight Games, Pixel Farm and Trek Bikes.

The game design and development - art program is part of the School of Art and Design, one of the largest public art schools in the Midwest. The School of Art and Design also offers bachelor’s degrees in animation and digital media; game and media studies; graphic design and interactive media; illustration; industrial and product design; interior design; studio art; arts administration and entrepreneurship; fashion design and development; and video production, and an M.F.A. in design.

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Parallel B.F.A., B.S. programs produce career-ready grads who create award-winning games Two players at 91��Ƭ SGX spring 2026

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Hero Caption: Audience members test student-designed games at the Stout Game Expo (SGX) on May 7, 2026.

Kim Loken

Kim Loken's industry experience spans civic, commercial, and residential projects. Her approach to each is further informed by a storytelling mindset cultivated in work for film and theater. In her prior architecture practice, she helmed a variety of adaptive reuse, historic preservation and new construction projects. More recent work focuses on the use of games as systems for analyzing complex problems, particularly those related to environmental issues. Teaching invigorates her practice and provides the opportunity to mentor young designers in a variety of disciplines.

Teaching Interests: Design thinking, interdisciplinary design, large-scale collaborative projects

Research Interests: Phenomenology, narrative-driven design

Professional Interests: Place-making, critical regionalism, cultural history and adaptive re-use

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Seth Berrier

Seth earned his Ph.D. from the University of Minnesota in 2012 where he worked with Professor Meyer in the disciplines of computer graphics and visualization. He also holds a B.A. in Music from the Jordan College of Fine Arts at Butler University in Indianapolis. He is a classically trained tenor and an active participant in community theater in and around the Chippewa Valley.

Teaching Interests: Introductory programming courses, data structures and algorithms, software engineering, and computer graphics.

Research Interests: Seth is interested in using the visual power of graphics and visualization to bridge the pure technical disciplines of math and computer science with design and the arts. He has interests in design disciplines ranging from architecture to fashion and game design and seeks to develop new tools that enable the creative processes in these fields. He is also interested in advancing the primitive world of music visualization through the disciplines of formal music theory and form and analysis. In computer science, he is most interested in image based rendering and light field acquisition, photogrammetry and light fields for digital heritage, real-time photo-realistic rendering with graphics hardware and high-level shading languages.

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Falling space debris poses an escalating risk as spacecraft get stronger and more heat resistant

hugginsm — Wed, 13 May 2026 12:43:23 +0000

Falling space debris poses an escalating risk as spacecraft get stronger and more heat resistanthugginsm May 13, 2026

Student Reese Hufnagel and Professor Matthew Ray examine the material solutions and ‘designing for demise’ to counter public safety risks

This article appeared in Phys.org, Astronomy Magazine, The Mirage, NewsBreak, and others, and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

When it comes to space debris, what goes up is coming down more often – and not safely.

When spacecraft launch, some components, including nonreusable rocket boosters, are jettisoned to decrease weight, leaving them to intentionally burn up as they reenter the atmosphere. Satellites also enter the atmosphere at the end of their life, supposedly burning up. But in many cases, they are not doing so as predicted.

Debris from partially burned-up spacecraft components and satellites reentering Earth’s atmosphere can pose a risk to people and structures on the ground. The surge in launches, driven largely by private players such as SpaceX, is turning a once-remote risk into a growing threat.

Our materials research group at the University of Wisconsin-Stout is studying the materials that allow reentry debris to survive. We look for ways to safely modify their exceptional heat-resistant qualities to make them safer for atmospheric reentry.

Debris landing on Earth

Reentry debris has fallen on both private and public property around the world multiple times since 2021. Some of the most notable events involve pieces from SpaceX Dragon’s carbon fiber trunk, which stays attached to the crewed capsule until just hours before its reentry. These trunks are larger than a 15-passenger van and used for storage.

Trunk debris from the Crew 7 mission to the International Space Station has landed in North Carolina, and fragments from the Crew 1 mission landed in New South Wales, Australia. Similarly, debris from the Axiom 3 mission landed in Saskatchewan, Canada.

A large piece of space debris from a SpaceX Dragon capsule was found by a campsite groundskeeper in North Carolina in 2025.

In addition to trunk debris, carbon fiber components that hold pressurized gases to adjust a spacecraft’s orientation also make up a lot of recovered reentry debris. Some of these most recent recoveries have been in Australia, Argentina and Poland.

Most of the debris that reenters the atmosphere burns up, so why are these pieces making it down to Earth’s surface?

Atmospheric reentry

Satellites such as SpaceX’s Starlink reside in low Earth orbit, typically between 190 and 1,240 miles (300 and 2000 kilometers) above the Earth’s surface. To stay there, they need to move really fast, at about 17,000 miles (27,000 km) per hour. To reach this speed, a rocket with a million pounds of fuel had to accelerate it, and part of this energy is still contained within the satellite’s momentum.

As an object in orbit drifts down, closer to Earth’s upper atmosphere, it starts to collide with air molecules, slowing the object down. The amount of heat generated from this interaction rapidly consumes the satellite, melting metal at over 3,000 degrees Fahrenheit (1,600 degrees Celsius).

More launches

Countries around the world have been launching items into space since the 1950s, so why is reentry a concern now?

Starting in the 1960s, about 100 objects were launched into space every year – or at least that was the case until 2016. Since then, the number has been increasing exponentially. In 2016, 200 objects launched. But in 2025, that number was 4,500, meaning 20% of all objects launched into space since the 1950s were launched last year.

Most of these launches came from companies in the United States, such as SpaceX and Rocket Labs. Companies like these, along with those outside of the U.S., have plans for large satellite constellations composed of hundreds of thousands to a million satellites.

The more objects and payloads launched, the more reentry events occur. Satellite operators are required to remove their decommissioned satellites from orbit after 25 years to comply with regulations set in place by international committees. Groups across the world, including the Federal Communications Commission in the U.S., have pushed to shorten the deorbit window to five years. Because of these guidelines, the full influx of reentry debris events from these recent launches will not be felt for another 10 or more years.

The objects launched and policy decisions made today will have a lasting effect on future safety.

Carbon fiber

As the world has progressed technologically, efficiency for launching items into space has too.

Satellites and spacecraft are becoming lighter, stronger and more heat resistant because of materials such as carbon fiber-reinforced plastics and new metals. These strong materials are sought after because they’re lightweight, but they can also cause deorbiting debris to withstand reentry temperatures.

Carbon fiber, once used exclusively in space technology, is now found in common items such as bicycle frames and racing car bodies. It is still the gold standard for fabricating high-strength, low-weight materials for spacecraft components such as rocket fuselages, interstaging – the protective housing found between the rocket stages – and pressure vessels that experience extreme temperatures and high mechanical stress and strain.

Simple metals such as aluminum and steel melt and burn away, while complex materials such as carbon fiber, which is manufactured at up to 5,000 F (3,000 C), burn away unpredictably, changing the way jettisoned components break up upon reentry.

Since the early 2000s, a majority of recovered space debris contains either carbon fiber-reinforced plastic sections or metal components wrapped with carbon fiber. The carbon fiber can act as an unintentional heat shield for heavier, more harmful debris.

This map shows locations where confirmed space debris has been recovered. With the increase in launches, the European Space Agency predicts that future space debris could fall practically anywhere across the world. European Space Agency

Design for demise

Design for demise is a major area of research focused on mitigating the risk of reentry debris. Instead of relying on controlled and meticulously timed deorbits that send components that survive reentry into the ocean at the end of their lives, spacecraft components are engineered to ensure they completely disintegrate while deorbiting through the atmosphere.

Design for demise can take many forms. These range from changing to more heat-susceptible materials to relocating harder-to-burn components to areas of the spacecraft that will be hotter during reentry, or using linkages that break apart at high temperatures to separate structures into smaller components to help them burn up.

With so much focus historically on spacecraft being made from the lightest, strongest and most heat-resistant materials available, it may seem counterintuitive to intentionally make some materials weaker. The key is making materials smarter, so they maintain their strength during their mission but weaken under the heat of reentry.

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Search Keywords: The ConversationApplied Research on Space DebrisRisks of Space DebrisSpace Debris ResearchConfronting the risks of space debris

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2026 teaching excellence awards celebrate 10 faculty, staff members

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Top 50 ranking on 2026 ‘Best Value Public Universities’ list adds to 91��Ƭ Polytechnic accolades

Blue Devil grads get blue-chip jobs with Fortune 500 firms

Money Magazine names Stout one of America’s 2025 Best Colleges, second year in a row

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New name emphasizes polytechnic advantage

Name evolves, mission continues

Op-Ed: The Unmatched Value of Wisconsin’s Polytechnic University

Inspiring Graduates Share Their 91��Ƭ Polytechnic Experiences

Spring 2026 Inspiring Graduate Studies Graduates

Inspiring Graduate: Justin George, M.S. Applied Computer Science

Inspiring Graduate: Michi Marks, M.S. Marriage & Family Therapy

Inspiring Graduate: KC Maternowski, M.S. Applied Industrial/Organizational Psychology

Inspiring Graduate: Bex Cermin, M.F.A. Design

Inspiring Graduate: Josh Green, M.S. Applied Industrial/Operational Psychology

Spring 2026 Inspiring CSTEMM Graduates

Inspiring Graduate: Rosella Wille, B.S. Business Administration

Inspiring Graduate: Thomas Shamla, B.S. Mechanical Engineering

Inspiring Graduate: Mia Schmoll, B.S. Biology

Inspiring Graduate: Austin Pratt, B.S. Packaging

Inspiring Graduate: Cassie Santelman, B.S. Plastics Engineering

Inspiring Graduate: Makenna Lowell, B.S. Packaging

Inspiring Graduate: Adam Rath, B.S. Computer Science

Spring 2026 Inspiring CAHS Graduates

Inspiring Graduate: Alexis Bellotti, B.F.A. Animation & Digital Media

Inspiring Graduate: Porter Christenson, B.F.A. Industrial & Product Design

Inspiring Graduate: Ryan Rumary, B.S. Video Production

Inspiring Graduate: Tawny Ruppert, B.S. Psychology

Inspiring Graduate: Kloie Potts, B.S. Family & Consumer Sciences Education

Polaris, School of Education directors encourage grads to be proud as they ‘improve our world’

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Inspiring Graduate: Justin George, M.S. Applied Computer Science

Royal Credit Union internship showcases student's data science, machine learning skills

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Distinguished alum, educator Albrecht credits 91��Ƭ for preparing graduates who ‘step forward’

Outstanding Student Leaders empower others, bring people together, build relationships

Leadership is about opening doors for others

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Distinguished alum, educator Albrecht credits 91��Ƭ for preparing graduates who ‘step forward’

The courage to keep moving forward

Career educator Albrecht honored with Distinguished Alumni Award

‘To lift up the people coming after us.’

‘We are far more capable than we believe.’

‘Our learning does not conclude today.’

Graduates recognized at Stanley Correctional Institution

Commencement

Game design programs named among best in Midwest, nation in 2026 Animation Career Review rankings

Students build award-winning games

Game design programs among top in nation

B.F.A. Game Design & Development - Art

B.S. Computer Science (Game Design & Development Concentration)

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Falling space debris poses an escalating risk as spacecraft get stronger and more heat resistant

Debris landing on Earth

Atmospheric reentry

More launches

Carbon fiber

Design for demise

B.S. Physics

Inspiring Graduate: Rosella Wille, B.S. Business Administration

Inspiring Graduate: Thomas Shamla, B.S. Mechanical Engineering

Inspiring Graduate: Mia Schmoll, B.S. Biology

Inspiring Graduate: Austin Pratt, B.S. Packaging

Inspiring Graduate: Cassie Santelman, B.S. Plastics Engineering

Inspiring Graduate: Makenna Lowell, B.S. Packaging

Inspiring Graduate: Adam Rath, B.S. Computer Science