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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.

Faculty & Staff Highlights

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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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Recognizing Teaching Excellence

We believe in creatively honoring and celebrating instructors and the excellence they bring to the classroom.

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No. 1 ranked M.S. marriage and family therapy is one of longest-accredited programs in U.S.

goersab — Tue, 21 Jul 2026 17:59:35 +0000

No. 1 ranked M.S. marriage and family therapy is one of longest-accredited programs in U.S.goersab July 21, 2026

COAMFTE-accredited program offers on-campus and online degree options

Abbey Goers

91��Ƭ Polytechnic’s M.S. in marriage and family therapy (MFT) has been recognized as the No. 1 program in Wisconsin for 2026 by MarriageFamilyTherapist.

The MFT program is one of the longest continuously COAMFTE-accredited programs for relational therapy training in the country, having operated since 1977. For many students and professionals seeking a master’s in MFT, choosing a program accredited by COAMFTE (Commission on Accreditation for Marriage and Family Therapy Education) is one of the most beneficial decisions to make on the path to becoming a licensed marriage and family therapist.

The program’s commitment to a small, tight-knit cohort of typically 14 students per year and hands-on learning in the on-campus clinic produces skilled, grounded therapists for couples and families. The program meets educational licensure requirements for Wisconsin and Minnesota.

“We are delighted to be ranked as the No. 1 marriage and family therapy program in Wisconsin. This reflects our history of training quality marriage and family therapists. We are proud of our nearly 50 years of accreditation. This ensures that students and graduates receive the standard in educational experiences that has led to a 100% job placement rate,” Program Director Somi Hynes said.

“Due to the increasing need for marriage and family therapists across the state, the program launched an online, part-time program in the fall of 2025 that delivers the same quality education of our full-time, in-person program. We are excited about expanding our options for students across Wisconsin,” Hynes added.

91��Ƭ Polytechnic pairs affordability with rigorous systemic-relational training. The Customized Instruction (CI) MFT program offers the same tuition rate for both in-state and out-of-state students. As of the 2026-27 academic year, total tuition is $35,226.

The MFT program’s compressed Monday and Tuesday class schedule supports students’ work-life balance. Half of the required 300 clinical hours may be completed in the on-campus clinic. The university also offers an optional Sex Therapy Certificate available alongside the degree.

MarriageFamilyTherapist highlights MFT programs and helps guide students exploring MFT education and career pathways. It works in partnership with OutreachEdu to identify and celebrate excellence in higher education, helping prospective students, educators, and the wider community discover the programs that set the standard for quality and innovation.

91��Ƭ Polytechnic’s counseling, rehabilitation and human services department offers five master’s programs, including marriage and family therapy, clinical mental health counseling, rehabilitation counseling, school counseling and school psychology, as well as three undergraduate programs and certification programs.

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No. 1 ranked M.S. marriage and family therapy is one of longest-accredited programs in U.S.

COAMFTE-accredited program offers on-campus and online degree options

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

Deepening their work with individuals, couples and families

Marriage and family therapy professor selected for prestigious Fulbright U.S. Scholar Program

Maier will teach next year at university in Istanbul, Turkey

COAMFTE-accredited program offers on-campus and online degree options Marriage and Family Therapy session

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Our M.S. Marriage & Family Therapy program will train you to make a positive impact on families and relationships as a successful therapist.

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Somi C. Hynes

Dr. Hynes is a faculty member in Human Development and Family Studies (HDFS) and Marriage and Family Therapy (MFT). Their program of research focuses on disparities in mental health outcomes with minority populations and the utilization of technology for therapists. They are a Licensed Marriage and Family Therapist (LMFT) and Approved Supervisor for the American Association for Marriage and Family Therapy (AAMFT). Their clinical interests include work with marginalized and underserved populations, including ethic/racial minorities and the LGBTQ community.

Full Name: Somi C. Hynes

Job Title: Assistant Professor / Program Director

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College: College of Arts & Human Sciences

Department: Counseling, Rehabilitation & Human Services Department

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All Degree Programs

Curriculum Vitae: Somi Hynes CV (626.23 KB)

Education:

Degree: Ph.D. Human Development and Family Studies (Marriage and Family Therapy)

University: University of Connecticut

Degree: M.A., Human Development and Family Studies (Marriage and Family Therapy)

University: University of Connecticut

Degree: B.S. Family Social Science

University: University of Minnesota-Twin Cities

Degree: B.A. Psychology

University: University of Minnesota-Twin Cities

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

Students share messages of community, kindness, belonging with graduates at Dec. 20 ceremony

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Helping students on the path to graduation.

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

goersab — Thu, 21 May 2026 15:25:00 +0000

Inspiring Graduate: Michi Marks, M.S. Marriage & Family Therapygoersab May 21, 2026

Deepening their work with individuals, couples and families

Inspiring Graduate: Michi Marks (’26)

Hometown: Menomonie
Degree: M.S. Marriage and Family Therapy
Sex Therapy Certification

Michi Marks immigrated to the United States from Thailand when they were three months old. Their birth name, Mai Cha, carried the hopes and dreams of a new life their family envisioned after escaping the Secret War in Southeast Asia. Their family eventually settled in Menomonie.

Growing up, Marks was often told that education was the pathway out of poverty. What they discovered over time is that education can be something much deeper, a way of understanding themselves.

They originally came to 91��Ƭ as an undergraduate to study hotel, restaurant and tourism management. But as part of the Honors Program, they were required to take a human development and family studies course.

“That class changed everything. It gave me language for the human condition. It helped me understand people, relationships and systems in ways that felt deeply meaningful,” Marks said. “It also helped me understand myself better. I switched majors the following semester, and that desire to understand the human condition has continued to guide my path ever since.”

Marks earned a degree as a McNair Scholar, graduating cum laude through the Honors Program in 2011 with a major in human development and family studies and a minor in English writing.

After years of working in corporate America, climbing the corporate ladder, while starting an art and home décor business, and later building a coaching and peer-support practice, an unexpected furlough was a turning point in their career.

“This unexpected pause gave me an opportunity to pursue a dream that had quietly lived within me for more than a decade: becoming a relational and systemic therapist,” Marks said. “I often imagined that if they ever returned to Stout, it would be to pursue a graduate degree in marriage and family therapy, inspired by a professor who still teaches there today.

“Education has the ability to change lives, though not always in expected ways. For me, 91��Ƭ has been a place where curiosity, community and courage merged. It provided the skills to develop a career and created a space to grow into a fuller version of myself,” they said.

Marks received their M.S. in marriage and family therapy from 91��Ƭ on May 16, among more than 1,000 of their peers and hopes to continue working as a therapist with Edges Wellness Center, where they completed their practicum, refining their clinical skills and deepening their work with individuals, couples and families.

“Long-term, I hope to continue exploring healing not only through Western psychological frameworks but also through the wisdom found in indigenous culture, community, and embodied traditions,” they said. “My dream is to eventually help build communities of healers, spaces that bring together education, workshops, and collaborative learning around mental health, relationships, and collective wellbeing.

“I am immensely thankful for the mentors, peers, and opportunities that influenced my path here. In many ways, returning to 91��Ƭ felt like coming full circle. It’s where my curiosity about people and relationships first began, and where that curiosity has grown into a lifelong commitment to healing, learning, and community.”

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 do you hope to make an impact in your field?

More than making an impact on the field itself, what matters most to me is making a meaningful difference in the lives of the people I work with. Representation matters. As a nonbinary, immigrant, neurodivergent, and queer individual, simply showing up authentically in this field can be an act of courage, and, in its own quiet way, an act of advocacy.

Growing up, I looked up to people who were unapologetically themselves. Their visibility gave me permission to explore my own identity and imagine possibilities I had not yet seen for myself. I hope to offer that same sense of openness and belonging to others, particularly for individuals and communities who have historically been marginalized or underrepresented in spaces of care and healing.

Healing does not look the same for everyone. Culture, identity, community, and lived experiences shape how people understand suffering, resilience, and recovery. Part of my work as a therapist is honoring those differences and remaining curious about the many ways people and communities make meaning, find strength, and move toward healing.

Of course, I have professional dreams as well. I am deeply fascinated by the intersections of culture, systems, and healing, and I hope to continue exploring those questions throughout my career, whether through doctoral study or by creating educational spaces, workshops and community initiatives that support collective wellbeing.

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

One of the most invaluable aspects of 91��Ƭ’s marriage and family therapy program is the counseling labs. The therapy rooms include one-way mirrors that allow professors and peers to observe sessions and provide supervision and feedback.

In addition, we use a co-therapy model, meaning two therapists work together in the room. This structure creates a powerful learning environment. It allows us to slow down, reflect and receive thoughtful guidance about how we show up as therapists. Watching my cohort members work with clients has also been incredibly formative. It has helped me see different therapeutic styles, recognize my own strengths and growth areas, and deepen my understanding of relational work.

Those experiences reflect 91��Ƭ’s applied learning philosophy — learning not only through theory, but through practice, reflection and collaboration.

My practicum was at Edges Wellness Center, where I worked as an individual and relational therapist. The center has offices in Menomonie, St. Paul and Minneapolis. During my time at Edges, I also volunteered to support internal organizational initiatives that strengthened collaboration and workplace culture.

While attending 91��Ƭ, I held a full therapy caseload, which accelerated my development as a clinician and allowed me to integrate what I was learning in class directly into my work with clients. The experience was both challenging and deeply rewarding.

Alongside my degree at 91��Ƭ, I’ve pursued additional training in areas that deeply interest me, including couples therapy, attachment work, decolonizing therapy, somatic approaches and trauma-processing modalities, like Brainspotting.

What stands out about your 91��Ƭ experience?

The culture. During my graduate experience, what stood out most was how our cohort fostered a learning environment based on collaboration, kindness and curiosity. We supported each other through challenging material, celebrated progress, and created a space where questions and feedback were welcomed and felt safe.

That kind of learning environment has a profound difference in therapy, where self-reflection and vulnerability are key to the work.

How did your involvement impact your experience?

Although my undergraduate involvement at 91��Ƭ was extensive, my graduate experience took place during a very different season of life. While my graduate involvement looked different, my undergraduate experience at 91��Ƭ played a profound role in shaping who I am today.

The foundation I built at Stout earlier in my life helped make the transition back to graduate school possible. Being a McNair Scholar as an undergrad, for example, prepared me for the expectations of graduate-level work and reinforced my belief that pursuing a master’s degree was within reach.

During my first year in the program, I stepped into an informal leadership role within my cohort, helping to advocate for changes, share feedback, and communicate updates between students and faculty. I also had the opportunity to speak with members of Psi Chi about pathways into graduate education and careers in therapy, which was a meaningful way to connect with students who are considering similar paths.

During that time, I served as a resident advisor, participated in the Honors Program, and held the positions of editor and president of Prometheus. As a McNair Scholar, I spent a summer conducting research at the University of North Texas, where I wrote and presented a research paper. I was also involved with the Hmong Stout Student Organization, the Black Student Union, and Alpha Phi Omega, and helped organize a multicultural campus event called One World.

Those experiences taught me leadership, collaboration and the courage to step outside my comfort zone. They also helped me build community and develop the confidence that eventually led me back to 91��Ƭ to pursue graduate education.

Looking back, both my undergraduate and graduate journeys at Stout have been invaluable. Each chapter challenged me in different ways and helped shape the person and professional I continue to become.

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

The biggest challenge I faced in earning my degree was the emotional and mental load of getting a graduate degree in my late 30s. Returning to school more than a decade after earning my bachelor’s degree meant balancing graduate studies while working full time, raising two pre-teen boys and supporting my family. It’s barely seeing my kids on a weekly basis, understanding the sacrifices to sleep, health and time.

It was a struggle, but I continued to remind myself that even with the challenges came the delight of greeting my cohort every week, the shared suffering and compassion for each other, and the realization that this was only temporary, which was both a relief and bittersweet.

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

My father graduated from 91��Ƭ with the same undergraduate degree I later earned in human development and family studies. He passed away three years ago, and while my master’s degree is something I pursued for myself and my family, I often find myself wishing he could see this moment. I believe he would be proud.

I am also deeply proud of the communities that helped shape me. There is a saying that it takes a village to raise a child, but I believe it also takes a village to raise a healer. The encouragement and care of my family, friends and mentors carried me through this journey.

My father’s legacy emphasized the importance of education, but what I discovered at 91��Ƭ is that education can be more than a path forward. It can be a way of understanding ourselves, healing our communities, and imagining a more compassionate and kind world.

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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

Deepening their work with individuals, couples and families Michi Marks

University Marketing

M.S. Marriage & Family Therapy

Our M.S. Marriage & Family Therapy program will train you to make a positive impact on families and relationships as a successful therapist.

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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

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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.

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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

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

University Marketing

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.

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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

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

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

Inspiring Graduate: KC Maternowski, M.S. Applied Industrial/Organizational Psychologygoersab May 21, 2026

Ensuring organizations recognize their impact on people

Inspiring Graduate: KC Maternowski (’26)

Hometown: Milwaukee
Degree: M.S. Applied Industrial/Organizational Psychology

When searching for a master’s program that interested him, KC Maternowski found that 91��Ƭ was one of the only schools in Wisconsin that offered an in-person industrial/organizational psychology program.

“Immediately, it stood out to me. When I learned more about Stout’s polytechnic approach and applied emphasis, I knew it was exactly what I wanted to do. To me, the blend of academic scholarship and real-world application is the perfect bridge to make sustainable, lasting change,” said Maternowski, who has a bachelor’s in business administration from UW-Eau Claire.

After completing a human resources internship at Rockwell Automation, a manufacturing, automation and software company based in Milwaukee, Maternowski received his M.S. in applied industrial/organizational psychology from 91��Ƭ on May 16, among more than 1,000 of his peers.

Maternowski has begun conversations with Rockwell about a full-time position with the company. “My goal right now is to build my resume and gain some experience, and then continue with my education to eventually teach and pass on the knowledge I learned here,” he said.

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 do you hope to make an impact in your field?

I believe the best thing we can do is continue to learn and educate ourselves. I always strive for growth and making sure that we all learn from our mistakes. Traditional methods are important, but not at the sacrifice of better, sustainable practices.

My goal is to continue building on scientific and evidence-based reasoning within business, and ensure that organizations recognize their impact on people. I want to change people’s perspectives and the relationships they have with work.

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

Stout has continued to push my work to reflect the rapid, changing pace we see within the market. My projects have continued to develop my portfolio and make me an adaptable candidate for any position.

My favorite experience was working with a real Menomonie-based client and helping create an intervention within their business. Not many people can say they have real-world experience working with real companies, and that is just one of the many things I have done within my program.

What projects were you involved in during your internship with Rockwell Automation?

I took part in a large project overhauling Rockwell’s leave of absence program and efficiency. I interviewed and worked with different departments, becoming familiar with complex systems that allow the company to operate globally.

Working with them for almost a year, I think my biggest takeaway is how important those foundation skills are. Critical thinking, problem-solving, and creativity will support you, no matter your role. You can train and practice for any position, but those skills are what make you stand out as a candidate.

What stands out about your 91��Ƭ experience?

The number one thing that has always grounded me was my professors. In our program, we have three amazing professors who share their knowledge, experience and expertise in everything that they do. They lead with empathy and understanding, while pushing for excellence and challenging you to become better.

Additionally, they all have experience in our field and actively share what they have learned from their careers, giving students the upper hand. They have their own specialties and disciplines that give a wide, diverse perspective to the material, and encourage those unique voices to share in the classroom.

There is no other school that prepares you to be a better scholar, professional and person like 91��Ƭ’s M.S. AIOP program does.

How did your involvement impact your experience?

I participated in many research and psychology conferences. My most memorable was the Midwest Psychological Association Conference, in Chicago, Illinois. As a program, we all traveled to Chicago and spent a week attending lectures, presenting our research and networking with professionals. The experience was extremely eye-opening about the larger community outside of Stout and the diverse array of avenues to focus and specialize within our careers.

With my cohort member Josh Green and Professor Dana Linnell, we presented our project on Trust in HR Scale: Development and Validation. The scale measure employees’ trust in their human resources departments. We interviewed subject-matter experts, pilot-tested with human resources management students, and collected final data from a Prolific sample, analyzing the reliability and validity of the scale in a U.S. population.

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

One of the biggest struggles within graduate school is just finding a balance for the many aspects of your life. Your schooling and education can feel so heavy, especially when it starts to bleed into your personal life. You have to be a student, a growing professional, a responsible adult, a good friend, a supportive family member or partner, and everything else that makes us unique. When one of these parts of ourselves takes over, it can be hard to find time, energy or motivation to care for another.

But I found that even as I struggled to find this balance, it was the people around me who lifted me and led me to the finish line. It is a special thing to have others you can rely on and a purpose to follow, but you need those things to keep yourself from drowning. You need those things to thrive.

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

I am extremely proud of myself for balancing work with school this last year. It was a heavy commitment and took a lot of energy to perform well within both roles, but I felt I gained invaluable experience.

By pushing myself, I learned more about myself than I would have if I had stood still and stagnant. Through my experiences, I figured out how I work, discovered my boundaries, and what it truly means to recover.

There were so many people in my corner, as well, that I could rely on if I ever felt overwhelmed by the pressure. It was such a privilege and honor to finish my degree, not just for me, but for everyone around me who has always known what I was capable of.

Is there anything else you’d like to share?

One of the biggest lessons I’ve learned is the importance of empathy. Care for our friends, family, and neighbors is what leads us to be better people, a better version of ourselves. When we see someone hurt and empathize with them, we immediately search for answers and solutions. When we see many people suffering, we argue for change and action.

We should empathize with ourselves, give ourselves patience and the space to grow. You cannot separate education from people, and learning does not happen in isolation. If we can all become a little more empathetic, there is no limit to what we can learn.

Inspiring Graduates

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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

Ensuring organizations recognize their impact on people KC Maternowski

University Marketing

M.S. Applied Industrial / Organizational Psychology

Your knowledge of psychological theories, principles, and research methods will help organizations make data-driven decisions and use evidence-based practices.

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

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

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

Inspiring Graduate: Bex Cermin, M.F.A. Designgoersab May 21, 2026

Prepared as an artist and designer to be an entrepreneur

Inspiring Graduate: Bex Cermin (’26)

Hometown: St. Croix Falls
Degree: M.F.A. Design

Bex Cermin has been interested in fashion design for as long as she can remember. “I still have sketches I drew when I was six. My love for fashion design is at the core of who I am,” she said.

This passion led Cermin to earn her B.S in apparel, merchandising and design at Iowa State University, where she specialized in creative design, particularly digital print development and collection conceptualization.

After receiving her undergraduate degree, Cermin was interested in continuing her academic journey. Several friends and family members of hers have thrived at 91��Ƭ, which led her to explore its cross-disciplinary M.F.A. in design.

“For four years, I have mastered a range of creative disciplines and have become an expert in specialized areas of design problem-solving and leadership,” she said. “During my time as a student, I had a wonderful opportunity to teach for the undergraduate fashion design and development program at 91��Ƭ.”

Cermin earned her M.F.A. in design from 91��Ƭ on May 16, among more than 1,000 of her peers. She plans to continue with academic teaching and leadership.

“I feel that the MFA in design program has prepared me as an artist and designer to be an entrepreneur, which will be an exciting next step,” she said. “This experience has been about more than earning a degree — it has been about growth, both personally and creatively. I’m leaving with a clearer understanding of my voice as a designer and a stronger sense of purpose in the work I want to pursue. I’m grateful for the support I’ve received along the way and excited to continue building work that is intentional, meaningful and rooted in real human experience.”

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 do you hope to make an impact in your field?

I want to contribute to a more thoughtful, human-centered approach to design — one that values experience, curiosity and emotional connection as much as visual outcome. I hope to expand how we define meaningful design by creating work that goes beyond aesthetics and engages people on a deeper emotional and sensory level.

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

91��Ƭ gave me the space to truly explore — something often limited in industry settings, where timelines and outcomes are more rigid. Graduate school allowed me to ask deeper questions, experiment with materials and processes, and follow ideas further than I would have otherwise.

What stands out about your 91��Ƭ experience?

The School of Art and Design fosters an environment that is both supportive and challenging in the best way. Faculty are approachable, invested, and genuinely care about student growth — not just academically, but as designers and individuals. They create a space where ideas can be pushed, refined and taken seriously. That level of mentorship and encouragement had a lasting impact on my experience and the work I produced.

How did your involvement impact your experience?

I was honored to receive the Graduate Researcher in Design award in 2025, which was a meaningful milestone in my academic career. The work recognized was rooted in emotional and tactile research, which I translated into a seven-piece apparel collection.

Outside in: M.F.A. student hits Omaha Fashion Week runway with nature-inspired collection

Cermin, a fashion design instructor, to featured at one of the nation's largest fashion events

I was also among the 36 featured designers at the 2024 Omaha Fashion Week. It’s the fourth-largest fashion week in the U.S. I featured my nature-inspired collection to more than 10,000 people.

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

During my four years in school, I had two children back-to-back while also teaching full-time and building a home with my family. While that sounds like a list of challenges, I don’t necessarily view it that way. Those experiences shaped me into a more focused, disciplined and motivated student. Becoming a mother, in particular, changed how I approached time and priorities. I learned how to be intentional with every hour. Many days started at 4 or 4:30 in the morning, so I could dedicate time to my school before the day began. I would teach, attend classes, care for my family and return to my schoolwork late at night.

It was demanding, but it was also deeply meaningful. I loved the process of learning and creating, and I stayed committed because I believed it would lead to something worthwhile — not just for me, but for my family as well.

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

While I’ve gained a great deal of knowledge and skill throughout this program, what I’m most proud of is the resilience I’ve built along the way. This experience showed me how far I can push myself, how to stay committed through uncertainty and how to continue moving forward even when things feel overwhelming. That ability to persevere is something I’ll carry with me far beyond this degree.

Inspiring Graduates

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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

Prepared as an artist and designer to be an entrepreneur Bex Cermin

University Marketing

M.F.A. Design

Our M.F.A. Design program combines your passions for practical problem-solving and innovative teaching.

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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

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

goersab — Thu, 21 May 2026 15:10:00 +0000

Inspiring Graduate: Josh Green, M.S. Applied Industrial/Operational Psychologygoersab May 21, 2026

Bringing a psychology and people‑centered perspective into workplaces

Inspiring Graduate: Josh Green (’26)

Hometown: McFarland
Degree: M.S. Applied Industrial/Operational Psychology

Josh Green earned his bachelor’s in psychology from UW-Madison, and wanting to enter a master’s program, found that 91��Ƭ was one of the only universities in Wisconsin that offers an industrial/organizational psychology degree.

“Stout was the perfect fit. I hope to improve organizational processes, challenge outdated practices, and strengthen the overall image and effectiveness of the companies I work for. I want to bring a psychology and people‑centered perspective into workplaces, where it’s often overlooked,” he said.

After completing an internship with Red Wing Shoe Company in Red Wing, Minnesota, as a human resources business partner intern, Green received his M.S. in applied industrial/operational psychology from 91��Ƭ on May 16, among more than 1,000 of his peers.

Green plans to begin his career in human resources and aims to move into the strategic side of HR or organizational strategy. “I’m also very interested in working for an international company, and I would love the opportunity to live abroad and eventually raise a family outside of the United States,” he said.

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 UW‑Stout prepared you to work in your field?

UW‑Stout has prepared me very well. I feel confident and ready to apply the skills I’ve developed throughout my graduate program. My favorite class experience was developing a Trust in HR scale in my Psychometrics course, with my cohort member KC Maternowski and Professor Dana Linnell. It aligned perfectly with my career interests and strengthened the skills I want to continue building.

The scale measure employees’ trust in their human resources departments. We interviewed subject-matter experts, pilot-tested with human resources management students, and collected final data from a Prolific sample, analyzing the reliability and validity of the scale in a U.S. population. We also presented our findings at the Midwestern Psychological Association in April.

What were your greatest lessons or projects during your internship with Red Wing Shoe Company?

During my internship with Red Wing Shoe Company, I developed, facilitated, and delivered UKG training for onsite employees and supervisors, and I led an intern cohort project focused on retention and turnover.

My biggest lesson was learning to take myself seriously as a professional. Young workers bring fresh ideas, strong skills and real value. I grew significantly in areas such as interpersonal communication, data analysis, strategic planning and presentation design. I can’t thank my mentors and supervisors enough for helping me grow as a professional.

What stands out about your UW‑Stout experience?

The faculty truly stand out. Every professor brought unique strengths, expertise, and perspectives that challenged me and supported my growth. I always felt pushed to improve while also being encouraged and supported.

How did your involvement impact your experience?

I received Stout’s AOP Grant and the Dwight and Linda Nyhus Davis Endowed Scholarship. I’m deeply grateful to 91��Ƭ and to the Nyhus Davis family for their generosity and support. Their contributions helped ease the financial burden of graduate school and made a meaningful difference during my time at Stout.

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

My biggest challenge was imposter syndrome when I first entered the master’s program. Throughout my coursework, I also had to adjust to being given complex problems without step‑by‑step guidance – much like real‑world work. I overcame these challenges by teaching myself new skills, engaging with professors, collaborating with peers and connecting with my Christian faith.

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

I’m most proud of proving to myself that I’m capable of succeeding at the graduate level. The work is demanding and requires real dedication and mental resilience. Beyond grades, I’m proud of the growth I’ve seen in myself, my peers and my professors. We’ve all developed together, and that shared growth has been one of the most meaningful parts of this experience.

Is there anything else you’d like to share?

My final message is a piece of encouragement rooted in my faith: “And be kind to one another, tenderhearted, forgiving one another, even as God in Christ forgave you,” Ephesians 4:32. And “Let all that you do be done with love,” 1 Corinthians 16:14. These verses have guided me throughout my time at Stout, and I hope they inspire others as well.

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

Bringing a psychology and people‑centered perspective into workplaces Josh Green

University Marketing

M.S. Applied Industrial / Organizational Psychology

Your knowledge of psychological theories, principles, and research methods will help organizations make data-driven decisions and use evidence-based practices.

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

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Master’s in food science students develop ideas for dietary supplements for GLP-1 users with aid of AI tools

goersab — Thu, 30 Apr 2026 12:30:00 +0000

Master’s in food science students develop ideas for dietary supplements for GLP-1 users with aid of AI toolsgoersab April 30, 2026

More than 300 students, faculty from more than 30 degree fields to share findings, creative works at Research Day on May 5

Abbey Goers

With the rapid increase in the use of GLP-1 weight management and metabolic health medications, such as Ozempic, Wegovy, or Mounjaro, food manufacturing companies are influenced to think about new product development for consumers with reduced appetite, early satiety, gastrointestinal discomfort and other related nutrition challenges.

To understand the growing GLP-1 – glucagon-like peptide-1 – consumer market, M.S. food science and technology students at 91��Ƭ are using AI as a research support tool in the early-stage design of evidence-based functional food concepts for GLP-1 users.

Professor Eun Joo Lee, program director of food science technology, designed the project based on observations she made while attending a professional conference last summer. “In several sessions, I saw how quickly the number of consumers using products such as Ozempic, Wegovy, and Mounjaro was growing, and I also noticed that food companies were beginning to explore this as a new market by developing products intended specifically for these users,” she said.

Professor Eun Joo Lee and master’s students in the Nutraceutical/Functional Food course.

With artificial intelligence incorporated across the curriculum at Wisconsin’s Polytechnic University, the consumer trend made Lee think that the AI-assisted design of products for GLP-1 users would be a timely and meaningful topic for her master’s students in the Nutraceutical/Functional Food course.

The seven student groups will present their findings at 91��Ƭ’s annual Research Day on Tuesday, May 5. They will be among more than 300 undergraduate and graduate students and faculty, representing more than 30 degree fields at the event.

Research Day

91��Ƭ Polytechnic's Research Day is an annual showcase that underscores the applied learning and research of Wisconsin's polytechnic students.

Research Day invites industry professionals and the campus and surrounding communities to engage with students and faculty and discuss their research and creative works through posters, prototypes, exhibits and collaborative faculty-student oral panel presentations.

AI-assisted design of products for GLP-1 users

In their literature-based and concept-design focused project, students used AI tools such as ChatGPT and Claude to help define possible target consumer groups, identify a specific nutrition-related need-state, analyze the current market to compare product concepts and formats, organize market examples, develop literature search ideas and improve communication strategy.

Mama Bear vegan protein hydrogel research group

They also used AI tools to evaluate ingredients and food chemistry feasibility, review scientific literature, and consider claims, labeling, and ethics. In functional food and nutraceutical product development, health-related claims depend not only on the ingredient but also on the product form, intended use, scientific evidence and regulatory limits. In addition, they used Google Gemini to generate imagery for their research projects.

“At the same time, students were required to verify all scientific and market information using peer-reviewed literature, actual product information and other credible sources. Final scientific judgment and strategy decisions remained the students’ responsibility,” Lee said.

Understanding that GLP-1 users often face issues with constipation and bloating, Navya Sree Bathula’s group wanted to research a product to help make digestion more comfortable. “We studied gut health and weight loss last semester as well, and this project let us go deeper into our research,” she said.

The group’s research, “Gut Balance PHGG Calm Bites: AI-Assisted Design of a Chewable Fiber System for Bloating Reduction in GLP-1 Users,” focused on chewable bites to improve digestion and bowel movements and aid in weight loss, using partially hydrolyzed guar gum (PHGG) as the main ingredient. PHGG is a natural, water-soluble prebiotic fiber made from guar beans.

PHGG Calm Bites research group

Their proposed idea of Calm Bites would also include ginger and fennel extracts to reduce nausea and bloating, peppermint oil for gastrointestinal smooth muscle relaxation, and probiotics.

“We found the most valuable part of this project was the teamwork, building time management and communicating to work well together and distribute the work among us. Each member of the group did their best to dive deep into the research project to make it a success,” Bathula said.

Another group researched “AI-Assisted Design of a Leucine-Rich Vegan Potato Protein Hydrogel Functional Food for Muscle and Digestive Support in GLP-1 Users,” with their target market being women, ages 35 to 55.

Their idea for a product called Mama Bear – an apple-flavored hydrogel for pre- and post-menopausal women – is for GLP-1 users seeking weight loss or for those with diabetes. “We found that some studies suggest lean body mass can account for up to about 40% of total weight lost during GLP-1 therapy,” Sakshi Amreliya said. “That helped us focus on a protein-rich product concept that could support muscle maintenance for GLP-1 users, especially women in our target age group.”

AI-generated images of the Calm Bites and Mama Bear dietary supplement ideas

When analyzing the current market, the group noticed a gap in products addressing this issue. They wanted to introduce a high-volume and easy-to-consume protein gel pouch that supports muscle mass, as well as supports a well-balanced fiber diet.

The group also noticed that most of the protein powders and gels on the market are animal-based, which can cause bloating and discomfort. Their research sought to fill the market gap by introducing a potato protein isolate hydrogel, with added konjac glucomannan as a dietary fiber.

They cross-checked the AI-assisted research with the American Journal of Clinical Nutrition, leading researchers in GLP-1-related topics; Food Science and Biotechnology for hydrogel information; and Medicine, Science and Sports and Exercise for consumer information.

Because GLP-1 receptor agonist medications are often administered by injection, a third group studied the possibility of an ingested nutrient shot as a more comfortable method. They researched the “Development of a Low-Volume Synbiotic Nutrient Shot for Early-Stage GLP-1 Users: AI-Guided Functional Food Strategy.”

Synbiotic Nutrient Shot research group

A 60ml synbiotic nutrient shot – a mixture of PHGG, pea protein and probiotics to aid in gut health – is a natural product that promotes the production of GLP-1 hormone in the human body. The group’s concept was based on emerging research suggesting that certain prebiotic fibers and beneficial gut microbes, including Akkermansia muciniphila, may support gut health and endogenous GLP-1-related signaling. However, the students treated this as a literature-based functional food strategy, not as a replacement for GLP-1 medications.

“A nutrient shot would help GLP-1 users feel more full during a meal, helping them feel less hungry and therefore aiding in weight loss,” Dathu Ramvath said. “Compared to other products currently on the market, a synbiotic nutrient shot would be more affordable.”

Students found AI tools useful for brainstorming, organizing ideas, generating poster images and identifying possible market gaps, but they also learned that AI outputs needed to be carefully checked against peer-reviewed literature, actual product information and credible sources.

“We used the AI tools more to help organize and refine our jumbled thoughts,” Amreliya said. “The process was interesting, but we don’t rely 100% on it.”

Ramvath agreed, adding, “We used AI to find articles and asked AI to combine that information. It is a way to gather a lot of information quickly. We learned a lot about how to integrate these methods into our research.”

Outstanding researchers recognized at Research Day

The 2026 Outstanding Researchers will be honored at the Awards Ceremony from 5:15 to 6 p.m. on Research Day, closing the event. The Outstanding Researcher honors for leadership and significant contributions to research and scholarly activities are awarded by the Office of Research and Sponsored Programs, on behalf of the Provost’s Office and the committee. This year’s recipients are:

Charles Matson Lume, Senior Outstanding Researcher
Yuan Xing, Emerging Outstanding Researcher
Erik Evensen, Outstanding Research Mentor.

Outstanding student researcher awardees are:

Desiah Melby, Graduate Studies
Bonnie Allen, Honorable Mention, Graduate Studies
Reese Hufnagel, CSTEMM, undergraduate
Ella Kemp, CAHS, undergraduate
Michael Romero, Honorable Mention, undergraduate.

Research Day

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Cross-disciplinary teams present prototypes at Research Day, Engineers Without Borders' design challenge addressed by nearly 90 students

More than 300 students, faculty from more than 30 degree fields to share findings, creative works at Research Day on May 5 MS food science research group

University Marketing

M.S. Food Science & Technology

Our M.S. Food Science & Technology program will prepare you for a future as a food technologists/leaders through education, research, and outreach.

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Eun Lee

Dr. Lee (Ph.D., & CFS) is a Professor of Food Science and Technology (FST) program. She received her Ph.D. degree from Korea University (Seoul, Korea) in 2001 and worked at Iowa State University (Ames, IA) as a post-doctor and research scientist (2001-2011). She joined the 91��Ƭ in 2011 as an Assistant Professor, early promoted to an Associate Professor in 2015, tenured in 2017, and promoted to a full Professor in 2020. Dr. Lee served as Evelyn Van Donk Steenbock Endowed Chair (2015-2017), a Graduate Program Director of M.S. Food and Nutritional Sciences program (Jan. 2016-May 2019), and a Department Chair of Food and Nutrition (May 2018-June 2020).

Teaching Interests: Since Fall 2011, Dr. Lee has taught a variety of courses from introductory to graduate-level courses, online courses, and lecture-laboratory combined courses, including General Education (GE) courses and specialized courses to undergraduate and graduate students in the FST program. She developed four new courses (FN123-Science of Food (GE), FN425/625-Food Chemistry, FN435/635-Food Analysis, and FN725-Flavor Chemistry) related to the Food Chemistry area following IFT guideline and has been teaching mainly them so far.

Research Interests: Focused on the food chemistry area, especially “bioactive peptides produced from the egg protein (phosvitin)” and “mechanisms and prevention studies of quality changes of irradiated meats”. She has published more than 65 papers in peer-reviewed journals and 12 book chapters and received total $ 0.6 M research grants since 2002. Recently, Dr. Lee received the Sabbatical Award, and plans to conduct research for “the production of plant-based meat alternatives using 3D-Food Printing Technology” during the sabbatical year (Sept. 2021-May 2022).

Professional Interests: Dr. Lee has actively involved in the Institute of Food Technologists (IFT), working in the Food Chemistry Division Leadership Team (2013-2020). She was honorably elected and served as the Division Chair (2017-2018) for 1,400 division members. IFT is the largest international food science association with 17,000 members and evaluates the accreditation of the food science program, which the 91��Ƭ Food Science program received in 2014. As a result of her dedication, she received the IFT Outstanding Volunteer Award in 2016 and two IFT Outstanding Service Awards in 2015 and 2020.

Full Name: Dr. Eun Joo Lee

Job Title: Professor / Program Director

Include in Directory: Yes

College: College of Arts & Human Sciences

Department: Kinesiology, Health, Food & Nutritional Sciences Department

Program

All Degree Programs

Curriculum Vitae: Dr. Eun Joo Lee CV (412.17 KB)

Education:

Degree: Ph.D. Food Science and Technology

University: Korea University

Degree: M.S. Food Chemistry

University: Korea University

Degree: B.S. Food and Nutrition

University: Myong Ji University

Degree: Certification of FSPCA training course-"Preventive Controls for Human Food"

University: Food Safety Preventive Controls Alliance (FSPCA) - August 2016

Degree: Certification of Certified Food Scientist (CFS)

University: Institute of Food Technologist (IFT) - June 2016

Degree: Korean Nutritionist License

University: Ministry of Health and Welfare, Korea - April 1992

CEHHHS

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Equine therapy gives clinical mental health students skills to support clients’ growth

goersab — Fri, 03 Apr 2026 14:24:52 +0000

Equine therapy gives clinical mental health students skills to support clients’ growthgoersab April 3, 2026

Vance Creek Experiential Therapy internships add to clinical training for master’s students

Abbey Goers

There is something therapeutic to a slow, rhythmic trail ride on horseback. You begin to feel grounded in the quiet nature of the woods and in the calming company of horses. The calm can lead to new thoughts or the banishment of worries or a “letting go” of control.

This form of experiential learning can help clients build self-awareness, improve emotional regulation, and strengthen communication and trust. Vance Creek Experiential Therapy (VCET), an equine therapy ranch in Clayton owned by Christine Mattila, provides clients with a safe environment to practice coping skills, gain confidence and transfer those skills into everyday life.

It also builds career-ready skills for 91��Ƭ M.S. clinical mental health counseling (CMHC) students as they intern at the ranch and use activity-based learning to observe behavior, support growth and guide clients through real-time learning experiences.

Counselors at Vance Creek help clients feel safe and validated through equine therapy and experiential learning. / Christine Mattila

Ava Allroggen, a fall 2025 clinical mental health counseling graduate, had the opportunity to intern with VCET last summer.

“At the end of each week, it was cool to swap out my business casual for faded jeans and muddy boots,” she said. “I learned so much from my site supervisors and coworkers, but the people who taught me the most were the clients. The site rocked my understanding of therapy for the better, and I’m a better counselor as a result.”

Mattila thinks the biggest transfer of skills from an internship at Vance Creek is the ability for students to take what they learn in the classroom and apply it in a real working environment. “That kind of experiential learning builds practical skills like communication, problem-solving, teamwork, and adaptability, all of which are just as important as technical knowledge once students enter the workforce,” she said.

It also helps students understand professional expectations, build confidence and learn how to contribute from day one. In this way, the internship experience prepares them not just for their first jobs but also for long-term success in their careers, Mattila added.

With the emphasis being on the relationship counselors develop with their clients, “Our goal is often to help clients feel safe and validated while also recognizing their engagements with themselves and the world around them,” said CMHC Associate Professor Andy Felton, who serves as Mattila’s clinical supervisor. “The art of our work comes from the experiences we create with clients that offer new forms of engagement and interactions to help them create inter- and intra-personal shifts, becoming empowered to not just survive but thrive.”

Vance Creek internships add to clinical training

Felton and Mattila met about eight years ago when Mattila was looking to develop her clinical practice and expertise. “Then, as I developed the Expressive Arts in Counseling course, Christine was kind enough to allow students to do a field trip to learn more about equine therapy and experience some of what it may be like as a client,” Felton said.

Once Mattila became fully licensed and was in a position to take interns beginning in spring 2023, VCET and the CMHC program began a partnership for students wanting to add to their clinical training, moving beyond talk therapy.

Allroggen was one of three 91��Ƭ interns at VCET. Their role was to be the primary clinician in the room or on the trail with the client. “As a counseling intern, my responsibility was to facilitate the therapeutic part of the experience. I initiated check-ins, helped develop session plans and helped clients apply their experiences to their therapeutic goals,” she said.

CMHC graduate student Ava Allroggen with therapy horses at VCET. / Ava Allroggen

She was supported by Mattila and staff members, who served as the equine specialists (ES). They ensure the safety of both the client and the horse during sessions. “The ES provides direction for proper horse care and safe riding skills. While working with Christine, we often helped each other in our roles. I would help clients manage their horse, while Christine would give therapeutic direction,” Allroggen said.

“The healing process in equine therapy is usually very gradual and relationship-based. It starts with building trust and creating a sense of safety, because many clients need to feel calm and supported before they can begin deeper emotional work,” Mattila said. “From there, the horse often helps mirror emotions and behaviors, providing clients with real-time feedback and helping them become more aware of what they are feeling. Over time, that process can help clients regulate emotions, build confidence and carry those skills into their everyday lives.”

Much of equine work is viewed as the horse being the primary counselor. The horse can be used as the resource the client needs to better understand themselves, their experiences and to take steps towards eliciting change. So much of the therapeutic work comes from the relationship the client develops with the horse, Felton said.

“As clients interact with the horse, they can become empowered to face challenges, realize their potential and move toward becoming the person they want to be,” he said. “For example, as a client becomes more confident in their abilities to interact with the horse, this can translate to the confidence a person feels about themselves and the obstacles in their life.”

Inspiring Graduate: Ava Allroggen, M.S. Clinical Mental Health Counseling

Establishing roots in the community as a prelicensed counselor

The CMHC program is regularly looking for new partnerships in the community to help students apply their learning. Student placements are based on interests and opportunity for practice. Specific sites have included Menomonie School District, Bloomer School District, Cedar Hill Therapy, Chippewa Valley Free Clinic, Dunn County Human Services, Fernbrook Family Center, Kinnic Falls Inc., Lutheran Social Services, Park Avenue Center, Tomah VA Medical Center and various college counseling centers.

Those interested in pursuing partnerships with CMHC internships may contact Felton at feltonan@uwstout.edu.

91��Ƭ’s counseling, rehabilitation and human services department offers five master’s programs, including marriage and family therapy, clinical mental health counseling, rehabilitation counseling, school counseling and school psychology, as well as three undergraduate programs, minors and certificates.

Clinical Mental Health Counseling

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Equine therapy gives clinical mental health students skills to support clients’ growth

Vance Creek Experiential Therapy internships add to clinical training for master’s students

Inspiring Graduate: Ava Allroggen, M.S. Clinical Mental Health Counseling

Establishing roots in the community as a prelicensed counselor

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Vance Creek Experiential Therapy internships add to clinical training for master’s students Vance Creek Experiential Therapy

University Marketing

M.S. Clinical Mental Health Counseling

Our M.S. Clinical Mental Health Counseling program will prepare you to provide competent and ethical services as a mental health counselor.

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Hero Caption: M.S. clinical mental health counseling student interns use activity-based learning at Vance Creek Experiential Therapy. Photo submitted by Christine Mattila.

Andy Felton

Andy, a Wisconsin native out of Madison, WI, joined 91��Ƭ in 2016. Prior to returning to Wisconsin, Andy lived in Laramie, WY where he obtained his PhD in Counselor Education and Supervision. While obtaining his degree he was in private practice offering play therapy to children as well as counseling to individuals, couples, and families. Andy also helped facilitate intensive outpatient groups for individuals struggling with substance use. Andy also worked part time working at the university counseling center offering process groups and individual counseling. Before pursuing his PhD, Andy lived in Harrisonburg, VA where he obtained his master's and Ed.S. degrees in Community Counseling and then offered intensive in-home services for individuals and families. Andy continues to provide clinical supervision and clinical services to the community to further help inform his teaching. Though Andy loves teaching, he also has interests that revolve around his family, traveling, photography, and playing board games.

Teaching Interests: Children & Adolescents, Counseling Theory, Play Therapy, Creativity in Counseling, Group Counseling

Research Interests: Creative and expressive methods, Clinical Supervision, Teaching pedagogy

Full Name: Andy Felton

Job Title: Associate Professor / Department Chair / Certificate Advisor

Include in Directory: Yes

Area of Expertise: Play Therapy Filial Therapy Interpersonal Process

College: College of Arts & Human Sciences

Department: Counseling, Rehabilitation & Human Services Department

Program

All Degree Programs

Curriculum Vitae: Andy Felton CV (50.24 KB)

Education:

Degree: Ph.D. Counselor Education and Supervision

University: University of Wyoming

Degree: Ed.S. Community Counseling

University: James Madison University

Degree: B.A. Psychology

University: University of Wisconsin-Eau Claire

Degree: Licensed Professional Counselor

University: State of Wisconsin Department of Safety and Professional Services

Degree: Registered Play Therapist-Supervisor

Degree: Acudetox Specialist

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News

2026 teaching excellence awards celebrate 10 faculty, staff members

CAHS Outstanding Teacher Awards

CSTEMM Outstanding Teacher Awards

Outstanding Graduate Faculty Awards

Advisors of the Year

Recognizing Teaching Excellence

No. 1 ranked M.S. marriage and family therapy is one of longest-accredited programs in U.S.

M.S. Marriage & Family Therapy

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’

Supporting Your Academic Journey

Additional Resources

Keeping Everyone Informed

Academic Status & Suspension Information

Sexual Misconduct Information

Behavior Intervention Team

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

M.S. Marriage & Family Therapy

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

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

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

M.S. Applied Computer Science

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

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

M.S. Applied Industrial / Organizational Psychology

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

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

Outside in: M.F.A. student hits Omaha Fashion Week runway with nature-inspired collection

M.F.A. Design

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

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

M.S. Applied Industrial / Organizational Psychology

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

Master’s in food science students develop ideas for dietary supplements for GLP-1 users with aid of AI tools

Research Day

AI-assisted design of products for GLP-1 users

Outstanding researchers recognized at Research Day

M.S. Food Science & Technology

Equine therapy gives clinical mental health students skills to support clients’ growth

Vance Creek internships add to clinical training

Inspiring Graduate: Ava Allroggen, M.S. Clinical Mental Health Counseling

M.S. Clinical Mental Health Counseling

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