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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

All Faculty & Staff Highlights News

2026 teaching excellence awards celebrate 10 faculty, staff members

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

I’m a dietitian who had anorexia. Here’s how I ask about concerning weight loss.

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

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

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

Teachers, advisors recognized for supporting student success, scholarly research engagements, creating inclusive classroom experiences plants_and_people_day_one_17.jpg

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

giffeyt — Tue, 30 Jun 2026 16:30:00 +0000

Students, staff turn community into a canvas during Murals in Menomoniegiffeyt June 30, 2026

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

Tom Giffey

From an artistic portrayal of the journey of Hmong refugees from Laos to Menomonie to an eye-catching image that captures the past, present and future of Wisconsin’s Polytechnic University, students and staff members from 91��Ƭ Polytechnic had key roles in a just-completed effort to create 15 pieces of public art in and around Menomonie.

Murals in Menomonie drew hundreds of artists from across the United States and beyond for a five-day mural-making festival. Since 1993, members of The Walldogs – an international collective of muralists, artists and designers – have gathered annually in a new city to demonstrate their talents. From June 24-28, Walldogs from 30 states and four countries worked alongside local artists to create enduring images honoring the history and culture of the community as curious bystanders watched the process.

Among the murals was a vibrant image created in Wilson Park and designed by two 91��Ƭ Polytechnic students, graphic design and interactive media major Angelina Yang of Plover and interior design major Gao (Pretti) Zhong Thao of St. Paul.

Fifteen murals were painted during Murals in Menomonie, including this one devoted to the city's history.

The 8-foot-by-12-foot mural takes the form of a Hmong story cloth – a traditional style of embroidery that tells a story through images of everyday life, historic events and the natural world. Against a vivid blue background bordered by a triangular motif, the artwork details the journey of Hmong refugees from war-torn Laos across the Mekong River and ultimately to western Wisconsin, represented by a red barn, rolling fields, a farmers’ market and the familiar Bowman Hall Clock Tower.

Yang and Thao learned about Murals in Menomonie from Wade Lambrigtsen, a 91��Ƭ Polytechnic alumnus and lecturer who also owns Vintage Sign Shop in Menomonie. Lambrigtsen, who served as mural coordinator for Murals in Menomonie, reached out to the Hmong Stout Student Association last spring to see if any members were interested in submitting a design for the project. A mural honoring Hmong heritage had been one of the most popular options voted on by members of the public during the planning stages of Murals in Menomonie.

Volunteers paint a mural resembling a traditional Hmong story cloth.

Student gains experience in art, life

Though neither had experience making murals, Thao said she and Yang were eager to take part in the project. “This opportunity doesn’t come very often,” Thao said while taking a break from painting alongside a half dozen volunteers. “It was very exciting, and we wanted to do something to represent the community.”

Thao and Yang brainstormed the elements of the mural – which range from the mountains of Laos to the bandshell in Wilson Park – and then Yang created a digital image using Adobe Illustrator. Next, working with Lambrigtsen in his shop, they made a full-sized printout of the design, whose contours were then carefully transferred to a sheet metal surface with an electric pen.

For three days, muralists worked diligently to bring the artwork to life. While traditional story clothes are meticulous works of embroidery, this one was created with painstaking dabs of paint to create tiny figures and scenes.

Yang and Thao were joined by more than 20 volunteers in downtown Menomonie’s Wilson Park, where the mural took shape. The completed mural is expected to find a home – at least temporarily – at the Dunn County Historical Society’s Rassbach Museum.

91��Ƭ Polytechnic Student Pretti Thao, left, co-designer of the Hmong story cloth mural, poses with Chancellor Katherine Frank.

“I feel ecstatic. I feel great having the whole community here,” Thao said. “I hope this inspires other people to take part in learning our history.”

In addition to the artistic skills she’s developed, the project required Thao to communicate a great deal with other artists, something she expects will help her in professional life as an interior designer.

“I feel like it’s more than an experience on my resume,” she concluded. “It’s a life lesson.”

Camilla Estes, a veteran Walldog who operates a mural business in Paducah, Kentucky, said she was privileged to help the 91��Ƭ Polytechnic students with their mural.

“The best thing about Walldogs is that so many strangers can come together and create so much love and beauty,” Estes said.

Among the 91��Ƭ Polytechnic students and staff members who helped with the story cloth mural were Evangeline Thao, a graphic design and interactive media major from Hudson; Maiyer Xiong, a graphic communication major from Eau Claire; Ghiatight Xiong, an information and communication technology major from Eau Claire; Addison Vang, an applied math and computer science major from Rosemount, Minnesota; and university employees Michael Moua, TRIO Student Support Services, and Heidi Smith, Office of Research & Sponsored Programs. Chancellor Katherine Frank even grabbed a paintbrush to help while visiting the mural sites spread throughout downtown Menomonie.

Chancellor Katherine Frank joins other volunteers to paint a mural portraying 91��Ƭ Polytechnic's past, present and future.

Campus mural embodies polytechnic tenets

Murals in Menomonie involved the creation of 15 murals, 13 in Menomonie and one each for the nearby communities of Boyceville and Ridgeland. Many immortalized historic individuals, events or institutions, including Swiss Miss hot cocoa (invented by Charles Sanna of Menomonie), the Menomonie Blue Caps Base Ball Club, and the Knapp, Stout & Co. lumber business, co-owned by the father of university founder James Huff Stout.

Stout’s most enduring legacy – the educational institution he founded – is now depicted in a mural on the east side of the Administration Building, facing Clock Tower Plaza. Painted just weeks after the word “Polytechnic” was officially added to the university’s name, the mural encompasses elements from the institution’s 135-year history: bold block letters reading “STOUT,” the logos of both the Stout Institute (1908-55) and Stout State University (1955-64), the contemporary triple-banded “S” logo and the official designation as “Wisconsin’s Polytechnic University,” and pillars bearing the institution’s enduring values – Honor, Industry, Learning and Skill. Painted archways bearing the phrases “Forward from our founding” and “Forever to our future” frame a panoramic depiction of campus landmarks.

The artwork was designed by muralist Tom Seibert of California, who has taken part in about a dozen Walldogs events over the years. Seibert’s business, Murals for Schools, specializes in institutional murals like this one. Seibert said the mural was created in trompe l’oeil style (French for “deceive the eye”) and will likely become a popular selfie spot.

91��Ƭ Polytechnic alum Billie Walleen prepares to add her handprint to a mural dedicated to her family's longtime Menomonie business, Bolo Country Inn.

Frank lent a hand to the campus mural as well, praising Seibert’s design. “When we saw Tom’s expertise at creating pride through his murals, we knew we didn’t have to speak to a single point in 91��Ƭ Polytechnic’s 135-year history,” Frank said. “Tom has given us a mural that celebrates the legacy of our graduates and employees in a campus location that deeply resonates with our alumni and many others, while also inspiring future innovation in Menomonie, Wisconsin, and beyond through Wisconsin’s Polytechnic University.”

Lambrigtsen said three years of planning went into bringing the Walldogs to Menomonie. Numerous community sponsors, including 91��Ƭ Polytechnic, supported the Murals in Menomonie effort, as did hundreds of volunteers. Among them were at least 10 former 91��Ƭ Polytechnic students and dozens of others connected to the university.

“I think the best part was seeing the community come together, seeing how people stepped up to help,” said Lambrigtsen, who added that the newly created artwork will attract admirers for years to come.

An art auction held June 27 at the Memorial Student Center to celebrate the conclusion of Murals in Menomonie raised nearly $34,000, one of the highest fundraising figures in Walldogs history. The funds will be held in an endowment to support mural upkeep.

The new mural on Clock Tower Plaza joins several others painted by students on campus in recent years. Students in the Graffiti and Street Art summer class have designed and created four large-scale murals on the east side of the Applied Arts Building, including one painted in early June under the leadership of Assistant Professor Mary Climes.

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Muralists from around the U.S. and world join university artists and volunteers for public art event Hmong story cloth mural part of Murals in Menomonie

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#StoutProud: Wade Lambrigtsen ('00), Lin Boland ('25), Megan McDowell ('25) and Lily ('27)

91��Ƭ Polytechnic alumni and students are using public art to celebrate local stories, strengthen community connections and inspire future generations.

First student-designed mural is ‘part of the legacy, history of art at the university’

Project unveiled June 2 praised by chancellor, mayor and appreciated by painters in new Graffiti and Street Art course

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Hero Caption: Volunteers paint a mural on the exterior of the Administration Building on the 91��Ƭ Polytechnic Campus during the Murals in Menomonie event.

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AASCU’s Emerging Leaders Program names Engen to national cohort

goersab — Mon, 29 Jun 2026 14:20:44 +0000

AASCU’s Emerging Leaders Program names Engen to national cohort goersab June 29, 2026

Special assistant to the provost selected as one of 45 distinguished higher education professionals to participate in yearlong program

For more than a decade, the American Association of State Colleges and Universities’ Emerging Leaders Program (ELP) has prepared the next generation of higher education leaders to be effective, compassionate, resilient, accountable and courageous to help all students reach their goals.

91��Ƭ Polytechnic Special Assistant to the Provost Chris Engen has been named to this year’s 45-member national cohort, from institutions across more than 20 states.

The ELP program supports the development of mid-senior career higher education professionals as they strengthen their capabilities, broaden their networks, and contribute to the future of their institutions and the students they serve. Participants explore key topics, including strategic communication, project management, organizational change and the development of a personal leadership approach.

Engen is grateful for this professional development opportunity and honored to be representing 91��Ƭ Polytechnic among a distinguished group of colleagues from other regional and national public universities. “ELP provides a unique, impactful setting to build upon and leverage my previous experience while gaining new knowledge and skills for application to our current initiatives. I look forward to exchanging ideas and best practices with the other ELP cohort members,” he said.

A 30-year U.S. Army veteran (colonel, retired), Engen held a variety of leadership, staff, and faculty positions within the Army’s professional education and training system. Later joining federal civil service, he directed a center that provides workforce education and training within the U.S. Department of Defense.

Seeking to pursue a follow-on career in higher education, Engen joined 91��Ƭ Polytechnic in 2021, first serving as the Veteran Services coordinator before his current role in the Provost’s Office, which he began last year. He now manages a portfolio of cross-functional projects and initiatives involving interest holders within the university’s Academic Affairs and across campus, while continuing to provide assistance to Veteran Services.

“Chris has an impressive resume of achievements. His skills in project management and systems-thinking, coupled with his dedication to student success, are an asset and have helped move institutional work forward while strengthening relationships across the 91��Ƭ Polytechnic community,” said Provost Glendalí Rodríguez. “Chris’ interest in pursuing professional development, targeted to the higher education sector, was a clear next step, and I was pleased to endorse his application to the ELP.”

Each ELP cohort member leads a campus-based project or initiative over the course of the academic year, working with a designated advisor. The project will have an impact on the campus community and align with the participant’s professional goals.

With the dynamic changes occurring in the higher education sector and 91��Ƭ Polytechnic’s commitment to the Baldrige framework, Engen’s project will entail a collaborative review of the university-wide systems for student support and services to identify and act upon opportunities for improvement.

“This long-term project considers the continuing evolution of enrollment across all modalities – in-person, hybrid and fully online – and aims to provide an easily navigable student support and learning experience regardless of enrollment type through agile and streamlined university organization and processes,” he said.

Malcolm Baldrige Award

91��Ƭ is the first-ever higher education recipient of this prestigious award.

The ELP program began on June 23 with an in-person seminar in Washington, D.C., and will be followed by a series of interactive virtual sessions held throughout the year.

The American Association of State Colleges and Universities (AASCU), based in Washington, D.C., is a higher education association that represents the sector of over 500 regional public colleges, universities, and systems whose members share a learning- and teaching-centered culture, a historic commitment to serving today’s students, and a dedication to research and creativity that advances their regions’ economic progress and cultural development.

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All Faculty & Staff Highlights News

2026 teaching excellence awards celebrate 10 faculty, staff members

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

I’m a dietitian who had anorexia. Here’s how I ask about concerning weight loss.

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

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

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

Special assistant to the provost selected as one of 45 distinguished higher education professionals to participate in yearlong program 20210602_chrisengen_8384_web.jpg

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The Provost's Office, working with the deans, department chairs, directors and others, oversees the Division of Academic Affairs.

Welcome from Provost Ramakrishnan

2026 Opening Day Celebration

Welcome, and thank you for your interest in 91��Ƭ Polytechnic. With our focus on applied learning, career preparation, and collaboration, students graduate from our institution ready for their next steps in work and life. We offer a wide array of specialized programs, and work closely with business, industry, and non-profit institutions to ensure our curriculum is up-to-date.

Our outstanding faculty and staff are dedicated to ensuring that our students leave the University with the knowledge and skills they need to be successful.

Our facilities, with three times more laboratories and studios than traditional classrooms, enhance our focus on applied learning. Our programming, with more than 90% of our students completing a co-op, internship, or other out-of-classroom experience, guarantees readiness for careers. Finally, the infusion of general education courses throughout our programs of study ensures that students are ready not just for their next job, but for future career changes, and their role as contributing citizens in society.

The Provost's Office has oversight of the Division of Academic Affairs, which encompasses the following areas at 91��Ƭ Polytechnic:

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From Norway to Wisconsin, children want to be social media influencers when they grow up

hugginsm — Mon, 22 Jun 2026 20:36:24 +0000

From Norway to Wisconsin, children want to be social media influencers when they grow uphugginsm June 22, 2026

Professor Matt Simoneau investigates kids' global fascination with careers in social media

Matthew Simoneau

This article appeared in Fortune, NewsBreak, and others, and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

A second grader in Norway drew a YouTube logo when my colleagues and I asked what they wanted to be when they grow up. When we asked why, the child explained that YouTubers are famous and make lots of money.

When we asked second graders in Wisconsin this same question, we were surprised to often receive similar answers: Kids there also wanted to be YouTube influencers when they grow up.

I am a scholar of career and technical education. Since 2021, colleagues and I have spoken with a range of elementary, middle and high school students as young as 7 years old in the U.S. and Norway in 2024 to understand how children imagine their careers.

Our forthcoming research shows that social media has emerged as one of the biggest influences for young people’s career choice, second only to family, friends or teachers.

Over 60% of middle and high school students we surveyed from 2021-2024 said they wanted to be social media influencers or picked their future careers based on what they saw online. Other popular choices were professional soccer player, musician and actor.

Most young people will not go on to become successful social media influencers. Artur Debat/iStock Photos

Our process

In a separate January 2018 international study by the organization Education and Employers, 20,000 children, ages 7 to 11, were asked about their possible future careers and then explained how they learned about that job.

We decided to use a similar approach to understand children’s career dreams and influences.

In Wisconsin, we surveyed more than 80 different children, ages 7 to 11. We also conducted focus groups with more than 140 middle and high school students about their academic and career plans and what influenced their ideas.

We then conducted interviews in Norway with over 60 children in the same age range.

In both places, we gave kids simple prompts that included “When I grow up I would like to be … .” We also asked them, “How do you know about this job?”

We found that there is a disconnect between how schools are helping kids think about their possible future careers and what factors are actually influencing young people as they imagine their futures.

Influencer dreams

In some instances, students as young as 7 in Wisconsin and Norway simply drew the YouTube or TikTok logo, or wrote that they aspired to be an “influencer” without any idea of who or what they would influence.

They shared that YouTubers and influencers “gets lots of money” and that “they want to be famous.”

Students also drew pictures of footballers, musicians, actors and princesses. Some students shared career goals like becoming a wildlife biologist, pilot, engineer or filmmaker.

Older students were more likely to mention careers like nurse, electrician, engineer, teacher, welder, police officer and small-business owner – although becoming an influencer and content creator remained a common aspiration for teenagers and children.

We found that social media also had a positive influence on some students.

One student in a rural town said that online posts and videos encouraged them to want to become a marine biologist, even though the closest ocean is over 1,300 miles – or 2.09 million meters – away.

The limited role of schools

It’s common for middle and high school students to take online career interest surveys to help understand which jobs could be a good fit. Many schools also offer career fairs and job shadowing opportunities.

Most students, though, receive very limited individualized guidance on career paths from a school counselor.

But they generally do receive some kind of prompts to help them think about what sort of career they want.

Within roughly the past decade, 27 states began requiring personalized, multiyear educational plans that helps students as young as 11 years old develop their own education and career goals.

In 2015, for example, Wisconsin passed a new law that required school districts to provide academic and career planning services to students in grades 6 through 12. Students take an online career survey each year.

The students answer questions about their interests, and the online program then names a recommended career. The list typically includes traditional jobs like electrician or accountant, rather than something more modern, like content creator.

One potential reason is that many of the online career-planning programs schools use were created before social media became a central part of young people’s daily lives.

Some schools also have classes where high school students learn about different educational pathways and jobs. Yet these classes often meet only periodically, while high school students typically use social media every day. As a result, formal career education increasingly competes with a constant stream of online messages about work, success and the future.

Our focus groups with middle and high school students in Wisconsin revealed that few students find these online career planning programs at school helpful.

Students said they found career planning activities “redundant” and described them as “the same thing we did in middle school.”

One 17-year-old student in Wisconsin said the career survey was a “waste of time. The test told me I should be a truck driver.” This student took the survey when she had already been accepted into nursing school.

Students consistently said they learned more from conversations with teachers, counselors, family members and professionals than from online questionnaires.

While students are heavily influenced by social media, school career assessments typically don’t reflect this tendency. Spencer Platt/Getty Images

When dreams don’t match reality

Many young people now learn about careers through TikTok videos, YouTube channels, social media personalities and online communities. These influences can play a larger role in shaping career aspirations than formal school career-planning activities.

While many people aspire to make money online as influencers or content creators, nearly half of all online content creators earn less than US$15,000 a year.

I think that educators and families should recognize that young people are thinking about their possible careers – they are just more likely to rely on social media, rather than online surveys at school, to imagine their futures.

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Matthew Simoneau

Matthew Simoneau is the program director for B.S. Career, Technical Education and Training.

Teaching Interests: Principles of Career and Technical Education Instructional Evaluation Performance Analysis Coordination and Supervision of CTE Course Construction Methods of Teaching Postsecondary CTE Curriculum

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University: University of Wisconsin-Stout

Degree: M.S. Career & Technical Education

University: University of Wisconsin-Stout

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Cybersecurity faculty win Pentagon-sponsored competition to build workforce preparedness

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

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

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

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

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

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

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

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

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

Model teaches cyber defense skills

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

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

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

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

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

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

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

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

Student competitors rack up wins

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

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

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

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

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

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

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

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

Tom Giffey

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

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

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

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

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

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

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

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

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

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

New name emphasizes polytechnic advantage

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

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

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

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

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

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

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

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

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

Name evolves, mission continues

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

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

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

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

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

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

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

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

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

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

Katherine P. Frank

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

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

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

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

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

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Kahler receives May University Staff Appreciation Award

goersab — Sat, 16 May 2026 14:38:07 +0000

Kahler receives May University Staff Appreciation Awardgoersab May 16, 2026

Office of International Education financial specialist honored for dedication, dependability, efficiency

Patti Kahler, a financial specialist with the Office of International Education, received the University Staff Appreciation Award for May 2026.

The individual nominating Kahler stated, "Patti celebrated 40 years of service to the university this March, with most of her career dedicated to International Education. During that time, she has served under multiple directors and has developed exceptional institutional knowledge of historical practices, 91��Ƭ procedures and Universities of Wisconsin policies. She is consistently dedicated, dependable, and highly efficient, managing a large volume of complex responsibilities with accuracy and professionalism. She is well respected and valued by colleagues and peers across campus.

Kahler, left, receives the May University Staff Employee Appreciation award from Chancellor Katherine Frank.

"Patti has played a critical role in sustaining the operational continuity of the Office of International Education through periods of leadership transition, staffing changes, the global pandemic and evolving regulatory requirements. Her long-term stewardship of financial operations, personnel processes, and compliance functions has ensured stability and accuracy across international programs, study abroad initiatives and ESL operations. She is frequently relied upon to resolve complex issues, implement new procedures, and support special initiatives with minimal supervision, making her an indispensable resource to the unit.

"Patti consistently demonstrates a professional, supportive, and service-oriented approach when working with students, faculty, staff and external partners. She is approachable, responsive, and solutions-focused, balancing attention to detail with a genuine commitment to helping others succeed. Her calm demeanor, institutional knowledge, and willingness to assist colleagues make her a trusted and respected presence within the Office of International Education and across the university."

Each employee of the month receives a certificate of recognition and a gift presented by Chancellor Katherine Frank. The award, in its 21st year, was established by the Chancellor’s Office and is co-sponsored by the University Staff Senate.

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Engineering seniors design portable toy tractor manufacturing machine to engage kids in making process

goersab — Tue, 05 May 2026 13:45:00 +0000

Engineering seniors design portable toy tractor manufacturing machine to engage kids in making processgoersab May 5, 2026

Capstone concludes three-year professorship, collaboration with Urban Forestry Board

Abbey Goers

While Wisconsin farmers are out in their tractors preparing their fields, engineering students at 91��Ƭ have designed a portable manufacturing cell – a semi-automated assembly machine – to produce wooden toy tractors for area children.

The cross-disciplinary Taft Wooden Toy Assembly System group is made of five mechanical engineering and manufacturing engineering seniors: Owen Coon, of Appleton; Ben Gurka, of Beloit; Kierce Hemauer, of Menomonie; Ryan Kahl, of Menomonie; Aili Klein, of Lakeville, Minnesota; and Dominick Widi, of Stillwater, Minnesota.

Owen Coon, Kierce Hemauer, Ben Gurka, Aili Klein, Ryan Kahl and Dominick Widi

The two-semester-long project concluded their Engineering Technology Capstone 2 course, under the guidance of Assistant Professor Kevin Dietsche. The manufacturing cell is 40 inches wide, 38 inches long and 36 inches tall. Its height makes it accessible to elementary children, as Dietsche plans to transport the machine to area schools to demonstrate the toy manufacturing process. He can also show the cell on campus tours and at industry conferences. The machine is fully enclosed with safety features, allowing Dietsche to pause assembly and talk about the process.

Constructed to be able to fit in the back of Dietsche’s minivan, the two-part portable cell can be easily assembled and disassembled by one person, and its lightweight aluminum extrusion and plexiglass frame meets OSHA’s standards for a two-person lift. It can produce 20 tractors in an hour, including the main body, front and back wheels, and two dowel axles.

On May 1, the group showcased their system to engineering and technology faculty, as well as retired faculty members John Schultz and Professor Emeritus Jerome Johnson and City of Menomonie representative Megan Hines, environmental program coordinator with the Urban Forestry Board.

They presented again on May 4 to faculty, peers, industry partners, family and community members as part of the Senior Design Experience, which blends the university’s polytechnic tenets of applied learning and research, business and industry collaboration, and career-focused experiences.

The wooden toys, ducks and tractors are constructed from ash tree lumber provided by the City of Menomonie’s Urban Forestry Board.

An interactive toy manufacturing experience for kids

Challenges for the Taft Wooden Toy Assembly System group began on day one, as they essentially needed to redesign the previous group’s manufacturing cell from scratch. The previous design had broken and was not usable for testing.

However, this also gave them the opportunity to revamp the design in their own way. Their concept ideas in CAD included updating the sheet metal frame to a stronger aluminum extrusion and plexiglass frame. This was also a durability and safety consideration. The original sheet metal frame had sharp corners and was not as solid – features the group deemed unsafe, since the machine is meant to be accessible to children.

With Dietsche as their project sponsor, the group’s lead capstone instructors were Assistant Professor Nathan Spike and Senior Lecturer Glenn Bushendorf, to whom they presented their initial research and design concept for critique. The group was aided by Instrumentation Coordinator-Instructor Paul Craig and Lecturer Brandon Dick for coding and controls and Lecturer Mike Miller with sensors.

“The build phase brings a spark to see the fully functional machine. Our overall design has changed a lot. It’s two inches bigger and wider than our initial concept. The cell originally had seven doors, but after talking with Paul, we changed it to have one plated door on top. This cut down on the number of safety latches that we needed,” Hemauer said. “The machine also has an emergency stop button, and if the door is opened during production, the machine will stop.”

The wooden tractor components are fed by Dietsche through the top door into 3D-printed gravity-fed chutes. Then, like a mini-Henry Ford assembly line, five actuators – one for the body and one for each wheel – feed the components through the machine.

At first, the group designed the machine to be automated. “But we switched to have the dowels be manually inserted through the wheels, so kids can engage in the making process,” Klein said. “We also included a human-machine interface (HMI) touch screen for kids to give them an industrial feel. The screen shows images to guide kids through the steps of making the tractor.”

It was Hemauer’s idea of a Pez dispenser that evolved into the bolt-action idea of the manual insertion of the dowels, similar to how a ball is launched in a pinball machine. The insertion of the dowels is a press-fit operation, with no glue involved.

In their research, the group found that the pull force of a 6- to 10-year-old child is 22 pounds. They made the pull factor of the wheels 60 pounds for added safety and durability, knowing children would try to remove the wheels. They also imagined children would attempt to sit on and ride the tractor, although it is only 6 inches long and 3 inches high. With extra-strong dowels, made of oak, and chamfered wheels for structural integrity, the tractor can support up to 200 pounds.

A controls box mounted on the front of the machine houses the circuit board. They also added a plaque commemorating the professorship project, as well as ash wood brackets to cover the metal brackets on the exterior casing, giving the machine a warmer appearance.

The group enjoyed the cross-disciplinary project and understands the importance of the experience as they prepare to graduate and enter the workforce. “Working across majors helps you see other people’s point of view and their strengths,” Gurka said. “We’re building communication skills and the confidence to ask each other questions. It’s being able to admit when you don’t know something and being able to fall back on each other for knowledge.”

A collaboration connecting people to people

The project concludes Dietsche’s three-year G.A. Taft Manufacturing Engineering Endowed Professorship, in which various groups of students designed toys with first-graders, created AI rapid prototypes of toys with kindergartners and built a two-wheel toy assembly system to produce a wooden duck, including its body, wings, wheels and dowel axle.

Professor Emeritus Jerome Johnson gives a brief history of the collaboration during the capstone presentation.

The collaboration between the engineering and technology department and the city’s Urban Forestry Board began nearly a decade ago with the support of a Wisconsin Department of Natural Resources grant. As the city’s ash trees were dying and trees were being cut down, the grant funded the cutting, acquiring, milling, and kiln-drying of the ash wood. The repurposed wood was then used in student projects, creating benches for the City of Menomonie parks.

The projects were fostered under the guidance of Johnson and Nancy Schofield, a former 91��Ƭ professor and member of the Urban Forestry Board, who has since passed.

“Students wanted to see something that they built be used out in the city. Students became leaders and produced projects I never imagined possible,” said Johnson, who was honored as Citizen of the Year by the Menomonie Urban Forestry Board in 2021.

Professor Kevin Dietsche presents Environmental Program Coordinator Megan Hines with a toy wooden tractor and duck.

Students produced more than 20 city benches from the repurposed ash wood between 2018 and 2021, when Johnson retired and Dietsche stepped in to take his place. “This project has impacted how I teach. It follows a high-impact practices model (HIPS), which reinforces the importance of partnerships and hands-on activities, creating a whole team of student leaders,” Dietsche said.

“This project is something special. We’re able to take something dead and dying and give back to the city, with an end goal of showing kids the engineering process – from mechanical and technical to packaging. The real key is connecting people to people,” he added.

Dietsche plans to continue similar projects with the addition of artificial intelligence and circular design practices in the research and development, as well as construction and repair processes.

Graduates from 91��Ƭ’s mechanical and manufacturing engineering programs reported 99.5% employment rate within six months of graduation and an average starting salary of more than $70,000, according to the latest university First Destination Report.

91��Ƭ’s Robert F. Cervenka School of Engineering is home to five ABET-accredited programs that also include computer and electrical engineering, engineering technology and plastics engineering, as well as a sixth bachelor’s program in packaging. A master’s in manufacturing engineering is available on campus or online.

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

Hired before graduation at Absolut Manufacturing

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Cornellier receives April University Staff Appreciation Award

goersab — Wed, 29 Apr 2026 14:30:57 +0000

Cornellier receives April University Staff Appreciation Awardgoersab April 29, 2026

University Housing custodian honored for surpassing the bar of care for residence hall

Carrie Cornellier, custodian in University Housing, received the University Staff Appreciation Award for April 2026.

The individual nominating Cornellier stated, "Carrie has been a consistent force in CKTO as the Curran-Kranzusch custodian. During my tenure at CKTO, Carrie has set and surpassed the bar of care for our facility. Carrie continuously ensures that spills, messes, vandalism and general facility issues are addressed. When she sees an issue in the building that needs to be addressed by Facilities, she completes work orders or informs other building staff so that issues are addressed in a timely manner and residents of CKTO enjoy a clean living environment.

Cornellier, left, receives the April University Staff Employee Appreciation award from Chancellor Katherine Frank.

"In addition to her custodial work, Carrie has also supported department task forces such as the Custodial Equity Task Force, where she has been vocal and informative about improvements our department could make or adjustments to systems that would improve the working conditions of our custodians. Carrie is wonderful and is a strong communicator to me, the Resident Advisors of her area, and the Hall Manager of CK. Working with Carrie to address and improve our community is a constant practice, and multiple staff have mentioned their appreciation."

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Professors reimagine philosophy, psychology classrooms to amplify intentional student engagement

goersab — Mon, 20 Apr 2026 14:00:00 +0000

Professors reimagine philosophy, psychology classrooms to amplify intentional student engagementgoersab April 20, 2026

Bozzo, Zhao named Universities of Wisconsin Teaching Fellows & Scholars

Abbey Goers

Two 91��Ƭ professors will have a unique opportunity this year to collaborate with other exceptional Universities of Wisconsin educators, representing various disciplines of study.

Selected as Universities of Wisconsin 2026-27 Wisconsin Teaching Fellows & Scholars, Alexander Bozzo, Center for Applied Ethics director and assistant professor of philosophy; and Yuxuan Zhao, assistant professor of psychology, are among 23 faculty and instructors from 12 Universities of Wisconsin, nominated by provosts for their excellence in teaching and learning.

UW Teaching Fellows Assistant Professor of philosophy Alexander Bozzo and Assistant Professor of psychology Yuxuan Zhao.

During the fellowship, Bozzo plans to reimagine the philosophy classroom experience, drawing structure from a community forum he organizes. Zhao will create opportunities for students to engage in experiential learning within the psychology field, while encouraging critical reflection. Fellows and scholars each receive a $4,000 stipend from their university.

“Ongoing professional development is critical to our commitment as polytechnic educators. Each year, I am inspired by the student-focused projects put forward by 91��Ƭ faculty, and remain grateful for the Wisconsin Teaching Fellows & Scholars program,” said Provost Glendalí Rodríguez.

In addition to discussing effective evidence-based teaching and learning approaches, UW Teaching Fellows will be guided through systematic research focused on improving student learning through a Scholarship of Teaching and Learning project. The yearlong program begins in May and will culminate with a research presentation in spring 2027.

Transforming the formal model of a philosophy classroom

Bozzo has seen the university classroom change quickly and dramatically with a new generation of students and the emergence of new transformative technologies. As a UW Teaching Fellow, he’s looking forward to collaborating with other professors and experts on the scholarship of teaching and learning to further evolve his pedagogical practices.

“My ultimate teaching goals are to have students intentionally and rigorously engage with the material, to find it interesting and relevant to their lives, to clearly and critically communicate their ideas to others, and to come away with a richer understanding and excitement about it,” he said. “The formula for accomplishing these ends is changing, and I plan to use this opportunity to rethink and restructure my courses and methods.”

For instance, on top of class discussion, Bozzo would like to find additional ways to make students’ expression of their views, and the critical assessment of them, front-and-center, rather than the mere regurgitation of terminology and information. Bozzo plans to base this model on a program he organizes as the director of the Center for Applied Ethics – The Philosophers’ Café.

“In class, I would like to place greater emphasis on the conversation and the exchange of ideas. To this end, my project is to see how I can transform the formal model of the classroom to be more akin to The Philosophers’ Café. Students are interested in the ideas covered in class, and I want to teach to that interest and maximize engagement,” Bozzo said.

The Philosophers’ Café is a public forum series, where community members engage in open, friendly and respectful dialogue in an informal setting. Meetings are led by faculty, with topics ranging from traditional philosophical problems to pressing contemporary ethical issues.

Intentionally incorporating student feedback in the psychology classroom

As a new member of the 91��Ƭ community, Zhao has been deeply impressed by the creativity and energy that shapes teaching here. “Many of our undergraduate students engage in hands-on learning experiences that are often part of graduate-level study. In my teaching, I aim to build on this strength by advancing psychology education in ways that prepare students to apply their knowledge in real-world contexts,” they said.

Zhao strives to create opportunities for students to engage in experiential learning, while encouraging critical reflection on how these concepts operate within diverse social, cultural and political environments. As a UW Teaching Fellow, they hope to further develop inclusive and responsive teaching practices by actively listening to students’ experiences of belonging and representation in classrooms and lab settings.

“Understanding the influence of sociocultural context is essential when applying social science beyond the classroom, and as teachers, we do not always have full insight into the realities of our students,” Zhao said. “Through this opportunity, I plan to advance my approach of hands-on teaching by integrating student feedback more intentionally and continuing to learn alongside my students about their realities.”

They hope to foster a learning environment that is both experiential and reflective, preparing students to think critically and apply psychology in ways that are socially and culturally informed.

Wisconsin Teaching Fellows & Scholars is offered by the Universities of Wisconsin’s Office of Professional and Instructional Development, which supports the 13 UW Centers for Teaching and Learning in fostering a culture of teaching and learning excellence in Wisconsin.

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