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Creek restoration, data center viewpoints, sustainability researched by LAKES REU students

goersab — Tue, 21 Jul 2026 13:45:01 +0000

Creek restoration, data center viewpoints, sustainability researched by LAKES REU students goersab July 21, 2026

Nine undergraduates from around U.S. invite conversations at community presentation Aug. 6

Early in the morning on one of the hottest days of the summer, 91��Ƭ Polytechnic biology Associate Professor Keith Gilland and students Abi Cherry and Norah Shires trekked to the mouth of Galloway Creek, where it meets the Red Cedar River in Menomonie.

The group is investigating water quality, insect communities, and sedimentation processes in the heavily urbanized stream, as part of LAKES Research Experience for Undergraduates (REU). Cherry, Shires and seven other students representing nine universities from across the country are working to improve the health of the Red Cedar watershed.

Led by 91��Ƭ Polytechnic professors, the students are collaborating across disciplines in environmental science, biology, anthropology and psychology as they seek to develop sustainable solutions with community and government partners, local citizens and policymakers.

Associate Professor Keith Gilland and LAKES students Norah Shires and Abi Cherry measure the width and depth of Galloway Creek.

LAKES co-director Tina Lee, program director of applied social science, has been involved in the federally funded program, part of 91��Ƭ Polytechnic’s experiential learning, since its inception in 2014.

“Our interdisciplinary approach seeks to better prepare students with the analytical skills needed to address complex environmental issues. They are really helping to build knowledge for improving our local environment, water quality, and eutrophic lakes – where phosphorus and nitrogen pollution causes blue-green algae blooms and low oxygen levels – particularly in the Midwestern U.S. Students get the opportunity to see their research directly impact the community around them and make important contributions to new science and policy,” Lee said.

The LAKES program runs from June 7 to Aug. 8. Students and mentors invite community members to a public presentation and forum from 5 to 8 p.m. on Thursday, Aug. 6, at the Raw Deal in Menomonie.

Abi Cherry uses a transparency tube at Galloway Creek to measure water clarity and turbidity.

LAKES REU researchers

91��Ƭ Polytechnic mentors and their students are:

Biology Associate Professor Keith Gilland
- Abi Cherry, University of Cincinnati, biology
- Norah Shires, University of Northern Iowa, environmental science
Biology Senior Lecturer Arthur Kneeland, co-director of LAKES
- James Devereaux, University of Tennessee Chattanooga, anthropology and psychology
- McKenna Dudley, Illinois State, environmental system science and sustainability
Anthropology Professor Thomas Pearson
- Sydney Peterson, UW-Milwaukee, freshwater science and water policy
- Daniel Rogers, University of North Texas, anthropology
- Jacob Smertneck, West Virginia University, anthropology and environmental science
Psychology Program Director Professor Sarah Wood
- Hattie Larson, 91��Ƭ Polytechnic, psychology
- Annabel Raffin, Amherst College, Massachusetts, environmental studies and psychology

Norah Shires uses a DO meter at Galloway Creek to measure temperature and oxygen levels.

Urban stream management and restoration

Cherry and Shires are comparing characteristics of Galloway Creek with those of streams in local nature preserves to determine the impacts of urban watersheds on streams and what management activities might help build a healthy stream through the city. They have visited disturbed, undisturbed and restored sites along the creek.

“This project is the next step in a long history of Stout faculty and students studying and stewarding Galloway Creek and its watershed,” Gilland said.

They are also examining stream morphology – how the course or the depth of the stream has changed over time – as well as the effects of recent restoration projects, focusing on improving the riparian corridor along the stream with the hopes of refining restoration methods and identifying future sites for improvement, including possible channel reconstruction, he explained.

“Water is our most important natural resource; everything living relies on it. Creeks provide water for several ecosystems and contribute to the large bodies we drink from; protecting them and restoring them to good condition will ensure that we get to drink from and recreate in our waters for millennia to come,” Shires said. “The most challenging part of restoration, I think, is public education. Without voters to voice their concerns, funding for restoration projects isn’t placed where it is needed.

“A lot of projects surround the site, like native tree and vegetative plantings, as well as invasive removal. These things help improve the channel of the stream and are achievable,” she added. “What I would like to see is a large-scale removal of impervious surfaces along the creek, like long stretches of concrete. Replacing them with a more permeable material or even forgoing the concrete altogether would reduce urban runoff and improve the overall quality of our waters.”

Abi Cherry and Norah Shires examine insect samples from Galloway Creek in a biology lab.

Circular economy in the Red Cedar watershed

Kneeland, Devereaux and Dudley are studying circular economy in the Red Cedar watershed, with the idea that local commerce has a clearer relationship to the environment, as well as economically benefiting the community in general.

They are using long and short form interviews, talking with local business owners and Chamber of Commerce members to discover people’s attitudes, values and perceived barriers to engaging in local economic activity.

The interviews have also given insight into how people shop, Devereaux noted, adding that he would like to “explore ways that the Chamber helps the community that might not be normally known, and the reasonings behind their decision making.”

Norah Shires and Abi Cherry identify insect samples from Galloway Creek.

Viewpoints on data center developments

Proposed data center development has become a politically charged and controversial issue that raises new questions about energy, water, and future land use and development in the watershed, Pearson said.

He is working with Peterson, Rogers and Smertneck to study the diverse viewpoints and beliefs that shape public debate about data center development. The students are gathering information through participant observation and interviews and are documenting how local history and place identity inform the concerns of residents. They are also looking at how data center proposals have become a catalyst for community organizing, the response of government officials, and the strategies adopted by industry or other stakeholders working to expand data center infrastructure.

Peterson thinks the most impactful part of the LAKES program is the community connection and how that connection makes the research feel more meaningful than any other project she’s pursued.

“I’ve been thoroughly impressed by the close relationship between the city of Menomonie and 91��Ƭ Polytechnic. 91��Ƭ feels very integrated into Menomonie, which creates an atmosphere of trust and collaboration I haven’t experienced before,” she said. “I’ve been really surprised at how much respect the community has for the school’s research and how eager they are to participate in our study, even regarding a contentious topic like data centers.”

Insect samples from Galloway Creek under a microscpe.

Understanding sustainable behaviors and goals

Wood is working with psychology students Larson and Raffin, who are developing two projects using the Theory of Planned Behavior to understand more about people’s thoughts, feelings and behaviors related to sustainability.

Larson is researching people’s general attitudes and opinions regarding secondhand shopping and whether it influences other sustainable behaviors. Raffin is investigating community opinions about Wisconsin and Menomonie’s goal of achieving 100% carbon-free electricity by 2050; how people respond to large-scale sustainability goals that are set at the group level, such as by the city, county, or state; and how effective group-set goals are in motivating behaviors.

They think LAKES REU has been a wonderful opportunity for their team to dive into a wide range of interests regarding sustainability and to gain firsthand experience with the research process. “It has been a great experience to talk with Wisconsin residents and get involved in the Menomonie community,” Larson said.

This material is based upon work supported by the National Science Foundation under Award No. 2446660. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Students receive a $6,300 research stipend for the summer, as well as housing in 91��Ƭ Polytechnic’s residence halls, a $450 food allowance, up to $500 in travel reimbursement and funding support to travel to the National Conference on Undergraduate Research to present their final research findings.

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Creek restoration, data center viewpoints, sustainability researched by LAKES REU students

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Tina Lee

Dr. Lee is an applied anthropologist who specializes in the anthropology of the contemporary United States, specifically public policy and inequality. She is a graduate of the Anthropology PhD program at the City University of New York (CUNY) Graduate Center and has conducted research about the child welfare system, environmental governance, and humanitarian engineering. She is the author of Catching a Case: Inequality and Fear in New York City's Child Welfare System, published by Rutgers University Press in 2016, as well as serval articles based on her fieldwork in New York City. A book chapter on her follow-up work on child welfare in rural Wisconsin will be published soon. She is also the co-director of the LAKES REU, an NSF-funded research experience for undergraduates site which trains students through research on phosphorous pollution in the Red Cedar Watershed and how it might be mitigated. She teaches anthropology, research methods, and women and gender studies courses and is the program director for the Applied Social Science major as well as the Stout Core Director (Stout's polytechnic version of general education).

Teaching Interests: Cultural Anthropology, Anthropology of Gender, Anthropology of the Contemporary U.S., Qualitative Research Methods, Applied Anthropology

Research Interests: Gender, Race, Poverty and Class; Family and the Law; Women’s Activism; Public Policy; Urban United States

Full Name: Dr. Tina Lee

Job Title: Professor / Program Director / Certificate Advisor

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College: College of Arts & Human Sciences

Department: Social Science Department

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Curriculum Vitae: Tina Lee CV (57.7 KB)

Education:

Degree: Ph.D. Anthropology

University: The Graduate Center, City University of New York

Degree: Women's Studies Certificate Women's Studies

University: Graduate Center, City University of New York

Degree: M.A. Anthropology

University: Arizona State University

Degree: B.A. Anthropology

University: University of Houston

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Arthur Kneeland

Skills: Teaching, Entomological taxonomy, sampling and IPM. Sustainable Agriculture, GIS proficiency, ARCgis and ERDAS. Statistical proficiency, SAS,

Teaching Interests: Entomology, lab teaching,

Research Interests: Innovative sustainable agricultural techniques, Insect Ecology,

Full Name: Arthur J. Kneeland, M.S.

Job Title: Senior Lecturer

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College: College of Science, Technology, Engineering, Mathematics & Management

Department: Biology Department

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Degree: M.S. Renewable Resources Entomology

University: University of Wyoming

Degree: B.A. Sc Applied Science Lab Management

University: University of Wisconsin-Stout

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Inspiring Graduate: Tawny Ruppert, B.S. Psychology

goersab — Thu, 21 May 2026 14:55:00 +0000

Inspiring Graduate: Tawny Ruppert, B.S. Psychologygoersab May 21, 2026

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

Inspiring Graduate: Tawny Ruppert (’26)

Hometown: Owen
Degree: B.S. Psychology
Minor: Conflict Resolution and Nonviolence Leadership

First-generation college student Tawny Ruppert came to 91��Ƭ for its small class sizes and polytechnic advantage.

“I knew that I was going to have professors who cared about me as a person rather than a score, and that I was going to get hands-on practice from day one,” she said.

Ruppert received her B.S. in psychology from 91��Ƭ on May 16, among more than 1,000 of her peers. She will be attending Minnesota State University-Mankato to earn her M.A. in industrial-organizational psychology.

“I hope to help improve employees’ work experience. I especially hope to work with organizations to improve their multiculturalism and diversity, equity and inclusion initiatives to ensure that everyone is heard and included,” Ruppert 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 91��Ƭ prepared you to work in your field?

Stout has prepared me by providing me with many opportunities both in and out of the classroom. Almost all of my classes had a project that used the skills we learned in class. I learned how to analyze data, design research projects, create and disseminate surveys, interpret results and present the results. I’ve also learned soft skills such as effective collaboration, problem-solving, active listening, time management and so much more.

What research projects were you involved in for your internship?

My favorite lab experience was creating my own research project as part of my official internship. I examined how work and school balance affect students’ flourishing. Under the mentorship of a psychology Professor Sarah Wood, I designed a research project, “Surviving or Thriving? The Impact of Work and School Involvement on Undergraduate Students.”

I gathered all the resources, created and distributed a survey, analyzed and interpreted the data, and created a poster to present my results at the Midwestern Psychological Association conference in April, in Chicago.

My greatest lesson was how the academic world works. Coming from a nonacademic background as a first-generation college student, I had little idea of what a psychology conference would entail. What I discovered was a space full of great minds and fascinating ideas. MPA was the first time that I felt like I had truly found the field for me and made me fall in love with psychology all over again.

What stands out about your 91��Ƭ experience?

When I think of my 91��Ƭ experience, it is impossible not to think about my employment at the library. I have worked at the University Library for three years now. I’ve made life-long friends with my fellow student staff and found strong support with the full-time staff in my department.

I've learned lots about company culture and the importance of experience in various positions. I found my love of leading and teaching once I became a student manager and helped to train and support new hires. My coworkers at the library have truly become like my family. They have supported me so much and in ways I never even thought they could. Without my job at the library, I would not be the person I am today.

How did your involvement impact your experience?

Since my sophomore year, I have been a member of Psi Chi, the international psychology honors club. I have had the opportunity to serve as secretary and vice president over the past two years.

Being in Psi Chi helped me to become closer to my peers and faculty, as well as keeping me in touch with new students. I love helping others, so being able to serve as a mentor through my position meant the world to me.

Working with our faculty advisor, our board planned events for the undergraduate psychology students and their friends. We held events that brought students together to bond over crafts, compete in trivia, hear from guest speakers, and learn about their options during college and after.

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

I am most proud of being accepted into graduate school. As a first-generation college student, I put my all into my bachelor’s degree. I have always enjoyed school, and college allowed me to continue that love. I knew early on into my time at Stout that I wanted to go on to graduate school.

When I first started, I was dedicated to becoming a mental health therapist. However, as I learned more about what that specific profession entailed, I realized that it wasn't for me. Late in my junior year, I discovered industrial-organizational psychology and fell in love with it. I quickly shifted my graduate school search and preparation with the help of my professors.

Even as I struggled with mental health and normal college stressors, I had an amazing support group from the moment I got here. My coworkers at the library, professors, friends and family have been here for me since the beginning. Without all of their support, I would have never made it this far.

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

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Inspiring Graduate: Jeena Kim, B.S. Psychology

giffeyt — Tue, 23 Dec 2025 14:31:00 +0000

Inspiring Graduate: Jeena Kim, B.S. Psychology giffeyt December 23, 2025

Furthering her education by pursuing a Ph.D. in cognitive neuroscience

Inspiring Graduate: Jeena Kim (’25)

Hometown: Schaumburg, Illinois
Degree: B.S. Psychology
Focus: Cognitive Neuroscience

Jeena Kim chose 91��Ƭ because of its strong hands-on, polytechnic approach to psychology. She transferred from a community college because she wanted to complete her degree at a university with real research opportunities and applied lab experiences.

“Stout was exactly what I was looking for,” she said.

Kim is a full-time certified nursing assistant in a memory care nursing home. Her time working there during her undergraduate studies showed her “how trauma, behavior and communication needs affect a resident’s daily life,” she said.

Kim earned her B.S. in psychology and crossed the commencement stage on Dec. 20 as one of 527 91��Ƭ graduates. She plans to return to Chicago and pursue a Ph.D. in cognitive neuroscience.

“I want to continue studying how the brain works, especially in connection to aging and dementia. My goal is to bridge the gap between psychological research and practical care. I hope to contribute to research-informed practices that improve quality of life for older adults with dementia, as well as support families and caregivers,” Kim said.

Jeena Kim receives her diploma from Chancellor Katherine Frank during the fall 2025 commencement.

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

91��Ƭ prepared me through research labs and applied neuroscience courses. Some highlights for me include:

Research Practicum: I worked on a project examining face recognition, confidence-accuracy calibration and the “Clark Kent effect.” I also learned E-Prime and Jamovi research tools, data analysis, and scientific writing.

Perception and Cognitive Neuroscience labs: I gained hands-on experience with the “rubber hand illusion,” selective attention tasks and EDA and ECG (electrodermal activity and electrocardiography) psychophysiology systems.

My memory care internship: At Our House Senior Living, I cared for residents with dementia, practiced de-escalation and communication strategies, and supported families during difficult moments. This experience shaped my professional goals.

What stands out about your 91��Ƭ experience?

The professors made the biggest impact on me. Dr. Desiree Budd, Dr. Mike Mensink, and Dr. Sarah Wood guided me, challenged me and helped me think like a researcher. I especially want to shout out Dr. Budd, who was my mentor and always supported me and my research.

I also loved the collaborative lab environment — everyone was curious, supportive and passionate.

Jeena Kim, left, in the classroom with Professor Desiree Budd. / Submitted photo

How did your involvement on campus impact your experience?

I served as a teaching assistant for the Cognitive Neuroscience Lab, where I supported group research teams and helped students with data collection and lab procedures. This experience strengthened my leadership, communication and organizational skills.

I also worked full-time as a certified nursing assistant, which shaped my academic interests and helped me understand human behavior and memory in real-world settings.

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

Balancing full-time work with full-time classes was one of my biggest challenges. I often worked overnight shifts in memory care while managing research projects, exams and papers.

I overcame this by developing strong time-management skills, relying on supportive professors and reminding myself why I chose this field. The challenge helped me grow stronger and more disciplined.

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

I’m proud of how much I’ve grown — academically, professionally and personally. I’m proud of completing rigorous research projects, supporting residents and families in memory care, and becoming confident in my future path. Most of all, I’m proud that I kept going, even during the hardest times.

Without this experience, I wouldn’t have grown into the person I am today. I’ve learned that today is the youngest day of my life, and it’s a chance to do my best, take risks and build a future I won’t regret.

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Furthering her education by pursuing a Ph.D. in cognitive neuroscience Jeena Kim at fall Commencement 2025

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Inspiring Graduate: Bria Moore, B.S. Psychology

goersab — Wed, 14 May 2025 17:55:55 +0000

Inspiring Graduate: Bria Moore, B.S. Psychologygoersab May 14, 2025

‘I hope to use my knowledge gained to pursue social change for those whose voices are silenced.’

Inspiring Graduate: Bria Moore (’25)

Hometown: Wisconsin Rapids
Degree: B.S. Psychology
Minor: Sociology

Bria Moore came to 91��Ƭ because she was drawn in by the polytechnic, hands-on learning opportunities, and her parents’ neighbor is an alum who helped introduce her to the university.

Bria Moore receives her diploma from Chancellor Frank.

Moore, a McNair Scholar from Wisconsin Rapids, has a passion for mental health and social justice, and earned her bachelor’s in psychology and crossed the commencement stage on May 10, along with 1,174 91��Ƭ graduates.

She will soon travel to Finland for a two-week study abroad trip to study the prison system there. She will then move to Madison to continue her education, pursuing a master’s in clinical rehabilitation at UW-Madison.

“I hope to use my knowledge gained during my time at Stout and what I will learn at Madison to pursue social change for those whose voices are silenced. To do this, I would like to work on a mental health council within the judicial system to advise judges on the best course of treatment for those inmates who struggle with mental health concerns,” Moore said.

Bria Moore earned her psychology degree on May 10 from 91��Ƭ.

What stands out about your 91��Ƭ experience?

I was selected to present at the 2025 Research in the Rotunda to showcase my research with other UW students at the state Capitol in April. I presented my research Elderly Americans: Maintaining Independence and Well-Being and discussed it with legislators, state leaders, UW alumni and supporters. My faculty and staff mentors were Molly Welch-Deal and Sarah Wynn.

I believe the smaller class sizes at Stout have greatly aided me in my time here. This has allowed me to develop better relationships with my professors and peers, allowing me to learn more in-depth than I might have if I had attended a bigger university.

Bria Moore presents her research poster at Research Day

How did your involvement on campus impact your experience?

My favorite thing in my time here was my McNair Scholars project I had the honor to conduct. I was able to use this as my capstone project as well and found joy in researching something I'm passionate about.

In addition, I have worked at the University Library’s Educational Materials Center. This allowed me a way to connect with peers and the community in a unique way.

Bria Moore celebrates at commencement with family

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

My biggest challenge has been my status as a first-generation, low-income student. I have seen fellow students struggle with debt, and I have worked two or three jobs all throughout my time at Stout, along with completing a full-time class load.

This has been my greatest struggle and also what I am most proud of. I have managed to pay out of pocket for tuition and rent and only needed to take out a small loan during my sophomore year.

One of my favorite quotes that has inspired me these last four years and helped me push through my anxiety is, “Sometimes fear does not subside, and you must do it afraid.”

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‘I hope to use my knowledge gained to pursue social change for those whose voices are silenced.’ Bria Moore, Commencement

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Inspiring Graduate: Alicia Webster, B.S. Psychology

goersab — Mon, 13 Jan 2025 18:05:00 +0000

Inspiring Graduate: Alicia Webster, B.S. Psychologygoersab January 13, 2025

‘I came to Stout because I really like how the university helps students gain work experience.’

Inspiring Graduate: Alicia Webster (’24)

Hometown: Cannon Falls, Minn.
Degree: B.S. Psychology
Concentration: Pre-clinical

Alicia Webster started her college education during high school, earning her associate’s degree in arts and science from Inver Hills Community College even before graduating with her high school diploma in 2022.

She then immediately began her bachelor’s in psychology at 91��Ƭ and graduated in two years, crossing the commencement stage on Dec. 14, along with 510 91��Ƭ graduates.

Alicia Webster and Chancellor Katherine Frank at commencement / 91��Ƭ

“One of the biggest challenges that I experienced is being so young. I am thankful for the opportunities that I have been given, but it has been hard to finish my education so young because I often feel like I have needed more time to grow,” Webster said.

She plans to continue her education in graduate school and hopes to be accepted into either 91��Ƭ’s clinical mental health counseling or marriage and family therapy master’s programs.

“Alicia stands out to faculty for not only being a great student but taking on major leadership roles,” said Program Director Sarah Wood.

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

I came to Stout because I really like how the university helps students gain work experience.

Alicia Webster received her bachelor's in psychology on Dec. 14 / 91��Ƭ

I interned as a teaching assistant with one of my psychology professors, Dr. Chelsea Lovejoy, and helped her rewrite her courses. This taught me a lot about how to research topics and expand them for a classroom setting. I really enjoyed learning about the process of course writing through her.

My experience at 91��Ƭ has taught me a lot. It taught me to work with others.

I was able to meet a lot of new people. The professors in the psychology department are really helpful. I was able to become a better student by discussing topics in class with my peers and professors.

Alicia Webster plans to earn her master's in a counseling field / 91��Ƭ

How did your involvement on campus impact your experiences?

I joined Psi Chi, the International Honors Society in Psychology and have served as president and vice president.

Being a part of the executive board has taught me a lot about leadership and planning events around psychology. It also allowed me to have more experiences with the psychology department, like participating in the homecoming parades.

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

I am most proud of the work that I have put into finishing my degree. I am happy with the people who have become a part of my college experience. I really couldn’t imagine my experience being any different.

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Hired before graduation at Absolut Manufacturing

‘I came to Stout because I really like how the university helps students gain work experience.’ Alicia Webster

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Psychology student awarded prestigious U.S. Department of State language scholarship to study Chinese

goersab — Mon, 09 Sep 2024 13:43:43 +0000

Psychology student awarded prestigious U.S. Department of State language scholarship to study Chinesegoersab September 9, 2024

Haring believes ‘learning another language allows people to gain a greater understanding of other cultures’

Abbey Goers

91��Ƭ student Fox Haring was awarded a prestigious U.S. Department of State scholarship to study Mandarin Chinese this summer in the Critical Language Scholarship Program.

He was one of approximately 500 U.S. undergraduate and graduate students selected from more than 5,000 applicants.

Haring, a third-year psychology student, participated in the CLS Spark initiative, an eight-week immersive online program for undergraduates to learn one of five critical languages essential to America’s engagement with the world – Arabic, Chinese, Korean, Japanese and Russian – facilitated by native speakers at CLS partner institutions abroad.

Haring’s group included four other students from across the U.S. Their lessons in Chinese improved their listening, speaking, reading and writing skills, and their cultural enrichment lessons included calligraphy, kung-fu, cooking and tea making.

Fox Haring, lower left, with his CLS Spark peers and instructor / Fox Haring

“The small class size allowed us to engage in conversation that allowed both the students and the teacher to learn more about the other’s culture. The format allowed us to ask questions and learn more about their traditions,” he said.

Haring, of Milwaukee, has taken four years of Spanish and has studied several other languages on his own. He’s taking German this fall at 91��Ƭ.

“CLS Spark was the perfect opportunity to study a language that wasn’t offered at Stout and would be too difficult to study on my own. Learning a second language is one of the most important things a person can do. I find great joy and entertainment in learning new languages. I think it’s something everyone should have to do in school,” he said.

Psychologically, learning languages is good for the brain, increases neuron plasticity, and flexes cognitive muscles to prevent memory disorders like dementia, Haring explained.

“Learning another language allows people to gain a greater understanding of other cultures and use that knowledge to reflect on their own experiences. It enables a person to travel more freely, interact with more people and communicate in new ways,” he said.

Haring enjoyed the CLS program’s small class size – similarly why he chose 91��Ƭ – and being able to share information, ask questions and connect with his classmates.

The program’s Oral Proficiency Exam was a challenge, he thought. “It’s meant to test your understanding of the language, so the interviewer intentionally pushes you to your limit on understanding. If there weren’t any challenges, we’d never learn anything.”

Haring’s original interest in psychology was in clinical therapy, but he realized he was more interested in the social side of psychology.

“Currently, my goal is to work in either social work or administrative work, especially related to medical fields. I would also like to work outside of the United States in the future.”

Haring thinks a second language helps a person career-wise, “whether it’s relevant to the job or not. It allows you to work in places where English is not the primary language. Social work is a space where it’s especially helpful to be able to communicate in other languages, as a lot of the people accessing those services have limited English proficiency.”

As a CLS Spark participant, he will automatically be a semifinalist for the program’s 2025 overseas summer institutes in Taiwan, China or Singapore. He encourages anyone interested to apply for the program.

“Learning a language is an incredibly enriching experience that teaches you a lot of skills outside of the language itself, and college is the perfect time to do it,” he said. “There are a lot of opportunities if you look for them. I had no expectation that I would be accepted to the CLS Spark program and applied mostly on a whim, but I had an incredible experience that has led to many more opportunities and connections I wouldn’t have had otherwise.”

Haring hopes to study abroad in Germany next spring and will graduate in summer 2026. He plans to either work in Minnesota or apply for graduate schools in Germany or Belgium.

91��Ƭ students looking to study abroad may choose from more than 200 programs in more than 40 countries. Study abroad opportunities are a part of Stout Core, foundational general education classes at Wisconsin’s Polytechnic University, giving students a global perspective, communication and critical thinking skills, ethical reasoning and more so they graduate ready to do more on day one.

A program of the U.S. Department of State’s Bureau of Educational and Cultural Affairs, the Critical Language Scholarship Program and CLS Spark are part of an initiative to expand the number of Americans studying and mastering foreign languages that are critical to national security and economic prosperity.

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

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Furthering her education by pursuing a Ph.D. in cognitive neuroscience

Haring believes ‘learning another language allows people to gain a greater understanding of other cultures’ Fox Haring with his CLS Spark group

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Inspiring Graduate: Anja Huesby, B.S. Psychology

goersab — Mon, 13 May 2024 16:30:00 +0000

Inspiring Graduate: Anja Huesby, B.S. Psychologygoersab May 13, 2024

‘My worldview, character and ambition have grown in ways I could not have predicted.’

Inspiring Graduate: Anja Huesby (’24)

Hometown: Gordon
Degree: B.S. Psychology
Minor: Cultural Anthropology
Self-designed Concentration: Community Health

Anja Huesby has wanted to help people with their health since she was a little girl. When she started at 91��Ƭ, she thought she knew exactly what she wanted to do career-wise.

Anja Huesby will continue to explore her interests in psychology and cultural anthropology / 91��Ƭ

“But now that I’m graduating, I realize I have no idea what I want my field to be,” she said.

“These past four years have been a truly transformative experience. I am not the same person I was going into my first year. My worldview, character and ambition have grown in ways I could not have predicted. The classes I have taken have given me a deeper understanding of social injustices and fueled my passion for making the world a better place.”

Huesby, an Honors College student, earned her B.S. in psychology on May 4, along with 1,037 graduates.

While she explores her interests and networks with professionals in cultural anthropology, social work, environmental justice, Indigenous cultural revitalization, and food justice, she plans to be a “temporary stay-at-home daughter and do chores for my parents. I would like to add a special thanks to my mom and dad who have supported me along every step of this journey,” she said.

She may go on to earn her master's in clinical mental health counseling.

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

Stout strengthened my love for learning, opened new doors of opportunity, introduced me to new interests and made me curious to want more. I’m sad to be graduating because I don’t want the learning to stop.

The great thing about my degree is that it has given me the skills and versatility to do just about anything. The classes have taught me how to work well with others and independently, communicate effectively and be adaptable to many different settings. No matter what I end up doing in the future, I feel confident I am prepared to excel in any role.

What stands out about your 91��Ƭ experience?

I’m especially grateful to Dr. Avigdor Edminster for his instrumental mentorship and support. His teaching truly represents Stout’s polytechnic spirit because his discussion-based lessons allow students to interact deeply with the course material and exchange different ideas with one another.

I find any classes about social injustices to be emotionally distressing, but Dr. Edminster is wonderful at including positive social justice advocacy and different paradigms that give me hope and inspire me to also make positive change.

How did your involvement on campus impact your experience?

I was the president of Psi Chi for two semesters. This position taught me a lot about leadership and public speaking. My favorite part of the role was the opportunity to connect with other psychology students and build a stronger community within the program.

I was also a member of the Honors College and was awarded its yearly scholarship. I have taken every opportunity it offered to learn more about cultural diversity and to connect with other students.

Students from across country impact community relations, watershed sustainability with 91��Ƭ mentors

LAKES researchers to present on health of area lakes, rivers on Aug. 3 at Raw Deal in Menomonie

I was one of nine undergraduate students from eight universities across the country who worked to improve the health of the Red Cedar watershed last summer with LAKES REU. We collaborated with professors and students across disciplines to research pollution in the watershed and sought to develop sustainable solutions.

I researched the dynamics of consumer identities to see if people's food preferences and sense of sustainability align with their purchasing behaviors. LAKES gave me a deeper appreciation of the research process, teamwork, group communication and leadership.

The idea of participating in research used to be a daunting task, but now that I have participated in it, I have grown to love it.

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

As I’m sure many others can agree, COVID-19 was one of the biggest challenges I faced. My first year started in fall of 2020, in the height of the pandemic. I decided to take all my classes online and stay home. I excelled at online learning, but the lack of a social outlet was the toughest aspect of that year.

Anja Huesby grew to love the research process through her Stout experiences / Anja Huesby

Even being on campus during my sophomore year, it was still difficult to connect with classmates when there were limited events, and everyone was wearing masks, so I couldn’t see anyone’s faces. Once the worst of the pandemic calmed down, I was still experiencing some social anxiety as things got back to normal.

It wasn’t until my senior year that I think I finally felt what college social life was truly supposed to be like. It is fantastic, and I wish I could have experienced more of it earlier on in my education.

Thank you to all the professors who went above and beyond to accommodate for the pandemic and still deliver top-quality teaching and support to your students. I would not be here without you.

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

I’m most proud that I allowed myself to give in to curiosity, open-mindedness and critical thinking.

It has been an excruciating and liberating journey of questioning my understanding of the world. It’s not easy to dig into why you believe things the way you do, but I feel the process is worth it. I feel more at peace with myself and the world than I did before, and I wouldn’t change that for anything.

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

Hired before graduation at Absolut Manufacturing

‘My worldview, character and ambition have grown in ways I could not have predicted.’ Inspiring grad Anja Huesby

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Spring commencement will be held for 1,037 graduates on Saturday, May 4, at 91��Ƭ.

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PHOTO ESSAY: Stirring the Senses

goersab — Wed, 14 Feb 2024 16:02:37 +0000

PHOTO ESSAY: Stirring the Sensesgoersab February 14, 2024

Stout Students Do More on Day One in Psychology

Abbey Goers Zach Porter Rachel Hallgrimson

Walking up to the top floor of Harvey Hall, you feel the cold, smooth metal railing slide through the palm of your hand. Natural light floods the stairwell from several large windows.

It’s a long climb up four flights, and you stop at a drinking fountain. The refreshing water passes through your lips, and you’re ready to continue down the hall.

The artificial lighting is brighter here, and more natural light streams in through skylights in the ceiling and passes through windows under your feet, sending sunshine to the floor below. A row of large paintings adorns the wall. Birch trees grow below rolling hills and three people peer out at you below an orange sun.

You enter a classroom and see tables lined with tape measures and calipers. But this is the wrong building for a metals or woodworking class. You also notice several blindfolds. Wait – blindfolds?

Welcome to Professor Desiree Budd’s bachelor’s in psychology class on Perceptions, where juniors and seniors are using the Method of Limits to measure the threshold for detection of a stimulus.

Remember the change in light from the stairwell to the hallway, the touch of the railing on your palm and water on your lips? You noticed these changes because of the touch-sensitive receptors on the surface of your skin, mapped onto a part of your brain known as the somatosensory cortex.

Students use the method to measure the two-point threshold on their fingertips, forehead and forearm. The two-point threshold is a measure of how far apart two points of contact on the skin have to be before you feel them as two separate points instead of one.

Students work in teams, taking turns wearing blindfolds and using calipers as a two-point touch device. They measure the circumference of each other’s head, fingertip and forearm. Then, they measure tactile spatial acuity, or the ability of the somatosensory cortex to detect touch across spatial points.

“The idea being if you are born with all the touch receptors you are ever going to have, then people with smaller bodies will in general have a smaller two-point threshold than people with larger bodies,” Budd explained.

Psychology junior Allison Letcher is interested in learning human behaviors and how people respond to different stimuli. Her career goals include working with athletes in sports psychology. She plays guard for Blue Devil women’s basketball.

“This experiment was just cool to see what areas of our body are most sensitive and easiest to detect a two-point stimulus,” said Letcher, of Windom, Minn. “I could see this being an activity I do with athletes in my career.”

Budd walks among her students. “Have you ever noticed that some parts of your face are a lot more sensitive to touch than other areas? For example, your lips are way more sensitive than your cheeks, ears or forehead.

“This is because the touch-sensitive receptors in your skin are denser in some areas than others. The more densely packed the receptors, the more sensitive the area is to touch, and the larger the size of that body region’s map on the somatosensory cortex.”

Your fingertips, for example, have a lot of receptors packed into a small area and have a high-touch sensitivity. They’re mapped onto a relatively large region of your somatosensory cortex. And, so the two-point threshold for the fingertip is tiny compared to that of the forearm.

“If you drew an image of the human scaled to represent the density of touch receptors in the skin, it would have huge lips, tiny forehead, huge hands and tiny feet. This representation is referred to as the sensory homunculus,” Budd described.

“The two-point threshold test helps students better understand sensory processing in the brain, and determining a person's two-point threshold is a valuable skill for professionals across diverse fields,” she said.

In Letcher’s case as a sports psychologist, she may use the test to help athletes enhance their tactile perception for better performance.

The test can also guide physical therapists in designing rehabilitation exercises to improve patients’ sensory perception and fine motor skills. It can help clinicians identify nerve damage and sensory disorders in patients and monitor their recovery from injuries or surgeries involving nerves or sensory pathways.

In product design, knowing a person's two-point threshold can aid in the development of more comfortable or user-friendly products, including touchscreens with the right level of sensitivity for optimal user experience.

A few doors down the hall, two graduate students in M.S. applied industrial/organizational psychology meet with Program Director Dana Linnell.

Cohort members Kate Sulzle and Khalid Alzahrani discuss Sulzle’s research conducted with Manna Prescher. They presented “The Story of Research on Evaluation: Continuing a Thorough Investigation on Recent Trends,” co-authored by Linnell and Professor Alicia Stachowski at the 2023 American Evaluation Association conference, held in Indianapolis last fall.

Applied psychology students conduct multiple research projects, creating real-world solutions for on-campus and external clients through graduate assistant opportunities and on-campus research centers. With an understanding of human behavior in the workplace, they are preparing to help improve organizations’ productivity, efficiency, employee satisfaction, work environments and more.

“Evaluation is a new and upcoming field. By exploring Research on Evaluation, not only are we able to look at what we have done, but we also are able to determine the future directions of the field,” said Prescher, who has been a member of Linnell’s ROE research team since 2022.

Prescher believes the master’s program is preparing her in many ways for her future career, especially in the hands-on opportunities it offers.

“I have done an evaluation for a real client with a team, conducted occupational health psychology needs assessment for a real client, developed a survey, conducted a selection report, job analysis, worked as a research assistant and more,” said Prescher, who will graduate in fall 2024. She hopes to work in a research-focused area that makes her feel fulfilled, with a team where she can continue to grow.

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Discover what Psychology students do in our Perceptions class. Psychology students, Method of Limits test

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Students from across country impact community relations, watershed sustainability with 91��Ƭ mentors

goersab — Thu, 27 Jul 2023 16:08:17 +0000

Students from across country impact community relations, watershed sustainability with 91��Ƭ mentorsgoersab July 27, 2023

LAKES researchers to present on health of area lakes, rivers on Aug. 3 at Raw Deal in Menomonie

Abbey Goers

Nine undergraduate students from eight universities across the country are working to improve the health of the Red Cedar watershed this summer.

Led by 91��Ƭ professors, LAKES REU students are collaborating across disciplines as they research pollution in the watershed caused by excess phosphorus and nitrogen that spurs annual blue-green algae blooms and dissolved oxygen levels. They seek to develop sustainable solutions with community and government partners, local citizens and policymakers.

Students and mentors are holding an open house from 5 to 8 p.m. on Thursday, Aug. 3, at the Raw Deal, 603 S. Broadway St., Menomonie. Students will present their research and invite community members to join them in conversations on challenges and opportunities within the watershed.

LAKES students Isabella Adamo, Sarah Gawlik, Eva Bruce, Josh Rosenstein, Genevieve Czaplewski, Anja Huesby, Katie Spreitzer, Ayers Aguiar and Grace Parrott. / Tina Lee

LAKES co-director Tina Lee, program director of applied social science, has been involved in the national grant-funded program, part of 91��Ƭ’s experiential learning and polytechnic mission, since its inception in 2014.

“Although students have their own projects and areas of focus, they work together to learn about each other’s disciplines, research methodologies and analyze data. Our final poster presentations are the main way we share with the larger community, and we are continually impressed by the number of folks who attend and their level of engagement,” Lee said.

This summer’s research will also be shared with local policymakers through reports, conversations and participation in the Red Cedar Water Quality Partnership in hopes of facilitating positive change in land use and water quality regulations and practices.

LAKES 2023 researchers

Mentors are environmental science Senior Lecturer Arthur Kneeland, co-director of LAKES; Professor Sarah Wood, program director of psychology; political science Associate Professor Kim Zagorski; and biology Assistant Professor Nicole Hayes.

LAKES REU 2023 students and their mentors are:

Isabella Adamo, Virginia Polytechnic Institute and State University, Blacksburg, Va., Kneeland
Ayers Aguiar, University of Maine-Farmington, Hayes
Eva Bruce, Smith College, Northampton, Mass., Zagorski
Genevieve Czaplewski, 91��Ƭ, Zagorski
Sarah Gawlik, University of Houston, Wood
Anja Huesby, 91��Ƭ, Wood
Grace Parrott, Luther College, Decorah, Iowa, Hayes
Josh Rosenstein, Middlebury College, Middlebury, Vt., Kneeland
Katie Spreitzer, Arizona State University, Tempe, Ariz., Kneeland

Grace Parrot and Ayers Aguiar collecting stream data. / Tina Lee

Psychology: Consumer identities and sustainability

Huesby, of Gordon, has wanted to help people with their health since she was a little girl. She is a psychology major with a self-designed concentration in community health and a minor in cultural anthropology.

She plans to earn her master's in clinical mental health counseling and certification in low-carb and ketogenic approaches to mental health to help people understand the connection between their metabolism and mental health.

LAKES has given her a deeper appreciation of the research process, teamwork, group communication and leadership. “The idea of participating in research used to be a daunting task, but now that I have participated in it, I have grown to love it,” Huesby said.

Anja Huesby, center, canoeing with Katie Spreitzer and Grace Parrott. / Tina Lee

Huesby is researching the dynamics of consumer identities to see if people's food preferences and sense of sustainability align with their purchasing behaviors. She is investigating people's connections to their communities, local farmers and environment, and if this gives them a higher sense of responsibility to participate in reducing water pollution.

Gawlik is researching how farmers perceive the credibility of various sources of information about farming practices. They both sent anonymous surveys to citizens in Dunn and Barron counties.

“My hope is to use the data to help give farmers an understanding of consumer attitudes and behaviors so they can market their sustainable farming products in a way that is more appealing to consumer identities,” Huesby said.

Huesby thinks it is important to realize that no particular group is at fault for water pollution. “It is a vastly complex and multifaceted issue,” she said. “Individualizing responsibility is not very effective in terms of enacting sustainability. I hope everyone in our community attends the research presentation because water pollution affects all of us, and we need to work together to find a solution.”

Political science: Public trust in scientific institutions

Czaplewski is an applied social science major from Grand Island, Neb. With a fascination for political science, she chose the history and politics concentration and appreciates the hands-on research her degree program offers.

She is examining public trust in scientific institutions, like the Department of Natural Resources and public health departments, and how drinking water habits and perceptions of the safety of drinking water can be influenced.

Genevieve Czaplewski at the Prestebak farm. / Tina Lee

Bruce is looking at local government and the roles public support and partisanship play in making and enforcing water policy. They are both using public opinion data gathered from a survey they sent to community members in Dunn and Barron counties, and have conducted interviews with the public, as well as officials in Dunn County and the City of Menomonie.

“I hope that Genevieve and Eva gain a greater understanding of the complexities of policymaking at different levels of government, along with the challenges that arise when trying to combat large-scale environmental issues,” Zagorski said.

“For any institution to get anything done for the public good, it must be trusted by the people it serves. Without this trust, such actions cannot be implemented. In the context of an issue as important as drinking-water quality, it is imperative that the public trusts institutions looking to preserve it,” Czaplewski said.

“This research is being presented by students who truly care about their projects and residents’ questions. We all share a passion for this watershed, and being able to talk to community members about it is the heart and soul of this program,” she added.

Czaplewski plans to attend law school to earn her Juris Doctor degree. She believes her LAKES experience will serve her in her future career.

“The LAKES program is one rooted in interdisciplinary research,” she said. “The several fields that I have been able to work with have made me a more well-rounded student and researcher, as well as preparing me for the collaborative field of law.”

Czaplewski and Huesby will graduate in spring 2024.

Environmental science: Activism and identification

Adamo is researching plant species and photosynthesis in Lake Menomin by looking at the water column and dividing activity based on mass and chlorophyll present. She is gaining skills in aquatic plant identification, ecosystem monitoring and academic research.

Katie Spreitzer, Sarah Gawlik, Ayers Aguiar and Isabella Adamo in the lab. / Tina Lee

Rosenstein is looking at data sets to identify economic benefits of diversifying farm operations in Dunn County. Through research, specifically economic, he hopes to identify opportunities for win-win scenarios, where farmers benefit financially and the environment benefits through more sustainable practices.

Spreitzer is researching the relationships between consumer identity, community connectivity, and environmental activism and the complexity of socioeconomic issues in rural agricultural communities. She is collecting data by speaking with local business owners and company managers and through online and mail surveys.

Biology: Water quality of local lakes

Aguiar and Parrott are studying water quality in lakes Menomin and Tainter. Aguiar is surveying the lakes to determine if anatoxin, a neurotoxin that is produced by harmful cyanobacteria and is often implicated in dog deaths, is present. Parrott is looking at the distribution of harmful algal blooms and how it changes over the summer.

“They are gaining experience designing experiments, analyzing water quality samples in the lab, and collecting data that will be shared with public health and water quality agencies,” Hayes said.

Grace Parrot sampling a stream in the Red Cedar watershed, with cows looking on. / Tina Lee

Faculty and students also share their experiences and discoveries in the LAKES REU Blog: The Good, the Bad, and the Algae.

LAKES REU is funded by the National Science Foundation and by the Freshwater Collaborative of Wisconsin, which works to enhance its water-related academic programs.

Students receive a $5,400 research stipend for the summer, as well as housing in 91��Ƭ’s residence halls, a $450 food allowance, up to $500 in travel reimbursement and funding support to travel to the National Conference on Undergraduate Research to present their final research findings.

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LAKES researchers to present on health of area lakes, rivers on Aug. 3 at Raw Deal in Menomonie LAKES 2023 students at the Prestebak farm

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Experience LAKES REU. Spend two months in Menomonie, WI, research with professional mentors and present your findings at an academic conference.

Hero Caption: LAKES students learn about soil health from John Sippl, with the National Resources Conservation Service, on Dan Prestebak’s farm, retired Dunn County Conservationist. Photo provided by Tina Lee.

Tina Lee

Teaching Interests: Cultural Anthropology, Anthropology of Gender, Anthropology of the Contemporary U.S., Qualitative Research Methods, Applied Anthropology

Research Interests: Gender, Race, Poverty and Class; Family and the Law; Women’s Activism; Public Policy; Urban United States

Full Name: Dr. Tina Lee

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Education:

Degree: Ph.D. Anthropology

University: The Graduate Center, City University of New York

Degree: Women's Studies Certificate Women's Studies

University: Graduate Center, City University of New York

Degree: M.A. Anthropology

University: Arizona State University

Degree: B.A. Anthropology

University: University of Houston

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Arthur Kneeland

Skills: Teaching, Entomological taxonomy, sampling and IPM. Sustainable Agriculture, GIS proficiency, ARCgis and ERDAS. Statistical proficiency, SAS,

Teaching Interests: Entomology, lab teaching,

Research Interests: Innovative sustainable agricultural techniques, Insect Ecology,

Full Name: Arthur J. Kneeland, M.S.

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Degree: M.S. Renewable Resources Entomology

University: University of Wyoming

Degree: B.A. Sc Applied Science Lab Management

University: University of Wisconsin-Stout

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Inspiring Graduate: Casey Holmes, M.S. Applied Psychology

goersab — Thu, 22 Dec 2022 19:07:29 +0000

Inspiring Graduate: Casey Holmes, M.S. Applied Psychologygoersab December 22, 2022

'Projects in my courses involved conducting research and evaluations with real world clients.'

Inspiring Graduate: Casey Holmes (‘22)

Hometown: Hudson
Degree: M.S. Applied Psychology
Emphases: evaluation; health promotion and disease prevention; and I/O psychology

With several hands-on experiences researching for and working with real world clients, Casey Holmes accepted a job offer before graduation as a data analyst with Des Moines Valley Health and Human Services in southern Minnesota.

Her campus employment at Catalyst in 91��Ƭ’s Applied Research Center, group projects in the MSAP program and working as a teaching assistant for two statistics courses prepared her for the workforce.

MS applied psychology graduate Casey Holmes / Photo contributed by Casey Holmes

“I appreciate the hands-on, polytechnic focus at Stout,” Holmes said. “Client projects shift the focus of education from completing assignments to get a grade, to learning and developing your skills, which is what school should be about.”

Holmes earned her master’s in applied psychology on Dec. 17, graduating early in a year and a half. Even as a commuter student, she felt a “tremendous sense of belonging here. Stout has been my home, and I will always cherish the memories that I made here.

“Someone once told me that graduate school is not about how intelligent you are but rather how hard you work. I have found that to be true,” she added.

“If anyone is considering attending graduate school, I would wholeheartedly encourage them to apply. Graduate school is challenging but equally rewarding. We are all equals here, and Stout fosters collaboration rather than competition between students. It is an incredibly uplifting space where we can all succeed, and my success does not dampen another's.”

How has your Stout education and experience changed you?

Stout has helped me to become more confident and resilient. It has provided many resources and opportunities for me to grow professionally, through seminar classes and Career Services. It has also better equipped me to relate and work with others effectively and strengthened my interpersonal skills. My Stout experience has taught me that I deserve to be here and that no dream is too big. My teachers and peers have instilled in me the belief that any goal is within reach, a mindset that I hope will take me far in life.

How did you overcome the challenges you faced in earning your degree?

During my time at Stout, I navigated challenges of the pandemic, balancing school and multiple jobs, and working with others on group projects. Dr. Dana Wanzer helped me create a plan to maximize my efficiency and help me manage my time more effectively, contributing to better time management skills.

In the evaluation group project, our group was tasked with many challenges, including people being sick with COVID, missing client interviews due to inclement weather and dealing with changing methodologies midway through the semester. We handled what was thrown at us with grace and took the necessary time to craft a quality product for our client.

How has Stout prepared you to work in your field?

The applied focus at Stout and in my program of study has contributed to an increased sense of preparedness as I enter the workforce.

Projects in my courses involved conducting research and evaluations with real world clients, an experience which has been both more exciting and more applicable than theoretical classroom lessons.

My work at Catalyst in the Applied Research Center has further solidified my understanding of research standards and best practices. I was a part of numerous research and evaluation projects in various stages.

My work supplemented what I learned in the classroom and provided me with ample opportunities to advance my proficiency in research and analysis.

Casey Holmes receiving her master's hood / 91��Ƭ

What stands out about your Stout experience?

The thing that stands out the most to me about my Stout experience is the helpful nature of the Stout community. I was lucky enough to have a wonderful mentor in Dr. Wanzer, whom I could message on Teams anytime to talk about school and work, as well as send research memes. Dr. Wanzer is so committed to the program and her students, and her positive outlook on life helped me get through the toughest of days. She was always more than willing to give me advice or lend a listening ear.

My bosses at Catalyst, Justin Sullivan and Cori Beskow, who are alumni of the program, also stand out as wonderful mentors. They helped me build up my data analysis skills, confidence and professional communication. They challenged me to go outside of my comfort zone in multiple ways, including presenting findings in a client meeting. One of the most incredible things my bosses did for me was that they believed in me. They gave me a lot of independence and autonomy in my work and trusted me to handle large datasets. When I made mistakes, they were understanding and helped me learn from them.

I have done a lot of networking with alumni on LinkedIn, and I have been blown away by the amount of support they are willing to provide to a current Stout student.

I feel grateful to enter the community of alumni who have given me so much, and I am committed to passing on the support that I received to future MSAP students.

How has your networking with alumni impacted your experience?

I joined a networking group in the Twin Cities, founded by MSAP alumni. The group is geared toward women in data fields and has been a wonderful way to network and learn from the experiences of strong, intelligent women in my field.

I also recently joined the Minnesota Evaluation Association, and I look forward to learning more from the professionals there.

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

I am proud of myself for taking the initiative to further my education and pursue a graduate degree. I chose to attend graduate school to foster my love of learning and to gain experience that will be advantageous to my future career. I am extremely proud of myself for putting in the hard work and graduating early, despite challenges along the way. I graduated with a master’s degree at the age of 23, and I am excited to move toward accomplishing my next goal.

I owe an enormous thank you to all those who have believed in me and encouraged me along the way. I would not be here today without my tremendous support systems both in and outside of Stout. My classmates, professors, family, boyfriend, friends and bosses have all contributed to my success in graduate school. I feel so grateful for this opportunity.

Applied Industrial/Organizational Psychology

All Applied Industrial/Organizational Psychology News

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

Ensuring organizations recognize their impact on people

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

Bringing a psychology and people‑centered perspective into workplaces

PHOTO ESSAY: Stirring the Senses

Discover what Psychology students do in our Perceptions class.

'Projects in my courses involved conducting research and evaluations with real world clients.' Casey Holmes, inspiring grad, fall 2022, 2

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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.

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‘Stout Proud’ day: Commencement celebrates dedication, courage, success by 594 graduates

Two commencement ceremonies on Dec. 17 at 91��Ƭ celebrated a special “Stout Proud” day in the lives of 594 graduates.

Inspiring Graduate Q&As

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