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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, ��Ͽ� 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 ��Ͽ� 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 ��Ͽ� 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

��Ͽ� 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, ��Ͽ� 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 ��Ͽ� Polytechnic. ��Ͽ� 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 ��Ͽ� 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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Nine undergraduates from around U.S. invite conversations on challenges, opportunities at community presentation Aug. 6 LAKES REU biology research 2026

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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

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Degree: Ph.D. Anthropology

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Degree: B.A. Anthropology

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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,

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

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

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

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

Tom Giffey

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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 ��Ͽ� 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 ��Ͽ� 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 ��Ͽ� 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.

��Ͽ� 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 ��Ͽ� 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 ��Ͽ� 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 ��Ͽ� 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.

��Ͽ� 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 ��Ͽ� 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 ��Ͽ� Polytechnic, supported the Murals in Menomonie effort, as did hundreds of volunteers. Among them were at least 10 former ��Ͽ� 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)

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

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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 ��Ͽ� Polytechnic Campus during the Murals in Menomonie event.

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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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Search Keywords: Social media researchsocial media influence researchsocial media careers

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

Research Interests: Effective use of Carl Perkins funds Perceptions of Career and Technical Education Program viability and evaluation Faculty evaluation systems Programs of Study

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Curriculum Vitae: Mr. Matthew Simoneau CV (326.89 KB)

Education:

Degree: Ed.D. Career & Technical Education

University: University of Wisconsin-Stout

Degree: M.S. Career & Technical Education

University: University of Wisconsin-Stout

Degree: B.S. Career, Technical Education & Training

University: University of Wisconsin-Stout

Degree: A.S. Building Inspection Technology

University: Inver Hills Community College

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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 ��Ͽ� 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 ��Ͽ� 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, ��Ͽ� 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 ��Ͽ� Polytechnic Chancellor Katherine Frank. “Our distinctiveness as a university is now called out in our name, and we are proud to be ��Ͽ� Polytechnic.”

��Ͽ� 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 ��Ͽ� 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 ��Ͽ� 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.”

��Ͽ� 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, ��Ͽ� 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 ��Ͽ� Polytechnic students were hired before graduation, while in recent surveys 99% were hired or pursuing advanced degrees within six months of graduation. Those graduates’ average starting salaries – $59,000 for undergraduates, according to the most recent survey – are consistently higher than their regional peers.

Labs at ��Ͽ� 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 ��Ͽ� Polytechnic graduates, whose degrees range from manufacturing engineering to management and packaging to graphic design.

“��Ͽ� Polytechnic has been a valued talent partner for 3M Menomonie for more than 50 years,” 3M Menomonie Site Director Janice Neitzel said. “In fact, ��Ͽ� Polytechnic’s presence was a key factor in 3M’s decision to open the Menomonie manufacturing plant in 1974. We continue to value ��Ͽ� 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 ��Ͽ� 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 ��Ͽ� 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 ��Ͽ� 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, ��Ͽ� 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 ��Ͽ� as “Wisconsin’s Polytechnic University,” and in 2024 the board amended Regent Policy Document 1-1 to place ��Ͽ� 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 ��Ͽ�.

Fewer than 3% of the universities in the United States are designated as polytechnic. ��Ͽ� 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 ��Ͽ� Polytechnic, the university requests that members of the media and other outside organizations use University of Wisconsin-Stout Polytechnic or ��Ͽ� Polytechnic rather than ��Ͽ� or Stout.

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

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

��Ͽ� honored for strong support of employees in National Guard and Reserve

Tech. Sgt. Nelson nominates Infrastructure Services Deputy CIO Janicki with Patriot Award

��Ͽ� announces Latha Ramakrishnan as provost and vice chancellor for Academic Affairs

Dr. Latha Ramakrishnan will advance strategic priorities, foster academic initiatives at Wisconsin’s Polytechnic University

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

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

Katherine P. Frank

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

Before her appointment as chancellor, Chancellor Frank served from 2016 in two roles at Central Washington University in Ellensburg, Wash., as Provost and Vice President of Academic and Student Life and Vice President of Academic Innovation. She also held the rank of Professor of English.

From summer 2014 until spring 2016, she was Dean of the College of Arts and Sciences at Northern Kentucky University. Frank served as Dean of Humanities and Social Sciences at Indiana University East, Chair of English and Foreign Languages at Colorado State University-Pueblo, and a faculty member and administrator of programs involving student writing, faculty professional development, and student success.

Chancellor Frank, the first female leader of ��Ͽ�, grew up in Colorado and has 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.

“I am delighted to join ��Ͽ�,” Chancellor Frank said. “Throughout the search process, I became increasingly impressed by the high-quality work and creative thinking exhibited by faculty, staff, and students at ��Ͽ�, as well as the strong, reciprocal relationships among the university, community, and regional partners. Everyone demonstrated dedication to the university and exhibited true focus on ensuring student success.

“As beautifully stated by one alumna, ‘Stout is where you need to be.’ I could not agree more and am honored to join this exceptional community of educators, learners, partners, and friends.”

“Dr. Frank has demonstrated throughout her academic career that she is a strategic, dynamic leader,” said UW System President Ray Cross. “She handles challenges extremely well. Her visionary perspective on the future of ��Ͽ� will serve the institution and the state of Wisconsin very well.”

Chancellor Frank and her husband, Joe Dvorsky, live in Menomonie with their three rescue cats. She is an outdoor activities enthusiast, including running, road cycling and mountain biking, and has a love of animals, travel, and adventure.

Full Name: Katherine P. Frank

Job Title: Chancellor

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Department: Chancellor's Office

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Degree: Ph.D. English

University: University of Washington

Degree: M.A. English

University: University of Washington

Degree: B.A. English

University: Bates College

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Inspiring Graduates Share Their ��Ͽ� Polytechnic Experiences

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

Inspiring Graduates Share Their ��Ͽ� Polytechnic Experiencesgoersab May 21, 2026

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

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

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

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

Spring 2026 Inspiring Graduate Studies Graduates

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

Making technology more accessible to improve people’s daily experiences

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

Deepening their work with individuals, couples and families

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

Ensuring organizations recognize their impact on people

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

Prepared as an artist and designer to be an entrepreneur

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

Bringing a psychology and people‑centered perspective into workplaces

Spring 2026 Inspiring CSTEMM Graduates

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

Hired before graduation at Redpath and Company as a tax associate

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

Hired before graduation at Absolut Manufacturing

Inspiring Graduate: Mia Schmoll, B.S. Biology

Furthering her education by pursuing a doctorate in physical therapy

Inspiring Graduate: Austin Pratt, B.S. Packaging

Hired before graduation at Smurfit Westrock

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

Hired before graduation as a process engineer at Nolato

Inspiring Graduate: Makenna Lowell, B.S. Packaging

Hired before graduation at Midwest Packaging and Container

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

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

Spring 2026 Inspiring CAHS Graduates

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

Making an impact and opening minds through stories and experience

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

Hired before graduation as an associate industrial designer at Milwaukee Tool

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

Hired before graduation as video content media manager for Pest Badger

Inspiring Graduate: Tawny Ruppert, B.S. Psychology

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

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

Shaping students’ futures through real-world applications

Inspiring Graduates

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Inspiring Graduates Share Their ��Ͽ� Polytechnic Experiences

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

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

Hired before graduation at Redpath and Company as a tax associate

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

Hired before graduation at Absolut Manufacturing

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

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

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Helping students on the path to graduation.

Supporting Your Academic Journey

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

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

Additional Resources

Keeping Everyone Informed

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

Contacting a Student During a Family Crisis

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

Student Crises & Absences

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

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

Campus Emergency Information

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

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

Confidential Campus Health & Mental Health Resources

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

Student Health Centre

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

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

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

��Ͽ� (uwstout.edu)

��Ͽ� Hazing Policy

1.0 INTRODUCTION

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

2.0 SCOPE OF POLICY

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

3.0 DEFINITIONS

3.1 REGISTERED STUDENT ORGANIZATION (RSO):

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

3.2 STUDENT GROUP:

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

4.0 STATEMENT OF POLICY

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

5.0 CRITERIA

5.1 HAZING CAN INCLUDE, BUT IS NOT LIMITED TO:

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

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

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

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

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

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

5.2 REPORTING

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

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

5.3 INVESTIGATION/REFERRAL

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

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

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

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

5.4 HAZING PREVENTION AND AWARENESS PROGRAMMING

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

6.0 GUIDELINES FOR IMPLEMENTATION

Not Applicable.

7.0 RESPONSIBILITY FOR IMPLEMENTATION

7.1 Approved Authority

7.1.1 Dean of Students/SSAO

7.2 Policy Manager

7.2.1 Assistant Dean of Students

7.2.2 Associate Director of the Memorial Student Center

7.3 Policy Contact(s)

7.3.1 Dean of Students/SSAO

7.3.2 Assistant Dean of Students

7.3.3 Associate Director of the Memorial Student Center

8.0 Consequences of Policy Violation or Noncompliance

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

9.0 Appeal Process

Not Applicable

Appendix A: Related ��Ͽ� Policies

Institutional Clery Act Compliance

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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 ��Ͽ� 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 ��Ͽ� 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 ��Ͽ� 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 ��Ͽ� experience?

When I think of my ��Ͽ� 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.

Inspiring Graduates

All Inspiring Graduates News

Inspiring Graduates Share Their ��Ͽ� Polytechnic Experiences

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

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

Hired before graduation at Redpath and Company as a tax associate

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

Hired before graduation at Absolut Manufacturing

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

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B.S. Psychology

Our B.S. Psychology program blends theory and applied understanding of human psychology to prepare you for a wide range of careers or graduate school.

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

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

Inspiring Graduate Q&As

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

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

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

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

Abbey Goers

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

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

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

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

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

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

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

The courage to keep moving forward

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

Career educator Albrecht honored with Distinguished Alumni Award

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

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

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

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

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

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

‘To lift up the people coming after us.’

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

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

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

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

‘We are far more capable than we believe.’

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

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

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

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

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

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

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

‘Our learning does not conclude today.’

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

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

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

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

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

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

Graduates recognized at Stanley Correctional Institution

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

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

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

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

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

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

Hired before graduation at Redpath and Company as a tax associate

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

Hired before graduation at Absolut Manufacturing

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

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

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

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

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

Tom Giffey

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

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

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

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

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

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

Students build award-winning games

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

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

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

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

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

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

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

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

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

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

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

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

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

Game design programs among top in nation

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

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

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

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

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

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

Board game renaissance: ��Ͽ� professor puts the pieces in place for successful game design business

Dave Beck’s Paverson Games creates elaborate, concept-driven games with the help of other talented faculty

��Ͽ� students’ submarine survival game surfaces to victory at M+DEV, the Midwest’s biggest game industry event

PC game’s win at M+DEV expo highlights ��Ͽ�’s globally ranked program

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

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

Kim Loken

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

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

Research Interests: Phenomenology, narrative-driven design

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

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Curriculum Vitae: Kimberly Loken CV (97.64 KB)

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Degree: M.Arch.

University: University of Texas at Austin

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Degree: LEED-Accredited Professional

University: U.S. Green Building Council

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Seth Berrier

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

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

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

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Degree: Ph.D. Computer Science

University: University of Minnesota-Twin Cities

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University: Butler University

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

goersab — Tue, 12 May 2026 18:30:00 +0000

Co-op Q&A: Ayush Patel, SMK Global, New Jerseygoersab May 12, 2026

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

Growing health consciousness and focus on preventive health care pushed the market size of the global dietary supplements industry to an estimated $210 billion in 2025.

In this rapidly expanding market, ��Ͽ� food science and technology major Ayush Patel applied the skills he learned in the university labs as a quality assurance specialist intern at SMK Global, a nutritional supplement manufacturer in Parsippany, New Jersey.

Patel is interested in how science directly connects to real food production, especially in food safety, quality control, and making sure products are safe and consistent for consumers.

“This experience with SMK helped me grow both professionally and personally,” said Patel, of Anand, India. “As an international student, adapting to a new work environment and contributing to a real production system gave me a lot of confidence. It confirmed that I want to build my career in food safety and quality assurance.”

Patel was one of 24 ��Ͽ� students who received the university’s 2026 Outstanding Cooperative Education and Internship Program Student of the Year Award. He will graduate in May 2027.

How do you hope to make an impact in your field?

I hope to contribute to improving food safety and quality systems so that consumers can trust the products they use every day. I’m especially interested in making quality processes more efficient while maintaining high safety standards.

What were your main roles at SMK Global?

My experience at SMK gave me a better understanding of how quality systems are maintained in the industry. As a quality assurance specialist, my responsibilities included:

Inspecting powder products and packaging
Testing for moisture, weight, texture and seal integrity
Verifying labeling accuracy
Reviewing ingredients and labels in compliance with FDA regulations
Supporting regulatory documentation
Supported Good Manufacturing Practices (GMP) compliance checks during internal audits
Packaging line quality control, helping identify issues with filling, sealing, and labeling
Working closely with QA, R&D, and production teams to ensure product quality and safety.

What do you enjoy most about your internship?

What I enjoyed most was being part of a real production environment and seeing how everything we learn in class actually applies. It was rewarding to know that even small checks, like label reviews, compliance verification, or packaging inspections, can directly impact product safety and consumer trust.

What was challenging about your internship, and how did you face those challenges?

Understanding and applying detailed FDA regulations was definitely challenging at first, especially in a fast-paced production environment. I improved by asking questions, reviewing official guidelines and learning from my team. Over time, I became more confident in making quality decisions and handling real-time production challenges.

How will your courses and experiences at Stout help you make an impact in your career?

Courses like Food Safety, Hazard Analysis Critical Control Point (HACCP) and Food Chemistry gave me a strong foundation for understanding quality systems. Lab work and hands-on experiences helped me apply concepts like moisture analysis and product stability directly during my internship.

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

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

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

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

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

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

‘This experience confirmed that I want to build my career in food safety and quality assurance.’ Ayush Patel at SMK Global

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Career Services’ annual First Destination Report declared that 100% of recent food science and technology graduates are employed or furthering their education within six months of graduation.

This past year, more than 980 students participated in co-ops and internships through Career Services at nearly 600 employers in 28 states and three international locations.

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

LAKES REU researchers

Urban stream management and restoration

Circular economy in the Red Cedar watershed

Viewpoints on data center developments

Understanding sustainable behaviors and goals

Experience LAKES REU

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

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

Money Magazine names ���Ͽ� one of America’s Best Colleges for second year in a row

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

Student gains experience in art, life

Campus mural embodies polytechnic tenets

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

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

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

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

New name emphasizes polytechnic advantage

Name evolves, mission continues

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

Inspiring Graduates Share Their ���Ͽ� Polytechnic Experiences

Spring 2026 Inspiring Graduate Studies Graduates

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

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

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

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

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

Spring 2026 Inspiring CSTEMM Graduates

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

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

Inspiring Graduate: Mia Schmoll, B.S. Biology

Inspiring Graduate: Austin Pratt, B.S. Packaging

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

Inspiring Graduate: Makenna Lowell, B.S. Packaging

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

Spring 2026 Inspiring CAHS Graduates

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

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

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

Inspiring Graduate: Tawny Ruppert, B.S. Psychology

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

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

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Inspiring Graduate: Tawny Ruppert, B.S. Psychology

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

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

The courage to keep moving forward

Career educator Albrecht honored with Distinguished Alumni Award

‘To lift up the people coming after us.’

‘We are far more capable than we believe.’

‘Our learning does not conclude today.’

Graduates recognized at Stanley Correctional Institution

Commencement

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

Students build award-winning games

Game design programs among top in nation

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

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

B.S. Game & Media Studies

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

B.S. Food Science & Technology

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

Money Magazine names ��Ͽ� one of America’s Best Colleges for second year in a row

Inspiring Graduates Share Their ��Ͽ� Polytechnic Experiences

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

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

Inspiring Graduate: Mia Schmoll, B.S. Biology

Inspiring Graduate: Austin Pratt, B.S. Packaging

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

Inspiring Graduate: Makenna Lowell, B.S. Packaging

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

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

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