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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

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

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

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

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

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

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

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

Our process

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

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

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

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

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

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

Influencer dreams

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

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

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

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

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

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

The limited role of schools

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

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

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

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

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

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

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

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

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

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

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

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

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

When dreams don’t match reality

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

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

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

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Matthew Simoneau

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Construction camp introduces young students to careers, degree paths

goersab — Tue, 16 Jun 2026 17:30:00 +0000

Construction camp introduces young students to careers, degree paths goersab June 16, 2026

Tour led by Boldt Company in Chippewa Falls gives campers a behind-the-scenes look at construction site

Abbey Goers

On a cloudy Tuesday morning, eight middle school Construction Pathways campers with ��Ͽ� Polytechnic’s summer STEAM experience watched a crane lift an air conditioning unit onto the new Aspirus Clinic that is being built in Chippewa Falls.

The site tour, led by the Boldt Company, introduced the campers to different career opportunities in the construction industry, including project management, skilled trades, labor, engineering, safety, and more, as well as what being a construction management student at ��Ͽ� Polytechnic might be like.

STEAM Construction campers and instructors with their final projects

“Students gained a better understanding of how a construction site operates with a behind-the-scenes look at how projects are planned, built and managed from the ground up. They discovered career paths in construction, woodworking and other skilled trades they may be interested in pursuing in the future,” said technology education senior Annika Schlueter, who taught the camp.

The construction campers are just some of the more than 500 children from around the region and country who are traveling to ��Ͽ� Polytechnic to join the Middle School STEAM and High School STEAM week-long experiences this summer.

STEAM Construction campers received a site tour by the Boldt Company / Annika Schlueter

Introducing young campers to career paths in science, technology, engineering, and art and design fits hand-in-hand with ��Ͽ� Polytechnic’s mission of preparing its students for the workforce, as 99% of recent graduates were employed or furthering their education within six months of graduation.

New experiences in the Woods Lab

In the Jarvis Hall Wood Prototyping Lab, the campers created their own wooden cutting boards, crafted from black walnut, ash, cherry, and maple, and personalized them with laser engraving technology.

Instructor Annika Schlueter helps a camper cut pieces for cutting board. / Annika Schlueter

Through the hands-on project, they learned foundational skills in woodworking, like tool safety and how projects are designed, managed and completed from start to finish. They used a full range of the lab’s machine, including table saws, routers, an overhead sander, a CNC (computer numerical control) machine and a laser engraver.

“Along with these hard skills, they developed important life skills like teamwork, communication, problem-solving, responsibility and time management,” Schlueter said. “Students gained skills they can use both in their future careers and in their everyday lives. By completing projects and working through challenges, they built confidence and gained valuable skills that will benefit them long after the class is over.”

Teaching Assistant Marrissa Haglund helps a camper with the CNC machine.

Most of the campers had done small woodworking projects before, but using the CNC machine was an all new experience. Levi Ryan, who traveled from Texas to attend the camp, didn’t even know the machine existed. “Seeing what all of the different machines can do was the best part,” he said.

Caleb Larson, of Baldwin, joined the camp to be able to work with his hands. He enjoyed “seeing all of the work come together, especially at the construction site visit.”

Campers and Schlueter prepare to use the laser engraver on a cutting board

While waiting for glue to dry or for the CNC machine or laser engraver to be available or for classmates to complete the sanding process on their cutting boards, there was time for extra projects.

“Keeping the kids busy was the hardest part,” Schlueter said. “We did a lot of additional projects on the fly, like resin-pour coasters and keychains, and other laser-engraved wood designs as gifts.”

Prepared to lead in the classroom

Originally, the STEAM construction camp was going to be taught by engineering technology Assistant Professor Kevin Dietsche, but his schedule did not line up, so he offered the camp to Schlueter. Schlueter, who serves as a lab assistant in the Woods Lab, has completed her pre-student teaching and will begin student teaching next spring. The construction camp was her first experience leading a classroom.

Campers sand their cutting boards in preparation for sealing them.

Marrissa Haglund, who also serves as a lab assistant, was asked to be a teaching assistant for the camp. Haglund fell in love with the Woods Lab after taking a couple of engineering technology courses. She graduated in May with a B.S. in business administration.

“This opportunity has given me confidence, experience, and application in my field, and I think it is a great program for the students,” Schlueter said. “This camp not only offered me technical experience but also a lot of soft skills with coordination, communication and organization. I did a lot of budgeting and planning to get ready for the camp, so it could be as time-effective as possible. I’m very thankful that I was given the opportunity to be the instructor.”

Campers, Schlueter and Haglund seal their cutting boards.

Additional STEAM camps this summer include experiences in:

Science & Health: Freshwater science, fish conservation, anatomy, molecular ecology, psychology and gardening

Technology: 3D-printing, robotics and virtual reality

Engineering: Packaging and plastics engineering

Art & Design: Claymation, comics, game design, fashion, cinema production, interior design and drawing.

The STEAM programs are sponsored by the Menomonie, Chippewa Falls and Eau Claire school districts, the Freshwater Collaborative of Wisconsin, Junior Achievement of Wisconsin, the National Science Foundation, Wisconsin Department of Public Instruction, Xcel Energy and the ��Ͽ� Foundation & Alumni Association, in partnership with Continuing Education & Conferences.

Haglund helps campers mix coloring to add to their resin-pour keychains. / Annika Schlueter

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

goersab — Thu, 21 May 2026 14:50:00 +0000

Inspiring Graduate: Kloie Potts, B.S. Family & Consumer Sciences Educationgoersab May 21, 2026

Shaping students’ futures through real-world applications

Inspiring Graduate: Kloie Potts (’26)

Hometown: Elkhorn
Degree: B.S. Family & Consumer Sciences Education
Minor: Human Development & Family Studies

First-generation university student Kloie Potts always knew that she wanted to be a teacher, but wasn’t entirely sure what she wanted to teach.

“I was passionate about all the important life skills that family and consumer sciences education covers, from human and family development to food and nutrition, consumerism and finance, clothing and textiles, housing and interior design, and education and career preparation,” Potts said.

In her search of Wisconsin universities, she found only two offered FCSE and learned more about ��Ͽ�’s polytechnic aspects. “I then scheduled a tour, and after seeing campus and learning more about ��Ͽ�, I knew that it was where I wanted to be. Being on campus gave me a homey feeling and made me feel comfortable and excited about my future at ��Ͽ�,” she said.

Potts received her B.S. in family and consumer science education from ��Ͽ� on May 16, among more than 1,000 of her peers. She was also one of 14 seniors who received the Samuel E. Wood Medallion, the university’s highest nonacademic honor for students.

She’s excited to return to her hometown of Elkhorn to begin her career as a family and consumer sciences educator at Elkhorn Area High School.

“My own experience in FCSE as a high school student had a huge impact on the individual I am today, and so I’m beyond grateful to provide that same positive experience for my students. Being able to step into the environment that I had as a student, but as an educator, feels incredibly meaningful.

“As a family and consumer sciences educator, my hope is that I leave a lasting impact on my students’ lives. I have the privilege of facilitating a classroom with hands-on learning and real-world applications that will truly shape students’ futures.

“I hope to equip my students with skills that extend beyond the classroom. I strive to create a positive classroom environment for my students to learn and grow and build meaningful relationships. I will be teaching the next generation about the amazing life skills of FCSE,” Potts 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?

��Ͽ� prepared me to teach through experience. The polytechnic approach of the university will have a lasting impact on who I am as a person and a professional. The polytechnic model stands out because learning is hands-on and applied.

My participation in various lab-based courses helped build my confidence in teaching content through active learning. I had the opportunity to practice teaching lessons and evaluate assessments, write curriculum, and manage a classroom positively. That prepared me for my future. The smaller class sizes allowed me to create strong relationships with professors and peers.

My student teaching field placement with the Menomonie Area School District was an exciting experience that allowed me to take everything I’ve learned in my coursework at ��Ͽ� and apply it in a real classroom setting.

For the first quarter, I was at the high school, and for the second quarter, I was at the middle school. Having the opportunity to teach at both the middle school and high school allowed me to gain experience with a variety of students and gave me insight into adapting my teaching to different age groups. These placements have been incredibly valuable because they’ve helped me feel truly prepared to enter the profession.

What stands out to me most is how much I’ve grown from the beginning to now. Taking everything that I learned and then applying it to the classroom in my placement has been an amazing opportunity. Because of this, I now feel confident and ready to step into my own classroom and succeed as a family and consumer sciences educator.

How did your involvement on campus impact your experience?

My various officer positions, such as vice president of the Stout Association of Family and Consumer Sciences and president of Phi Upsilon Omicron, strengthened my leadership and professional skills.

My other roles, including working as a University Housing office assistant, participating in intramurals and various events on campus, and being an active member in multiple student organizations, have molded me into the human that I am today.

I’ve learned how to communicate effectively with a wide variety of people, handle challenges with grace, and step outside of my comfort zone. These experiences have allowed me to become more adaptable and confident in who I am, and I could not be more grateful for ��Ͽ�.

I am especially honored to receive the Samuel E. Wood Medallion Award, the most prestigious nonacademic award for graduating seniors who have shown outstanding leadership at ��Ͽ�. I also received various scholarships through Phi Upsilon Omicron and the ��Ͽ� Foundation, which further supported my academic and personal journey.

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

I’m beyond proud of who I’ve become throughout my time at ��Ͽ�. I’m not just proud of the degree itself, but more importantly, the person that I’ve grown into. The experience has helped me become more confident and resilient. I’ve developed a stronger sense of purpose and passion for teaching.

From growing my ability to connect and lead others, to discovering what kind of teacher and person I want to be, I could not be prouder of my personal growth. Being a first-generation university student makes this accomplishment even more meaningful. I take pride in creating new opportunities for myself and future generations. I truly love the person I’ve become through this experience as I finish my degree.

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School of Education events help prepare future teachers, support educators’ well-being

goersab — Tue, 17 Mar 2026 16:25:00 +0000

School of Education events help prepare future teachers, support educators’ well-beinggoersab March 17, 2026

��Ͽ�’s Teach Day for high schoolers on April 21; Early Childhood Education Conference is April 24-25

Abbey Goers

With a focus on strengthening the number of teachers in the state, as well as supporting their well-being and work in the classroom, ��Ͽ�’s School of Education is hosting two events this spring for both future and current educators.

Teach Day, on Tuesday, April 21, helps high school students envision themselves as future teachers with hands-on activities led by faculty and university students in peer-to-peer learning environments.

The annual Early Childhood Education Conference is on Friday, April 24, and Saturday, April 25. This year’s theme is “Whole-Child, Whole Educator: Building Emotional Wellness in Every Classroom.” Registration is open for current educators and child development professionals.

“There has never been a more crucial time to introduce high school students to the profession of education,” said School of Education Director Shannon Donnelly. “The more we can help to shape the narrative around the positives of being an educator, the more it helps to recruit people to the profession and also to keep them there.”

Media are welcome to the events and may reach out to Anna Dalka, Operations and Events Coordinator for Educational Pathways, at dalkaa@uwstout.edu, to coordinate.

Teach Day

For Teach Day, high school students choose to focus on one of the School of Education’s undergraduate programs: art education, early childhood education, family and consumer sciences education, marketing and business education, math education, social studies education, special education and technology education.

Program directors and university student volunteers will lead the young students in two activities in their focus areas: the Teach Back Challenge and Future Classroom Design. These activities give students hands-on experiences in teaching a lesson and designing their dream school of the future through an innovative lens. The high school students also are given a campus tour and participate in a student panel of early childhood education (ECE) majors.

“By engaging in authentic, hands-on experiences and connecting with current education students and faculty, participants gain a better understanding of the impact and importance of the teaching profession. Events like this play an important role in strengthening the pipeline of future educators while also reinforcing the passion and commitment of those already preparing to enter the field,” said Assistant Professor Jody Shong, who will lead early childhood education and early childhood special education activities during Teach Day.

Participants will share in interactive, hands-on activities designed to give them a glimpse into what teaching young children looks like in practice. The activities are intentionally experiential, allowing students to step into the role of a teacher while exploring how young children learn, communicate and develop, Shong said.

Through a series of engaging challenges, students will experience the importance of clear instruction, problem-solving and inclusive teaching practices. They will explore how ECE teachers use their understanding of child development to design learning environments and support the needs of all learners.

“The session will conclude with a short demonstration highlighting how early relationships and learning experiences shape brain development during the critical birth-to-five years. This helps students see how early childhood educators play a powerful role in supporting children’s development during one of the most important periods of life,” Shong said.

Early Childhood Education Conference

Through presentations and workshops guided by national early childhood professionals, educators at the ECE Conference will explore the powerful connection between their well-being and children’s holistic development through research-based strategies, collaborative sessions and innovative approaches. They’ll learn to create inclusive, emotionally supportive learning environments to help every child and every educator thrive.

Keynote speakers will be Dr. Julie Bates-Maves, a licensed professional counselor and professor of clinical mental health counseling at ��Ͽ�, and Dr. Orinthia Harris (Dr. OH), founder and executive director of STEMearly LLC. They will focus on mental health and well-being strategies for educators.

Bates-Maves’ keynote, “Stress and Burnout: Considerations for Teachers,” will focus on why understanding the impact of and the response to educator burnout is important. Her talk will explore the state of burnout, its progression and recommend responses to support the body in a stressed state. Information will be useful for teachers as much as for the students they teach.

Dr. OH’s keynote, “Finding J.O.Y. Everyday: Nurturing Mental Health and Equity in Early Childhood Education,” will give educators insight into how prioritizing their own mental health is foundational to supporting students’ well-being and cultivating positive, inclusive climates. Her keynote unpacks the J.O.Y. framework (Judging Thoughts, Observing Feelings, Yielding to Positive Actions). Reflective exercises and a hands-on STEM activity will bring the framework to life and provide concrete examples for educators to apply in their own practice.

Helping lead events for current and future teachers

For ��Ͽ� students, helping lead Teach Day and the ECE Conference provides valuable opportunities to practice communication, leadership and instructional skills while reflecting on their own development as future educators.

Alyssa Bratsch, an early childhood education junior from Minneapolis, will volunteer at the ECE Conference and volunteered last year as well. She sees the event as immensely beneficial to both educational professionals and ��Ͽ� student volunteers, who have the opportunity to connect with individuals and employers in the field.

Bratsch will graduate in fall 2027 and is also earning her Autism Spectrum Disorder Specialist Certificate. She plans to be a special education toddler teacher and appreciates that special education courses are built into the ECE program, so she can gain the skills to best support all young learners.

“During toddlerhood, a child’s brain is developing rapidly, making it a crucial period for learning basic life and social skills,” she said. “Early intervention is vital in helping children with disabilities or developmental delays. It provides support and teaching during the years when children are learning, growing and absorbing the most. By providing early intervention to children of this age range with exceptional abilities, I will help them to build the foundation for success for the rest of their lives.”

��Ͽ�’s School of Education offers nine undergraduate and five graduate programs, including on-campus and online options, along with five certificates and three certifications. Graduates are 100% employed or are continuing their education within six months of graduation and have an average starting salary of $50,000, according to Career Services’ First Destination Report.

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

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

Construction camp introduces young students to careers, degree paths

Tour led by Boldt Company in Chippewa Falls gives campers a behind-the-scenes look at construction site

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

Shaping students’ futures through real-world applications

��Ͽ�’s Teach Day for high schoolers on April 21; Early Childhood Education Conference is April 24-25 Early Childhood Education Conference

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��Ͽ� forms partnership with Alquist to adopt industry-leading 3D concrete printing technology

giffeyt — Tue, 10 Mar 2026 20:00:00 +0000

��Ͽ� forms partnership with Alquist to adopt industry-leading 3D concrete printing technologygiffeyt March 10, 2026

University among first in Midwest to integrate concrete printing into polytechnic programs

��Ͽ�, Wisconsin’s Polytechnic University, and Alquist, a pioneer in 3D concrete printing (3DCP) technology, are proud to announce a strategic partnership that brings Alquist’s industry-leading, proprietary 3DCP printing systems and supporting curriculum to ��Ͽ�’s campus.

This collaboration marks a significant step forward in applied learning and workforce development, positioning ��Ͽ� as one of the first universities in the Midwest to integrate 3DCP into its construction management, technology education, and industrial and product design academic programs. The relationship will help build the workforce infrastructure required to scale robotic construction nationwide.

“This partnership with Alquist aligns directly with our mission to deliver applied, career-ready education,” said ��Ͽ� Chancellor Katherine Frank. “By bringing 3DCP technology and curriculum to our students, we’re preparing them to lead in a rapidly evolving construction and manufacturing landscape.”

Alquist, which is based in Greeley, Colorado, is a leader in 3D concrete printing technology, offering scalable solutions for residential, commercial and infrastructure construction. Through its curriculum, licensing programs, and robotics systems, Alquist is transforming how communities build and grow.

The partnership includes:

Integration of Alquist’s 60-hour 3DCP curriculum into ��Ͽ�’s curriculum, designed to certify students in the operation and application of 3D concrete printing technology. The curriculum will also enhance ��Ͽ�’s ability to offer continuing education opportunities for working professionals in aligned areas such as architecture, construction, engineering and industrial design.
Installation of Alquist’s proprietary 3DCP print system within ��Ͽ�’s construction lab, enabling students to gain real-world experience with robotic printing and sustainable construction materials.
Collaborative research and development focused on climate-specific concrete mixes and scalable additive manufacturing solutions for infrastructure and housing.

“As 3D construction printing moves from experimentation to national deployment, the workforce must evolve alongside it,” said Zachary Mannheimer, founder of Alquist. “We’re not just installing printers on campuses, we’re building a long-term talent pipeline that gives students direct access to the tools, software and real-world processes shaping the future of construction.”

The initiative will be housed within ��Ͽ�’s Center for Advanced Manufacturing & AI (CAM-AI), which supports manufacturers and other businesses by leveraging the expertise of ��Ͽ� faculty and staff and the university’s industry-standard laboratories and equipment.

“CAM-AI already provides additive manufacturing, advanced 3D printing technologies and AI to its external partners. The addition of Alquist’s system will expand the lab’s capabilities to include large-format concrete printing,” said Seth Hudson, executive director of Corporate Relations and Economic Engagement at ��Ͽ�.

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Seth Hudson

Seth Hudson was announced as the new leader on Thursday, July 28, by Chancellor Katherine Frank. He will direct ��Ͽ�’s Discovery Center, including the Manufacturing Outreach Center, Stout Technology and Business Park, and a comprehensive range of industry, applied research, technical assistance and technology transfer efforts of the university.

Hudson has bachelor’s degrees in political science and economics from the University of Southern Maine.

"I am looking forward to growing ��Ͽ�’s existing partnerships in order to expand the relationships between students, faculty, staff and Wisconsin’s business community,” he said.

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��Ͽ� marketing and business education students apply learning to make DECA conference succeed

giffeyt — Tue, 20 Jan 2026 15:00:00 +0000

��Ͽ� marketing and business education students apply learning to make DECA conference succeedgiffeyt January 20, 2026

Future teachers organize on-campus competition for high schoolers

Tom Giffey

While the 2026 DECA District I Career Development Conference was held just over a week ago, students in ��Ͽ�’s marketing and business education program are already planning next year’s event.

For 54 years, ��Ͽ� has hosted the conference, which prepares high school marketing students for future careers by challenging them to apply critical thinking, problem-solving, teamwork and communication skills to individual and team events. Likewise, ��Ͽ� students in the Marketing and Business Education Association (MBEA) are challenged to develop and coordinate the conference, which drew more than 500 students from 18 regional high schools to campus on Jan. 10.

Professor Debbie Stanislawski

“The most challenging aspect of the DECA event is preparing to implement a large-scale conference,” said Professor Debbie Stanislawski, program director for B.S. marketing and business education and adviser to the MBEA. “Coordinating logistics and ensuring everything runs smoothly requires significant planning and teamwork.”

Among those doing that coordinating this year was senior Ali Hruby, a marketing and business education major from Kennan. She agreed that the immense amount of time and effort required to organize the event are a challenge. “However, I really enjoy working with my colleagues during the setup process and seeing the conference run successfully,” she said.

Through chapters in high schools and colleges worldwide, DECA prepares emerging leaders and entrepreneurs for careers in marketing, finance, hospitality and management. It has over 250,000 members in more than 3,900 high school chapters and 203 collegiate chapters. At the district event, participants competed in 20 individual and eight team events, encompassing topics such as accounting, entrepreneurship, business finance, restaurant and food service management, retail merchandising, sports and entertainment marketing, and more.

More than 500 students from 18 area high schools attended the Jan. 10 conference at ��Ͽ�.

Twelve-month effort

But long before the day of the conference, ��Ͽ� students had been hard at work for months, embodying the university’s polytechnic mission by applying their skills to plan all aspects of the conference.

“Volunteering for DECA at ��Ͽ� is an incredible opportunity for marketing and business education majors,” said senior AnuTye Her of Eau Claire, president of the ��Ͽ� MBEA. “It allows students to gain valuable insight into how DECA operates while experiencing it from an adviser’s perspective.”

After evaluating the just-completed conference, student organizers will make plans for the following year, including securing access to Memorial Student Center. Once the fall semester begins, MBEA members and officers will meet biweekly to keep the process moving.

Stanislawski said that coordinating the event “requires a diverse set of skills that mirror the real-world demands of teaching, advising and leadership.” MBEA students must do everything from implementing registration systems and setting prices to ordering awards and organizing opening and closing sessions — which includes securing keynote speakers and even making speeches to the attendees themselves. During the conference, she added, ��Ͽ� students help run the competitive events, facilitate social activities, make sure the awards ceremony goes smoothly and more.

��Ͽ� freshman Victoria Birnschein was one of numerous marketing and business education majors who helped at the conference.

Hruby has helped plan the DECA conference for two years. “The day of the event is very busy and fast-paced,” she said. “We begin by making sure everything is set up and ready to go. As schools arrive, students gather in the Great Hall for the welcome session. Throughout the day, we help direct students, troubleshoot issues and ensure the schedule stays on track.”

This year, as social coordinator, Hruby helped keep the high school students occupied as they nervously awaited the events’ results. “My favorite part is watching students participate in their competitions and then seeing their excitement during the awards ceremony when their hard work is recognized,” she said.

Shaelee DeWitt, a sophomore marketing and business education major from Mondovi, said the conference was a hectic but fun-filled day. Though she was a first-time volunteer, not only did DeWitt help introduce keynote speakers, including Chancellor Katherine Frank, but she also helped tabulate competitors’ scores.

“I am excited for DECA Districts 2027 and can’t wait to make some improvements from this past year to make it even better experience for the students,” she said.

Winners and runners-up in each category advanced to the State Career Development Conference competition from Monday, Feb. 23, to Wednesday, Feb. 25, at the Grand Geneva Resort and Spa in Lake Geneva.

High school marketing students took part in events that tested their skills in accounting, entrepreneurship and much more.

Embodying the polytechnic approach

For Stanislawski, one of the most enjoyable parts of the conference is seeing the numerous ��Ͽ� graduates who are now high school DECA advisers. “Watching them lead and teach in their own classrooms is incredibly rewarding — it’s a real showcase of the program’s impact,” she said. “These interactions highlight how the hands-on experiences they had as students prepared them to become confident educators and DECA advisers, which is exactly what our polytechnic approach is all about.”

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Most gratifying, however, is seeing students — both high school competitors and college organizers — succeed through their roles in the conference.

“This hands-on experience not only provides insight into what it will be like to guide students as future DECA advisers, but it also aligns with ��Ͽ�’s polytechnic mission — giving students practical, real-world preparation for their careers as marketing and business teachers,” she said.

The marketing and business education program is part of ��Ͽ�’s School of Education, which offers nine undergraduate and five graduate programs, including on-campus and online options, along with five certificates and three certifications.

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Hero Caption: Shelby Johnson, a December 2025 graduate in B.S. marketing and business education, volunteered at the 2026 DECA District I Career Development Conference.

Debbie Stanislawski

Debbie Stanislawski is ��Ͽ�'s Program Director for Marketing and Business Education (MBE). In this role, she provides academic advising to all students in the MBE major, leads curriculum development and implementation, and teaches courses on assessment, curriculum design, and instruction. Debbie also oversees clinical experiences for aspiring educators. Additionally, she teaches leadership courses within the doctoral program and mentors graduate students in career and technical education, guiding them through their thesis and dissertation work. Before joining ��Ͽ�, Debbie gained valuable experience teaching middle and high school business in Wisconsin and Illinois. Her time in the PK-12 education system ignited her passion for preparing future educators. Debbie's research interests include instructional technology, particularly in exploring how educators at ��Ͽ� integrate generative AI into their coursework. She is also deeply involved in research focused on the comprehensive preparation of future teachers for their roles in career and technical education. In her free time, Debbie enjoys kayaking, hiking, training hunting dogs, and traveling.

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Doctoral student’s AI-enhanced artwork featured on chancellor’s seasonal greeting card

giffeyt — Thu, 08 Jan 2026 15:00:00 +0000

Doctoral student’s AI-enhanced artwork featured on chancellor’s seasonal greeting cardgiffeyt January 8, 2026

Like her artwork, educator’s dissertation explores using AI to supplement student creativity

Tom Giffey

For more than 125 years, University of Wisconsin-Stout’s stately Bowman Hall and its distinctive clock tower have served as landmarks for the campus and the community.

This holiday season, they provided artistic inspiration for a doctoral student who designed an annual greeting card sent by ��Ͽ� Chancellor Katherine Frank to hundreds of recipients. The image — created with a combination of digital tools, including an artificial intelligence assistant — shows the familiar campus building reimagined as a glowing 3D blueprint.

Desiah Melby / Contributed photo

“I wanted the design to capture both my student experience and the character of ��Ͽ�,” explained Desiah Melby of Scandinavia, Wisconsin, who is pursuing an Ed.D. in career and technical education leadership. “My mind went to the clock tower — but I wanted to reimagine it to reflect the changes in education right now!”

Among those ongoing changes is the use of AI in higher education, which Melby is examining as part of her doctoral dissertation as well as in her professional career at Mid-State Technical College, which has four central Wisconsin campuses. Melby is a communications instructor at Mid-State, where she teaches courses in writing, literature, workplace communication and technical reporting while also leading institutional initiatives around AI integration in teaching, learning and faculty development.

��Ͽ�’s iconic Bowman Hall in winter.

‘A Blueprint for the Future’

“We are excited about this year’s design, which shows, through student work, what it means to learn at a polytechnic university,” stated Frank, who sends out the seasonal cards annually. “Desiah’s design is the result of applied research and learning. What she has produced tells a story about the tangible results of a polytechnic education that have an impact today through the card’s design and message, and will continue to impact students through the innovative educational experience that Desiah creates in her own classroom well into the future.”

This is the third year that ��Ͽ� students have been invited to submit designs for the chancellor’s seasonal card. Melby learned about the contest through a campus email, and she pursued the opportunity to connect her current academic pursuit with her personal curiosity and creativity.

“This design reimagines ��Ͽ�’s iconic Bowman Hall clock tower as a glowing, holographic blueprint — blending history with innovation,” Melby wrote in an artist’s statement. “The tower honors the university’s proud traditions, while the futuristic aesthetic reflects its role as Wisconsin’s only polytechnic and its forward-facing embrace of technology, creativity and applied learning.”

In addition to the artist’s statement, the card carried the phrase “A Blueprint for the Future” emblazoned on its front.

Melby’s creative process integrated both traditional and cutting-edge processes. After sketching an initial concept by hand, she refined the composition using a photograph in Adobe Illustrator. Next, she uploaded the image to Midjourney, a generative AI service, where she used iterative prompting to reach the holographic-style blueprint style she was seeking. From there, Melby brought the image into Photoshop, where she adjusted the color palettes, layout and background until she was satisfied with the result.

“For me, the refinement stage is always the most enjoyable: adjusting compositional balance, nudging elements and reworking details,” she said. “That’s the ‘play’ part of the process.”

Supporting creativity with technology

A close-up of the image created by doctoral candidate Desiah Melby for the chancellor's annual seasonal card. / Submitted image

Melby completed her M.S. education with an emphasis in curriculum and instructional design at ��Ͽ� in 2023, and soon after decided to pursue her doctorate at ��Ͽ� as well.

“My master’s experiences left me with a sense that my work wasn’t finished — I knew there were deeper questions I wanted to explore, especially around educational leadership, instructional design and emerging technologies,” Melby said. ��Ͽ�’s Ed.D. program was a “perfect fit,” she explained. She is now writing her doctoral dissertation and expects to graduate in May.

“Crucially, the program lets me focus on my professional passions: innovative pedagogy, workforce preparation and the evolving landscape of digital learning,” she said. “It has also informed much of the work I am doing both in my classroom and leading AI in teaching and learning at my college.”

As a full-time faculty member and committee leader at Mid-State, Melby is grateful that ��Ͽ�’s online model has allowed her the flexibility to integrate what she’s learning into her professional life. “Instead of education happening outside of my work, it has genuinely shaped the work I do every day,” she said.

Likewise, both her work in the classroom and her academic interests lie at the intersection of traditional and AI-enhanced methods. “My dissertation examines how integrating AI tools into first-year writing instruction influences student perceptions of writing, confidence and learning,” she said. “I created a curriculum model that integrates AI literacy, workplace use cases and ethics into writing instruction. Instead of replacing critical thinking, I believe that AI can serve as a scaffold — supporting brainstorming, revision and idea development — when students are taught to use it transparently, responsibly and with academic integrity.”

Melby said she is surprised that her design was chosen but is grateful for the opportunity to represent her educational journey at ��Ͽ� in a unique way.

“This project embodies the heart of my dissertation: student learning and creativity supported by technology,” she said. “I used digital tools to extend, not replace, my artistic intent — much like I ask students to use AI to extend their thinking and writing, not bypass it. The design is my practical demonstration of human creativity augmented by thoughtful technological choices, which is exactly the paradigm I believe education must embrace.”

Designer’s Statement
“This design reimagines ��Ͽ�’s iconic Bowman Hall clock tower as a glowing, holographic blueprint — blending history with innovation. The tower honors the university’s proud traditions, while the futuristic aesthetic reflects Stout’s role as Wisconsin’s only polytechnic and its forward-facing embrace of technology, creativity, and applied learning.
“I created this piece in collaboration with an AI design assistant, making the creative process itself a reflection of Stout’s identity — where human vision and emerging technologies meet. This choice is also deeply connected to my doctoral research, which focuses on how AI can enhance education and workforce readiness. By incorporating AI into my creative process, I extend my scholarly work into the artistic realm.”
Desiah Melby (’22)
Ed.D. Career & Technical Education Leadership Communications Instructor
Mid-State Technical College

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Hero Caption: Using a combination of digital tools, Desiah Melby created this image of Bowman Hall that was used in Chancellor Katherine Frank’s annual seasonal greeting card.

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Inspiring Graduate: Gus Larson, B.S. Technology Education

giffeyt — Tue, 23 Dec 2025 14:25:00 +0000

Inspiring Graduate: Gus Larson, B.S. Technology Education giffeyt December 23, 2025

Supporting high school students through work-based learning opportunities

Inspiring Graduate: Gus Larson (’25)

Hometown: Abbotsford
Degree: B.S. Technology Education
Specialization: Welding

For Gus Larson, ��Ͽ� was initially a fallback option. He started his college career at North Central Technical College, studying welding. But an accident during his freshman year would change his career path.

“I was headed home when I came across a drunk driving accident. I had gotten out of my vehicle to attempt to render aid to the victims, but I was struck by another car that drove through the accident scene,” he said.

Larson’s injuries were extensive and, ultimately, he would have had to take a full year off from his education before he could return. Instead, his NTC welding instructor, Veronica Hope, suggested the technology education program at ��Ͽ�.

“I decided that I wanted to keep pushing and rather than continue to weld, I wanted to explore that suggestion from Veronica: technical education,” he said.

Larson transferred to ��Ͽ� and through surgeries, perseverance, and with the support of School of Education faculty, he earned his technology education degree on Dec. 20 as one of 527 ��Ͽ� graduates. He is applying for full-time technical education teacher and substitute positions.

Gus Larson, far right, at a SkillsUSA competition at ��Ͽ�. / Submitted photo

“My overarching goal is to return to the northwestern side of Wisconsin to be a technical education teacher,” Larson said. “My high school teacher had a massive impact on my education and provided me with advice that one could not put a price on. I hope to make an impact on my future students by being the same inspiring and approachable teacher that I had in Abbotsford.

“I want to work to expand work-based learning by providing students with the opportunity to take part in youth-apprenticeships and school-to-work programs to allow them to develop themselves not just as students, but as employees and young adults,” he added.

Submitted photo

How has ��Ͽ� prepared you to work in your field?

��Ͽ� has provided me with not only the methods to teach but also has given me a start to my networking in the educational field. I was able to gain experience inside the classroom through observations and field experiences. This allowed me to start evolving as a teacher, understand classroom management and ways to engage students in learning.

I was afforded the privilege of doing field experiences in both large schools, like Eau Claire North with Josh Bowe, and small schools, like Plum City with the now-retired Timothy Shock. I was able to be an extra hand within the classroom and assist students in their learning. I was able to be a judge in ��Ͽ�’s SkillsUSA competition. This showed me a different side of teaching, where students were able to apply their learned skills in a competition.

Seeing both the students swell with pride in themselves and their teacher’s pride in their students and craft helped solidify the feeling of being in the right place for the right reasons.

Submitted photo

What stands out about your ��Ͽ� experience? 

What stood out to me about my experience was the dedication to students that many of my professors showed me. Barbara Bauer and Mike Mills were instrumental in guiding me through my coursework with their expert insight and leadership. From them, I was able to receive guidance from teachers who had been where I am going and understand where they were successful in their own classrooms. Through their classes I developed different lessons and was given the advice that I needed to help me create successful lessons.

How did your involvement on campus impact your experience? 

I was involved with TEECA, the Technology and Engineering Education Collegiate Association. Through the club, I was able to attend the Wisconsin Technology Educators Association conference and start building my professional network.

I found this to be extremely rewarding as well as very interesting to see what other teachers were doing differently and the different lessons they were putting together for their students. It helped me engage with my peers and continue to build my toolbox to be successful in my classroom.

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

The biggest challenge that I faced while earning my degree was my own body. Due to the injuries that I suffered, I went through my first year at ��Ͽ� dealing with excruciating pain from arthritis in my ankle. This made each day hard both in getting to and from class. I was given grace from my teachers when I needed to go home early because I was in too much pain to continue attending classes in person. All my teachers were extremely willing to accommodate me by recording their lectures or allowing me to attend class through Microsoft Teams. By the end of that year, I needed to have a third surgery on my ankle, to fuse the damaged bone to allow me to walk properly without pain. In entering my second year, I was unable to drive as I was still in a boot from my surgery. My teachers were all very understanding if I was running late to class or needed to leave early to get to my next class.

My main method of overcoming these challenges was not only to lean on my support structure but also to push through to keep going. Many days, I had to remind myself that “It will get better,” especially when I was physically hurting. I have learned through my time at Stout that sometimes rather than pushing it off, it was better to face the problem head on and be determined to continue.

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

I am most proud of finishing this degree partly because I was unable to finish my welding degree at North Central Technical College. I have been able to find a best friend in my previous roommate, meet someone that I love very much and find the region of Wisconsin where I want to spend the rest of my life.

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Supporting high school students through work-based learning opportunities Gus Larson in front of Skills USA banner

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Students collaborate across degrees in community project for The Neighbors

goersab — Thu, 20 Nov 2025 13:30:00 +0000

Students collaborate across degrees in community project for The Neighbors goersab November 20, 2025

Construction, interior design, technology education majors build garden products for senior living home residents

Abbey Goers

In a cross-disciplinary collaboration, four groups of students in Lecturer James Bunkelman’s Light Construction Methods class are designing and building two raised garden beds, one raised tool bench and one raised tool holder for a senior living home.

The project is part of a service-learning activity, as their final products will be delivered to The Neighbors of Dunn County for the residents to use and enjoy in their garden.

The project was launched last summer during a new STEAM camp for high school students. The Blueprint for Success: Construction Career Camp, led by Assistant Professor Janelle Skoyen Hestekin, blended practical construction skills with community engagement, thanks to a partnership with Junior Achievement and The Neighbors.

Madelyn Pretzer, Tanner Schauf, Brandy Wolf and Erika Rivolta build a tool bench for The Neighbors

The high school students built prototypes of the garden beds and benches after meeting with The Neighbors residents to learn about their needs, laying the groundwork for the ��Ͽ� students’ projects.

When Bunkelman’s university students took the project on, “I told them to have fun. I told them what they were to build, but not how to do it. They have free rein in their research, designs and building processes.”

A group of four students is completing an ADA-compliant raised tool bench, built with treated two-by-four pine boards and capable of holding 200 pounds, they estimate. The cross-disciplinary team is:

Madelyn Pretzer, interior design, of Rochester, Minnesota
Erika Rivolta, interior design, of Comerio, Italy
Tanner Schauf, technology education, of Sparta
Brandy Wolf, construction management, of Le Sueur, Minnesota

Brandy Wolf nails pine boards in place on the tool bench frame

Wolf enjoys smaller-scale construction projects and has experience in the building process. “Applying the skills we’ve learned in class to turn our design into reality for a client is very fulfilling,” she said.

The team believes it’s extremely important to know a client’s wants or needs before beginning a design. They designed the tool bench to be ADA compliant, considering the needs of The Neighbors residents. The height is designed so that a person in a wheelchair may sit at the bench comfortably.

Madelyn Pretzer cuts a two-by-four pine board on a band saw.

“We’re all bringing our own skills into the project,” Pretzer said. “Erika and I have design experience. Next semester, we have a Residential and Senior Living class. This project gives us an early perspective on senior living needs and their possible preferences.”

As a future teacher, Schauf believes collaboration and community involvement are essential. “For teachers, there’s an expectation to be a pillar in the community,” he said. “I hope to connect my classroom with the programs like this at Stout through similar projects that bridge the gap between technology education and field experiences.”

Tanner Schauf cuts a two-by-four pine board on a band saw.

Social responsibility is a fundamental component of the Stout Core curriculum, a series of foundational classes that enhance students’ applied learning while building the soft skills in high demand by employers.

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A bright future: Marketing, business education students recognized for dedication, talent

goersab — Tue, 28 Oct 2025 15:15:00 +0000

A bright future: Marketing, business education students recognized for dedication, talentgoersab October 28, 2025

MBE, CTE alum Grinker receives Outstanding WMEA Educator Award

Abbey Goers

Surrounded by their peers and educators from around the state, three University of Wisconsin-Stout marketing and business education alumni and students were recognized at the BEcoME IT Conference, presented by the Wisconsin Educators of Business and Information Technology and Wisconsin Marketing Education Association:

Alum Traci Grinker received the Outstanding WMEA Educator Award and completed her term as WMEA president.
Ali Hruby received a $500 WEBIT Student Scholarship, presented to her by Shelby Dixon, ��Ͽ� MBE student representative on the WEBIT Board.
Kahlen Outzen received the Emerging Marketing Educator Award and was selected to serve as the upcoming ��Ͽ� MBE student representative on the WMEA Board.

MBE Professor Debbie Stanislawski, right, and students at the BEcoME IT Conference / Debbie Stanislawski

“It’s truly inspiring to see our students recognized for their dedication, talent and potential. This kind of acknowledgment not only reflects their hard work but also speaks volumes about the bright futures ahead of them,” said Assistant Professor Mike Mills, program director of family and consumer sciences education, marketing and business education and technology education.

Professor Debbie Stanislawski, program director, B.S., M.S., and Ed.D. career and technical education, believes the BEcoME IT Conference is a powerful reminder of how ��Ͽ�’s applied learning model prepares future marketing and business teachers for real-world success.

“Through experiences like planning DECA District events, judging at FBLA State, and engaging with professionals at conferences like BEcoME IT, our students build the confidence, skills, and networks they need to thrive as future educators and leaders in the field,” she said. “The conference was really one of those days that really reinforces ‘the why’ to what we do at ��Ͽ�.”

��Ͽ�’s School of Education and the teaching, learning and leadership department are committed to delivering high-quality teacher preparation programs.

“At a time when the value of education is often questioned and alternative licensure pathways are becoming more common, students recognize the importance of earning their Career and Technical Education Teacher Licensure through ��Ͽ�. Our programs prepare future educators not only for a job, but for a meaningful and lasting career in education,” Mills said.

Six ��Ͽ� MBE students were financially supported to attend the conference, held Oct. 16-18 in Wausau, with proceeds from hosting DECA Districts at ��Ͽ�.

Founded in 1965, WMEA’s mission is to create a culture of learning and sharing within marketing education, to support educators in their roles as professionals, and to advocate for the growth and longevity of the marketing education profession.

Traci Grinker: A career coming full circle

Grinker is a marketing and business teacher in the Medford School District, where she’s taught for 11 years. She’s also the DECA and graduation advisor and manages the Raider Cafe & Shoppe school store. Previously, Grinker taught in the Menomonie, Altoona and Colby school districts.

Traci Grinker, left, is presented with her Outstanding WMEA Educator Award by Mischell Fryar / Traci Grinker

Grinker is a two-time ��Ͽ� alum, having earned her bachelor’s in MBE in 2009 and master’s in career and technical education in 2021.

“I knew from kindergarten that I wanted to be a teacher, but I wasn’t sure what kind of teacher until high school, when I started to take marketing classes. It really is full circle because the person who inspired me the most to become a marketing teacher, Mischell Fryar, was actually the person to present me with the WMEA Educator Award,” Grinker said.

Fryar is also a double ��Ͽ� alum, holding an MBE and an M.S. in CTE. She is the WMEA treasurer and marketing teacher at Rhinelander High School.

Grinker hopes to inspire students to learn that marketing and business-related content applies to all students and careers. “I want students to gain the self-confidence to try something new, like a new class or to join our DECA/FBLA chapter,” she said.

As WMEA president, her three main roles were to manage the organization, organize meetings and provide valuable professional development opportunities to members, including the BEcoME IT Conference with the WEBIT organization.

“As president, I wanted to provide opportunities for our members to network with each other and provide an environment in which they are not afraid to reach out to fellow members and board members for any needs. The best part of our organization is the community that we have built. Our members are the most supportive group of people, and we are like family,” Grinker said.

Ali Hruby: Starting her teaching career strong

The $500 WEBIT scholarship will help Hruby pay for tuition, gas expenses for travel to and from her pre-student teaching placements and business-casual clothing. She will student teach next fall and graduate in December 2026.

Ali Hruby, left, is presented with her WEBIT scholarship by Shelby Dixon / Ali Hruby

“Reducing student debt will help me start my teaching career strong and give me the ability to invest in classroom supplies and materials that make learning more engaging for my students,” said Hruby, of Kennan, Wisconsin.

Hruby has had incredible teachers, professors, coaches, family members, and role models who have guided and supported her in becoming who she is today, she said.

“I want to give that same encouragement to my future students and help guide them to find their own version of success. Academically, I find so much joy in seeing students grow and reach those moments when everything ‘clicks.’ Watching the progress students make throughout the day, semester, year or even high school career is what I find the most inspiring aspect of being a teacher,” Hruby said.

Kahlen Outzen: Providing a student perspective

As the college representative for WMEA, Outzen will assist with conference planning and professional development for secondary and future marketing educators. She’ll also provide insight into what secondary and college students may feel more aligned with in the classroom.

Kahlen Outzen, center, is presented with her Emerging Marketing Educator Award by Traci Grinker and Mischell Fryar / Debbie Stanislawski

Also, as a student from a disadvantaged area where career and technical training were undervalued, Outzen hopes to provide WMEA with insight to understand different educational issues. “I hope I can be a resource for educators on the board who are not from an area like mine and provide some support from a student perspective,” she said.

“I enjoyed my high school CTE classes, so the fact that these classes were undervalued didn’t sit right with me. My MBE teachers, in particular, were ever-changing; this led to a lack of marketing and business education, as well as a lack of professional development, in my school,” said Outzen, who grew up near Milwaukee. “This lack of marketing and business education, and exposure to the business world, leads to a lack of opportunities for high school-aged children, something I would love to make an impact on.”

Outzen wants to introduce her future students to the world of marketing and business in a way that is interesting to them. “I want to be able to spark a passion in those I can, so that they can feel confident in their future careers,” she said. “When I graduated high school, I was unsure of what to do with my future and was, admittedly, very lost. I do not want that for my students. It’s OK to not know for sure, but I want them to know their options and feel more confident in life after high school, and more confident in their career choices, especially in the marketing and business fields.”

At ��Ͽ�’s School of Education, students are engaged right from day one in their teaching area of interest: art education; early childhood education; family and consumer sciences education; marketing and business education; math education; social studies education; special education; and technology education. The School of Education also offers postgraduate degrees in career and technical education, education, school counseling, and school psychology, as well as nine education certificates and certifications.

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‘Stout is a school that prepares students to be lifelong learners in real-life situations.’

MBE, CTE alum Grinker receives Outstanding WMEA Educator Award MBE Professor Debbie Stanislawski and students at a conference

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Search Keywords: Marketing and business education degreeWisconsin Marketing Education Association

Debbie Stanislawski

Full Name: Debbie Stanislawski

Job Title: Professor / Program Director / Certificate Advisor

Include in Directory: Yes

Area of Expertise: Instructional Technology

College: College of Arts & Human Sciences

Department: School of Education Teaching, Learning & Leadership Department

Program

All Degree Programs

Curriculum Vitae: Debbie Stanislawski CV (253.85 KB)

Education:

Degree: Ph.D. Professional Studies

University: Capella University

Degree: M.S. Instructional Technology & Telecommunications

University: Western Illinois University

Degree: B.S. Business Education

University: Winona State University

Degree: Wisconsin Teaching License #250 Business Education (Grades 6-12)

University: Wisconsin Department of Public Instruction

Degree: Wisconsin Teaching License #265 Elementary Keyboarding (Grades PreK-8)

University: Wisconsin Department of Public Instruction

CEHHHS SOE

Exclude from Internal Site Search: No

Mike Mills

Mike Mills is an Assistant Professor of Technology Education. Mike is passionate about Career and Technical Education and what it can provide students. In addition to teaching in the School of Education, Mike will also be doing work outreach and curriculum for fab labs.

Mike joins us from South Dakota where he spent 17 school years teaching high school cabinetmaking/woodworking. During that time Mike also spent 4 years serving as the State Director of SkillsUSA South Dakota. Mike is originally from Osakis, MN which is in the Alexandria, MN area. After graduating high school, Mike attended college in Utah and graduated with a B.S. in Technology Education from Southern Utah University in 2005. During college, Mike worked to gain industry teaching endorsement in cabinetry by working at a cabinet door shop.

Mike completed his student teaching at Uintah Basin Applied Technology College in the high school cabinetry program. Prior to completing his Bachelor of Science degree, Mike graduated with an Associate of Applied Sciences degree in criminal justice from Southern Utah University. After completing his second year of teaching, Mike started his Master of Science degree in Educational Technology and graduated in 2009 from Dakota State University. In August 2023 Mike graduated with his Doctor of Education degree in Educational Practice and Leadership from the University of North Dakota, where he specialized in higher education.

Mike is excited to be transitioning to higher education where he will be able to work with future teachers and leaders in Technology Education, and Career and Technical Education.

Full Name: Mike Mills

Job Title: Assistant Professor / Program Director / Certificate Advisor

Include in Directory: Yes

Area of Expertise: Digital Fabrication Labs Work-Based Learning / Work Integrated Learning School-to-Career Transitions Career & Technical Education

College: College of Arts & Human Sciences

Department: School of Education Teaching, Learning & Leadership Department

Program

All Degree Programs

Website: Curriculum Vitae

Education:

Degree: Ed.D. Educational Practice & Leadership (High Education Specialization)

University: University of North Dakota

Degree: M.S. Educational Technology

University: Dakota State University

Degree: B.S. Technology Education

University: Southern Utah University

Degree: A.A.S. Criminal Justice

University: Southern Utah University

CACHSS SOE

Exclude from Internal Site Search: No

Include in Directory: Off

Exclude from Internal Site Search: No

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Helping lead events for current and future teachers

School of Education

���Ͽ� forms partnership with Alquist to adopt industry-leading 3D concrete printing technology

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���Ͽ� marketing and business education students apply learning to make DECA conference succeed

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Ali Hruby: Starting her teaching career strong

Kahlen Outzen: Providing a student perspective

B.S. Marketing & Business Education

M.S. Career & Technical Education

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

��Ͽ� forms partnership with Alquist to adopt industry-leading 3D concrete printing technology

��Ͽ� marketing and business education students apply learning to make DECA conference succeed