News

Inspiring Graduates Share Their Stout Experiences

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

Inspiring Graduates Share Their Stout 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 �� students, families, friends, faculty, staff and supporters together.

It's a time for students to celebrate the accomplishment of earning their college degree. A time to reflect on their successes, struggles and steps on the journey that brought them to this moment. And the great anticipation of what's to come – a career, a higher degree or an embrace of the unknown.

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. Catch up with our graduates in their Q&As, and join us in celebrating their graduation from ��.

Spring 2026 Inspiring Graduate Studies Graduates

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

Making technology more accessible to improve people ��. 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 ��. in industrial-organizational psychology

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

Shaping students’ futures through real-world applications

Inspiring Graduates

All Inspiring Graduates News

Inspiring Graduates Share Their Stout Experiences

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

May 21, 2026

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

Hired before graduation at Redpath and Company as a tax associate

May 21, 2026

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

Hired before graduation at Absolut Manufacturing

May 21, 2026

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

University Marketing

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

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

Dean of Students

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 ��. 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 �� 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.

�� (uwstout.edu)

�� 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 �� 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, �� 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 ��. 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 �� Policies

Institutional Clery Act Compliance

Search Keywords: dean of studentsdean

Include in Directory: On

20150204_bowman_hall_clock_tower_02.jpg

Include in Directory: Off

Exclude from Internal Site Search: No

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

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

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

Deepening their work with individuals, couples and families

Inspiring Graduate: Michi Marks (’26)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What stands out about your �� experience?

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

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

How did your involvement impact your experience?

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

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

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

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

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

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

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

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

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

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

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

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

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

Inspiring Graduates

All Inspiring Graduates News

Inspiring Graduates Share Their Stout Experiences

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

May 21, 2026

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

Hired before graduation at Redpath and Company as a tax associate

May 21, 2026

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

Hired before graduation at Absolut Manufacturing

May 21, 2026

Deepening their work with individuals, couples and families Michi Marks

University Marketing

M.S. Marriage & Family Therapy

Do you want to make a positive impact on families and relationships? Our proven methods will train you to become a successful therapist.

Learn More

Distinguished alum, educator Albrecht credits �� 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

Search Keywords: M.S. Marriage and Family Therapy

Is content a Story?: Yes

Include in Directory: Off

Exclude from Internal Site Search: No

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

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

Inspiring Graduate: Justin George, M.S. Applied Computer Sciencegoersab May 21, 2026

Making technology more accessible to improve people ��. daily experiences

Inspiring Graduate: Justin George (’26)

Hometown: Delhi, India
Degree: M.S. Applied Computer Science

Wanting to attend a master ��. in computer science program that was centered around applied learning and hands‑on experiences, Justin George was drawn to �� . polytechnic focus.

“Stout ��. combination of affordability and high‑quality education also played a big role in my decision,” said George, who has an undergraduate degree in computer science from the University of Delhi, India. “I hope to make an impact by using data to solve real‑world problems and help organizations make more informed decisions. I want to work on projects that make technology more understandable and accessible, especially in spaces where data has the potential to improve people ��. daily experiences.”

George is especially interested in the growing space of AI and Big Data, and how these technologies can be used to uncover insights that aren’t always obvious through traditional analysis. “Whether it ��. improving decision‑making, optimizing processes, or creating solutions that simplify everyday tasks, I want to contribute to work that uses data and AI in meaningful, responsible ways,” he said.

During his master ��. program, George completed an internship at Royal Credit Union in Eau Claire as a business intelligence analyst. He worked with dashboards, databases, and data engineering, giving him a strong technical foundation and a step toward his long‑term goals.

George received his M.S. in applied computer science from �� on May 16, among more than 1,000 of his peers. He hopes to gain more experience in data and analytics through a full-time position in the field.

“I’m truly grateful for the opportunities and experiences �� has given me,” George said. “My time here has shaped not only my academic and professional path, but also my personal growth in ways I didn’t expect when I first arrived. I’m thankful for the support, the community and the chance to challenge myself in meaningful ways. It ��. been an incredible journey, and I’m excited for what comes next.”

Of this year ��. 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 �� prepared you to work in your field?

�� prepared me through its strong emphasis on hands‑on learning. Many of my classes included practical projects using real datasets, which helped me bridge the gap between theory and application. Group projects strengthened my teamwork and problem‑solving skills, and the consistent support from professors made it easier to tackle challenging concepts. Opportunities like the Career Fair and on‑campus conferences also gave me valuable exposure to industry professionals and helped me understand what employers are looking for in the field.

What was the biggest lesson you learned in your internship with Royal Credit Union?

During my internship with Royal Credit Union, I had the opportunity to work on machine learning projects, where I helped develop and refine predictive models. I continued improving these models based on feedback and performance results, and I assisted in preparing them for deployment to support real business use cases.

One of the biggest lessons I learned was how to communicate data insights to stakeholders who weren’t necessarily technical. This taught me how to translate complex analytics into meaningful information that could guide decisions.

Royal Credit Union internship gives �� grad student opportunity to apply skills in data science, machine learning

M.S. applied computer science student finds workplaces experience aligns with coursework

Through my projects, I saw firsthand how data, when used effectively, can help both businesses and customers by improving services, increasing efficiency and identifying opportunities that might otherwise go unnoticed.

The experience gave me a deeper understanding of how data and analytics play a crucial role in supporting everyday operations.

What stands out about your �� experience?

The combination of supportive faculty, applied learning and opportunities to take on leadership roles made my time at �� incredibly meaningful.

What stands out most to me is how supportive the professors are. They genuinely want students to succeed and create an environment that encourages curiosity, collaboration and growth.

The project‑based coursework helped me build practical skills that translate directly to workplace expectations.

My experiences in my on‑campus employment as a student manager at Merle M. Price Commons Dining Services taught me a lot about leadership, communication and managing responsibilities in a fast‑paced environment. I learned how to stay organized under pressure, support a team and make quick decisions during busy hours. It was a completely different kind of learning experience, but one that helped me grow personally and professionally.

How did your involvement impact your experience?

Participating in class projects and collaborating with classmates gave me a strong sense of community. I also had the opportunity to serve as an international mentor, working with the Office of International Education to help and guide new international students during their transition to campus life. This experience allowed me to connect with students from around the world, support them through the adjustment process and give back to the community that supported me when I first arrived.

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

One of the biggest challenges was adjusting to a new country and balancing coursework with my job and internship. Managing time and staying organized helped me stay on track, and the support from classmates and professors made the transition much easier.

Being the only international student in my program also made it challenging at first to connect with classmates, but group projects, an on‑campus job and other activities helped me build meaningful relationships. Over time, these experiences helped me feel more confident, included and connected to the campus community.

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

I’m proud of how much I’ve grown academically, personally and professionally during my time at ��. Academically, I pushed myself through challenging coursework and real‑world projects that strengthened my skills and deepened my understanding of data and analytics. Professionally, completing an internship while managing on‑campus employment helped me gain hands‑on experience, build confidence and understand what it means to work in a fast‑paced, industry‑focused environment. Personally, adapting to a new country, meeting new people, and learning to balance so many responsibilities at once helped me become more independent, resilient and self‑assured. Looking back, I’m proud of how far I’ve come and how much I’ve grown in every aspect of my life.

Inspiring Graduates

All Inspiring Graduates News

Inspiring Graduates Share Their Stout Experiences

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

May 21, 2026

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

Hired before graduation at Redpath and Company as a tax associate

May 21, 2026

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

Hired before graduation at Absolut Manufacturing

May 21, 2026

Making technology more accessible to improve people ��. daily experiences Justin George

University Marketing

M.S. Applied Computer Science

Our M.S. Applied Computer Science program will equip you with the practical computing skills to enhance your current career expertise.

Learn More

Distinguished alum, educator Albrecht credits �� 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

Search Keywords: M.S. Applied Computer Science

Is content a Story?: Yes

Include in Directory: Off

Exclude from Internal Site Search: No

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

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

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

Ensuring organizations recognize their impact on people

Inspiring Graduate: KC Maternowski (’26)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What stands out about your �� experience?

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

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

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

How did your involvement impact your experience?

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

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

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

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

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

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

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

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

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

Is there anything else you’d like to share?

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

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

Inspiring Graduates

All Inspiring Graduates News

Inspiring Graduates Share Their Stout Experiences

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

May 21, 2026

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

Hired before graduation at Redpath and Company as a tax associate

May 21, 2026

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

Hired before graduation at Absolut Manufacturing

May 21, 2026

Ensuring organizations recognize their impact on people KC Maternowski

University Marketing

M.S. Applied Industrial / Organizational Psychology

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

Learn More

Distinguished alum, educator Albrecht credits �� 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

Search Keywords: M.S. Applied Industrial/Organizational Psychology

Is content a Story?: Yes

Include in Directory: Off

Exclude from Internal Site Search: No

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

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

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

Prepared as an artist and designer to be an entrepreneur

Inspiring Graduate: Bex Cermin (’26)

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

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

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

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

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

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

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

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

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

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

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

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

What stands out about your �� experience?

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

How did your involvement impact your experience?

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

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

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

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

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

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

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

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

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

Inspiring Graduates

All Inspiring Graduates News

Inspiring Graduates Share Their Stout Experiences

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

May 21, 2026

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

Hired before graduation at Redpath and Company as a tax associate

May 21, 2026

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

Hired before graduation at Absolut Manufacturing

May 21, 2026

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

University Marketing

M.F.A. Design

Combine your passions for practical problem-solving and innovative teaching.

Learn More

Distinguished alum, educator Albrecht credits �� 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

Search Keywords: Master's in Fine Arts in Design

Is content a Story?: Yes

Include in Directory: Off

Exclude from Internal Site Search: No

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

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

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

Bringing a psychology and people‑centered perspective into workplaces

Inspiring Graduate: Josh Green (’26)

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

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

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

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

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

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

How has UW‑Stout prepared you to work in your field?

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

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

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

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

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

What stands out about your UW‑Stout experience?

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

How did your involvement impact your experience?

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

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

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

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

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

Is there anything else you’d like to share?

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

Inspiring Graduates

All Inspiring Graduates News

Inspiring Graduates Share Their Stout Experiences

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

May 21, 2026

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

Hired before graduation at Redpath and Company as a tax associate

May 21, 2026

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

Hired before graduation at Absolut Manufacturing

May 21, 2026

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

University Marketing

M.S. Applied Industrial / Organizational Psychology

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

Learn More

Distinguished alum, educator Albrecht credits �� 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

Search Keywords: M.S. Applied Industrial/Operational Psychology

Is content a Story?: Yes

Include in Directory: Off

Exclude from Internal Site Search: No

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

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

Distinguished alum, educator Albrecht credits �� 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 ��, crossed the commencement stage once again on May 16 – not to receive an additional diploma, but as a guest speaker to address Wisconsin ��. �� . 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 �� . 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 �� . annual Leadership Awards, Rosenberger and Devkota were awarded the Samuel E. Wood Medallion, alongside 12 of their peers. The Wood Medallion is the university ��. highest nonacademic honor for students, for their outstanding leadership, involvement and service.

Of this year ��. 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 ��. 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 �� was the foundation that made it possible,” he said.

Career educator Albrecht honored with Distinguished Alumni Award

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

For many years, Albrecht ��. 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 ��. 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 �� prepares,” he added.

Albrecht reminded the Class of 2026 that �� 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 ��.

“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 ��. 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 �� 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 �� 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 ��. this: If I can take those risks, face that uncertainty, and still find my way forward, then so can you. Not because it ��. 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 ��. 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.

"��'s polytechnic identity – applied, industry-informed, career-focused – pertains to our students wherever they learn,” said �� 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 ��, UW-Green Bay, UW-Eau Claire, UW-Milwaukee and the Wisconsin Department of Corrections. This spring ��. graduates were the first incarcerated students to receive degrees from Universities of Wisconsin schools in more than 50 years.

Commencement

All Commencement News

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

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

May 18, 2026

Spring 2026 commencement scheduled May 16 for more than 1,000 graduates

Chancellor, Distinguished Alum, students to speak in three ceremonies at Johnson Fieldhouse

May 4, 2026

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

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

December 22, 2025

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

University Marketing

Commencement

Information about �� commencement ceremonies.

Include in Directory: Off

Exclude from Internal Site Search: No

Xcel Energy Cedar Falls Hydro project supports construction students’ industry experiences

goersab — Tue, 12 May 2026 15:00:00 +0000

Xcel Energy Cedar Falls Hydro project supports construction students’ industry experiencesgoersab May 12, 2026

Collaboration encourages students to consider impacts of infrastructure on greater community

Abbey Goers

Donning hard hats and safety vests, construction management and risk control students from �� recently stood at the base of the Cedar Falls Hydroelectric plant and peered up at the 60-foot-tall dam that creates the 1,800-acre Tainter Lake, north of Menomonie.

Cedar Falls Hydro is one of 19 hydroelectric facilities in Wisconsin operated by Xcel Energy, with a total generating capacity of about 272 megawatts of renewable and carbon-free electricity.

Xcel Energy is in the midst of a multi-year, $50 million+ project designed to improve the safety and increase spillway capacity of the Cedar Falls Hydro Dam. The phased upgrade first involves upgrades to the spillway, including tie-back anchors and mass concrete infill work. Future phases involve installing upstream cofferdams to install new spillway gates and constructing a downstream stilling basin to help reduce erosion of the riverbed at the dam.

Students in the Heavy Construction Methods & Equipment class, led by Assistant Professor Janelle Skoyen Hestekin and Lecturer John Beckfield, visited the site to see Xcel Energy ��. project in operation and witness real-world applications surrounding the major community asset and capital project.

“Xcel Energy supports investment in educating the next generation of construction professionals by providing exposure to real-world construction projects and practical work experiences with �� students interested in the field of engineering, design and construction,” said Xcel Energy Project Manager Anthony Witkowski.

Prior to their visit, students worked together as a mock construction company to develop a broad-based construction plan for a mass concrete infill project, inspired by the Cedar Falls Hydro project. They presented their plan, which included materials, equipment, scheduling, staffing, permits, environmental quality, safety and job hazard analysis, and cost estimates to Witkowski and other Xcel Energy staff at the Cedar Falls site.

“It is clear the students put a significant amount of thought and preparation into their presentations in the areas of construction planning, construction safety, project scheduling and project cost estimating. I appreciated the clear written and verbal communication presented by the students,” Witkowski said.

Xcel Energy is an active member of �� . Construction Industry Advisory Committee, from which the collaboration and learning opportunity arose. Hestekin adapted her course structure to incorporate the project and guided students throughout the process.

The class project kicked off with a visit from Witkowski and Dean Steines, chief dam safety engineer – hydro operations, who introduced the project background and design goals to the students from the owner ��. perspective. They also met with Shane McFadden, CEO of Engineering & Construction Innovations, Inc. (ECI), the project's prime contractor, and ECI project staff to compare their planned approach to how ECI is actively completing the work.

“The project exposed students to the heavy civil sector of construction work, where new talent is needed to grow the workforce. A sincere thank you to Xcel Energy for offering this opportunity to the students,” said Hestekin, who is looking forward to additional opportunities for students to collaborate at the Cedar Falls site and other nearby facilities.

Students from Associate Professors Calvin Chen ��. Building Electrical and Control Systems class and Assistant Professor Ashely Der ��. Construction Safety / Risk Control class also visited the site to see the operations of the power distribution network to the nearby cities, and safety management procedures, such as hot work – welding, cutting, soldering, and other tasks that produce heat, sparks or flame – and Lockout/Tagout (LOTO), a safety procedure used to protect workers by preventing the unexpected energization or startup of machinery and equipment.

Presenting a complete construction plan

The Cedar Falls dam, constructed in 1910, is one of a few remaining Ambursen dams – hollow dams with open sections between the buttresses on the downstream side of the dam. It is the hollow sections that will be filled with mass concrete, which was the focus of the students’ presentation.

Their broad-based construction plan and estimate for a mass concrete infill project, presented to Xcel Energy as the owner, included staff wages, material and machinery costs, transportation of material, equipment and personnel, and overhead costs.

The students’ simulated work would consist of four separate concrete pours in each of the dam ��. 18 bays, with work beginning on Aug. 10 and completion on Nov. 12, taking into account rainfall, river flow and potential temperature-related concrete issues.

Their safety plan listed OSHA safety training requirements; the inspection of equipment, causeway, the local road and dam; and more.

Allie Hubbard, of Forest Lake, Minnesota, Ben Larson, of West Salem, and Blake Bargender, of Abbotsford, think the project was the most beneficial experience in the course, allowing them to visualize their classroom learning in a real-world setting.

“What stood out most was experiencing the project as if we were part of an actual company. I gained a better understanding of how important communication is across all team roles. I also learned the importance of maintaining strong relationships with subcontractors, since the construction industry is highly interconnected,” said Hubbard, who is also majoring in interior design.

Being able to visit the site and talk to the people actually working on the project gave Larson a new perspective and helped him see what the student group did well on their project and what they could have done better, Larson said.

Bargender plans to one day serve as a project manager for a commercial construction company. “This research project, presentation, and site visit significantly helped me prepare for my future career because it simulated a very realistic situation of estimating and planning in the role of a project manager,” he said.

Students contributing to the greater community

Xcel Energy ��. long-standing partnership with �� continues to grow in meaningful ways, said Community Relations Manager Tim Bartels. “We are pleased to connect students directly with real-world infrastructure and community assets. We’re especially proud that these collaborations support broader commitment to sustainability, giving students the opportunity to engage with projects that advance clean energy and the communities we serve,” he said.

Hubbard thinks that with industry partners and collaborators, like Xcel, that encourage hands-on learning, “Stout students can continue to make lasting impacts on community and environmental projects by applying what we learn in class to real-world situations. Projects like the hydro facility show how we can contribute to the greater community. I am most interested in the opportunity to contribute to how our world is built in the future and to make a lasting impact on the places people use every day,” she said.

Larson and Bargender agreed and added that students can also make an impact on community or environmental projects by getting involved with student organizations, like the Student Construction Association, Women in Construction, and Sigma Lambda Chi, and by volunteering or joining a construction competition team to gain real experience.

“The more you put in, the more you get out of it,” Larson said. “What I like most about my construction management major is how many opportunities it opens up. In our program, we are exposed to a little bit of everything. So, when we graduate, there are so many directions within the industry. I like that flexibility and the fact that the possibilities are pretty much endless.”

As a construction management and interior design double major, Hubbard enjoys being a part of the entire process “from the very beginning, meeting with clients, understanding their needs and wants, and then bringing their vision to life. It ��. especially rewarding to guide clients through the process and ultimately hand over the keys to a finished structure they can be excited about,” she said.

Xcel Energy provides the energy that powers millions of homes and businesses across eight Western and Midwestern states. Its spillway modernization project was approved by the Public Service Commission of Wisconsin in 2021, with the multi-year project beginning in 2022. The project is part of Xcel Energy ��. investment in a cleaner electric system, as it drives toward 100% carbon-free electricity by 2050.

Graduates from �� . B.S. construction management program reported a 100% employment rate within six months of graduation and an average starting salary of $70,000, according to the latest university First Destination Report.

�� . School of Management offers 20 undergraduate and graduate degrees and certificates that build students' leadership skills in operations and management, business, hospitality and technology innovation, and military science fields.

Construction Management

All Construction Management News

Construction students among finalists in national ABC Competition

Hyatt Regency Salt Lake City project gives glimpse into real world construction management

May 20, 2026

Xcel Energy Cedar Falls Hydro project supports construction students’ industry experiences

Collaboration encourages students to consider impacts of infrastructure on greater community

May 12, 2026

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

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

March 10, 2026

Collaboration encourages students to consider impacts of infrastructure on greater community Construction management students at Xcel Energy's Cedar Halls Hydro Dam

University Marketing

B.S. Construction Management

Our B.S. Construction Management will help you develop expertise in technical construction and engineering processes, business management, and marketing.

Learn More

Janelle Skoyen Hestekin

Courses I've taught in the Construction Management program include AEC131 - Architectural Graphics, AEC273 - Concrete and Masonry Technology and AEC357 - Site Engineering.

Full Name: Janelle Skoyen Hestekin

Job Title: Assistant Professor

Include in Directory: Yes

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

Department: Operations & Management Department

Program

All Degree Programs

B.S. Construction Management

Education:

Degree: M.S. Civil Engineering

University: Villanova University

Degree: B.S. Civil Engineering

University: University of Wisconsin-Platteville

CSTEMM

Exclude from Internal Site Search: No

Include in Directory: Off

Exclude from Internal Site Search: No

Spring 2026 commencement scheduled May 16 for more than 1,000 graduates

goersab — Mon, 04 May 2026 14:25:05 +0000

Spring 2026 commencement scheduled May 16 for more than 1,000 graduatesgoersab May 4, 2026

Chancellor, Distinguished Alum, students to speak in three ceremonies at Johnson Fieldhouse

Abbey Goers

Spring commencement will be held for 1,067 graduates on Saturday, May 16, at ��. A total of 849 undergraduate and 218 graduate students will receive degrees during three ceremonies at Johnson Fieldhouse:

9:30 a.m.: College of Science, Technology, Engineering, Mathematics & Management
1:30 p.m.: College of Arts & Human Sciences
5 p.m.: Graduate Studies

The ceremonies can also be seen via livestream on the �� commencement website and at the Memorial Student Center.

Provost Glendalí Rodríguez will host the ceremonies. Chancellor Katherine Frank will provide remarks to the graduates and confer degrees.

Outstanding and retired educator Bryan Albrecht, a three-time �� alum, will serve as guest alum speaker at each ceremony. Albrecht is a recipient of a lifetime achievement award from the Wisconsin Association for Career and Technical Education, as well as �� . Distinguished Alumni Award.

Three graduating students will also address the Class of 2026:

Noah Rosenberger, of Sauk Rapids, Minnesota, B.S. hotel, restaurant and tourism management, CSTEMM speaker.
Sumnima Devkota, of Kathmandu, Nepal, B.S. psychology, CAHS speaker.
Cory Bloomer, of Stevens Point, M.S. risk control and safety management, Graduate Studies speaker.

The ceremonies will include music by an octet of �� choir members directed by Jean Enyeart.

More information

Students and members of the �� community can share comments and photos on �� social media platforms using the hashtag #StoutGrad2026. Diplomas will be mailed to students four to six weeks after final grades are issued.

For more information, contact Commencement Coordinator Bethany Risler, 715-232-1279, or email commencement@uwstout.edu.

Commencement

All Commencement News

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

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

May 18, 2026

Spring 2026 commencement scheduled May 16 for more than 1,000 graduates

Chancellor, Distinguished Alum, students to speak in three ceremonies at Johnson Fieldhouse

May 4, 2026

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

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

December 22, 2025

Chancellor, Distinguished Alum, students to speak in three ceremonies at Johnson Fieldhouse Spring commencement

University Marketing

Commencement

Information about �� commencement ceremonies.

Include in Directory: Off

Exclude from Internal Site Search: No

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

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

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

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

Abbey Goers

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

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

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

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

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

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

Research Day

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

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

AI-assisted design of products for GLP-1 users

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

Mama Bear vegan protein hydrogel research group

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

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

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

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

PHGG Calm Bites research group

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

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

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

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

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

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

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

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

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

Synbiotic Nutrient Shot research group

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

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

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

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

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

Outstanding researchers recognized at Research Day

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

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

Outstanding student researcher awardees are:

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

Research Day

All Research Day News

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

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

April 30, 2026

Software by �� professor, students helps international museum collections shine – literally – in 3D

Kintsugi 3D used by Minneapolis Institute of Art, other institutions to capture surface details of heritage objects

June 9, 2025

Real-world research: Engineering team designs South African trolley system; science students investigate heavy metals

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

May 15, 2025

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

University Marketing

M.S. Food Science & Technology

Preparing the food industry's future food technologists/leaders through education, research and outreach.

Learn More

Eun Lee

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

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

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

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

Full Name: Dr. Eun Joo Lee

Job Title: Professor / Program Director

Include in Directory: Yes

College: College of Arts & Human Sciences

Department: Kinesiology, Health, Food & Nutritional Sciences Department

Program

All Degree Programs

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

Education:

Degree: Ph.D. Food Science and Technology

University: Korea University

Degree: M.S. Food Chemistry

University: Korea University

Degree: B.S. Food and Nutrition

University: Myong Ji University

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

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

Degree: Certification of Certified Food Scientist (CFS)

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

Degree: Korean Nutritionist License

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

CEHHHS

Exclude from Internal Site Search: No

Include in Directory: Off

Exclude from Internal Site Search: No

News

Inspiring Graduates Share Their Stout Experiences

Spring 2026 Inspiring Graduate Studies Graduates

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

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

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

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

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

Spring 2026 Inspiring CSTEMM Graduates

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

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

Inspiring Graduate: Mia Schmoll, B.S. Biology

Inspiring Graduate: Austin Pratt, B.S. Packaging

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

Inspiring Graduate: Makenna Lowell, B.S. Packaging

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

Spring 2026 Inspiring CAHS Graduates

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

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

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

Inspiring Graduate: Tawny Ruppert, B.S. Psychology

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

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

Supporting Your Academic Journey

Additional Resources

Keeping Everyone Informed

Academic Status & Suspension Information

Sexual Misconduct Information

Behavior Intervention Team

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

M.S. Marriage & Family Therapy

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

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

Royal Credit Union internship gives �������� grad student opportunity to apply skills in data science, machine learning

M.S. Applied Computer Science

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

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

M.S. Applied Industrial / Organizational Psychology

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

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

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

M.F.A. Design

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

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

M.S. Applied Industrial / Organizational Psychology

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

Distinguished alum, educator Albrecht credits �������� 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

Xcel Energy Cedar Falls Hydro project supports construction students’ industry experiences

Presenting a complete construction plan

Students contributing to the greater community

B.S. Construction Management

Spring 2026 commencement scheduled May 16 for more than 1,000 graduates

More information

Commencement

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

Research Day

AI-assisted design of products for GLP-1 users

Outstanding researchers recognized at Research Day

M.S. Food Science & Technology

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 �� for preparing graduates who ‘step forward’

Royal Credit Union internship gives �� grad student opportunity to apply skills in data science, machine learning

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

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

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

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

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

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