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�� Online engineering, education, management programs ranked among best by U.S. News & World Report

giffeyt — Mon, 02 Feb 2026 14:00:00 +0000

�� Online engineering, education, management programs ranked among best by U.S. News & World Reportgiffeyt February 2, 2026

Annual rankings recognize bachelor ��. and master ��. programs for helping students advance education, career goals

Tom Giffey

Returning to school as an adult student balancing work, family or military responsibilities is a daunting challenge. �� . Stout Online gives students the flexibility, affordability and support necessary to succeed in the face of this challenge, and in doing so has once again been ranked among the Best Online Programs by U.S. News & World Report.

Stout Online helps working professionals begin or complete their degrees or advance their career goals through more than 30 online bachelor ��. and graduate programs, as well as dozens of certificates, certifications, individual courses and development opportunities.

According to the just-released 2026 rankings from U.S. News, Stout Online offers some of the Best Online Programs in the state, region and nation. �� ranked No. 3 among all public universities in Wisconsin and Minnesota for its bachelor ��. in management and leadership and its master ��. in education and engineering programs. These programs also attained the following rankings:

Best Online Bachelor ��. in Business Programs: No. 26 in the Midwest, No. 88 nationwide.
Best Online Master ��. in Education Programs: No. 36 in the Midwest, No. 133 nationwide.
Best Online Master ��. in Engineering Programs: Top 19 in the Midwest, No. 79 nationwide.

Provost Glendalí Rodríguez

“With more than 1,300 online students, we understand that working professionals are balancing academic pursuits with many other responsibilities,” said Provost Glendalí Rodríguez, vice chancellor of Academic Affairs. “Through flexible online offerings, we work to meet students where they are. Given �� . polytechnic mission, we facilitate relevant, career-focused education to help working professionals increase their advancement opportunities and skills.”

U.S. News evaluates online programs based on a variety of factors, including student engagement, faculty credentials, and services and technologies. Now in its 14th year, the U.S. News Best Online Programs is designed for individuals looking to complete or further their education. This year ��. edition evaluated more than 1,800 online bachelor ��. and master ��. degree programs using metrics specific to online learning. The rankings include only degree-granting programs offered primarily online by regionally accredited institutions.

Stout Online furthers students’ careers

�� faculty are experienced industry experts dedicated to teaching the latest in technology and trends in their fields. Small cohorts build close communities and share a wealth of diverse perspectives to enhance each other ��. learning.

M.S. Manufacturing Engineering Online

Do you want to improve your ability to respond to the needs of modern manufacturing? Advance in your career with your online degree.

Learn More

Students in the online M.S. in manufacturing engineering program, part of �� . Robert F. Cervenka School of Engineering, enhance their professional skills through assignments and projects that apply to real-life industry problems. They build expertise in continuous process improvement, lean manufacturing, project management and manufacturing engineering processes. Students may also choose to earn a Six Sigma Black Belt Certificate to meet the degree ��. elective requirements.

M.S. Education

Take your career in education further and enhance your impact on students' lives.

Learn More

The online M.S. in education is a 30-credit degree program built around a core of 18 teaching and applied research credits, with a selection of 12 elective credits to meet students’ career interests. While meeting those elective requirements, students may earn one of a number of professional certificates or certifications, including Autism Spectrum Disorder Specialist, Instructional Design, Math Specialist, Reading Specialist or Teaching Adult Learners.

�� . School of Education also offers online master ��. programs in school counseling and career and technical education as well as an Ed.D. in career and technical education leadership.

B.S. Management & Leadership

Our B.S. Management & Leadership program is designed to open new doors to advance your career through industry-enhanced classes and real-world experiences.

Learn More

�� . online bachelor ��. in management and leadership program, offered through the School of Management, has been ranked No. 10 among the best online programs by BestAccreditedColleges.com. It offers eight concentrations to help professionals reach their career goals, including business leadership studies, community-based service management, finance and accounting, human resource management, operations management, project management, quality management, risk control and safety management, and supply chain management.

�� graduates are in demand, with 99% employed or pursuing additional degrees within six months of graduation, a figure that rises to 100% among graduates of the three online programs honored by U.S. News. Those who received graduate degrees from �� had an annual starting salary of $74,000. Meanwhile, the average starting salary for recipients of �� undergraduate degrees was $57,000, according to the university ��. most recent First Destination Report.

For its dedication to affordability and student outcomes, �� has earned national recognition as one of America ��. Best Colleges by Money Magazine for two years in a row.

Stout Online

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�� Online engineering, education, management programs ranked among best by U.S. News & World Report

U.S. News rankings recognize bachelor ��. and master ��. programs for helping students advance education, career goals

February 2, 2026

Stout Online programs ranked among Best Online by U.S. News & World Report rankings

Master ��. in engineering, education; bachelor ��. in business programs recognized for helping professionals advance their career goals

February 4, 2025

Inspiring Graduate: Alex Stuckert, M.S. Operations & Supply Management

‘I am capable of much more than I could ever have imagined.’

January 13, 2025

U.S. News rankings recognize bachelor ��. and master ��. programs for helping students advance education, career goals �� campus tour in winter

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Doctoral student ��. AI-enhanced artwork featured on chancellor ��. seasonal greeting card

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

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

Like her artwork, educator ��. dissertation explores using AI to supplement student creativity

Tom Giffey

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

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

Desiah Melby / Contributed photo

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

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

�� . iconic Bowman Hall in winter.

‘A Blueprint for the Future’

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

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

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

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

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

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

Supporting creativity with technology

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

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

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

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

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

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

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

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

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

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Like her artwork, educator ��. dissertation explores using AI to supplement student creativity Seasonal card 2025 on white background

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Do you want to provide vision, direction, and leadership in high schools, technical colleges, or universities? Our highest awarded degree is for you.

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Inspiring Graduates Share Their Stout Experiences

goersab — Tue, 23 Dec 2025 17:50:00 +0000

Inspiring Graduates Share Their Stout Experiencesgoersab December 23, 2025

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 ��.

Fall 2025 Inspiring Graduate Studies Graduates

Inspiring Graduate: Hanahh Eggum, M.S. Training & Talent Development

Supporting campus community through the Dean of Students Office

Inspiring Graduate: Zaid Abdullah, M.S. Operations & Supply Management

Automation Displays procurement engineer aims to deliver measurable value to organizations

Inspiring Graduate: Ava Allroggen, M.S. Clinical Mental Health Counseling

Establishing roots in the community as a prelicensed counselor

Inspiring Graduate: Karolyn Waldman, M.S. Career & Technical Education

Wausau West marketing and business teacher supports students' leadership skills

Fall 2025 Inspiring CSTEMM Graduates

Inspiring Graduate: Luke Mertens, B.S. Manufacturing Engineering, B.S. Mechanical Engineering

Hired before graduation as a controls engineer at SMC Ltd.

Inspiring Graduate: Zachary Morgan, B.S. Manufacturing Engineering

Joining Andersen Windows & Doors’ Engineering Rotational Program to improve processes and empower people

Inspiring Graduate: Isaac Harnack, B.S. Plastics Engineering

Hired before graduation as a GaMra Composites engineer

Inspiring Graduate: Easton Sailer, B.S. Computer & Electrical Engineering

Hired before graduation as Hewlett Packard Enterprise electrical hardware engineer

Inspiring Graduate: Owen Pryga, B.S. Cybersecurity

Hired before graduation as Heartland Business Systems consulting engineer

Fall 2025 Inspiring CAHS Graduates

Inspiring Graduate: Sophia Moore, B.S. Applied Social Science

Leading the way through advocacy and public policy

Inspiring Graduate: Opal Lawrence, B.F.A. Graphic Design & Interactive Media

Perfecting her portfolio, bringing thoughtfulness to design

Inspiring Graduate: Jeena Kim, B.S. Psychology

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

Inspiring Graduate: Evan Mancl, B.S. Applied Social Science

A future teacher, guiding students to be more prepared to help the world

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

Supporting high school students through work-based learning opportunities

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December 23, 2025

Inspiring Graduate: Hanahh Eggum, M.S. Training & Talent Development

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December 23, 2025

Inspiring Graduate: Zaid Abdullah, M.S. Operations & Supply Management

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

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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

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Inspiring Graduate: Hanahh Eggum, M.S. Training & Talent Development

goersab — Tue, 23 Dec 2025 17:40:00 +0000

Inspiring Graduate: Hanahh Eggum, M.S. Training & Talent Developmentgoersab December 23, 2025

Supporting campus community through the Dean of Students Office

Inspiring Graduate: Hanahh Eggum (’25)

Hometown: Wautoma and Menomonie
Degree: M.S. Training & Talent Development

Hanahh Eggum transferred to �� during her undergraduate years because it offered the only retail merchandising and management major in Wisconsin, which aligned with her career goals at the time. What she did not anticipate was how deeply �� would shape her personal and professional development, both while a student and after graduation.

Hanahh Eggum receives her master's hood and �� degree on Dec. 20, 2025.

Eggum earned her bachelor's degree in 2019 and worked in merchandising for a time before returning to �� in 2021 to manage the campus bookstore, StoutFitters. Her career then pivoted, and she went on to earn her master ��. in training and talent development. She is now the orientation coordinator and project manager for the Dean of Students Office.

“This degree has allowed me to deepen my passion for student development, leadership, and creating meaningful and impactful learning experiences. I want to help create the same kind of welcoming, supportive, and empowering environment for future students that I was fortunate enough to experience myself,” she said.

With the Dean of Students Office, Eggum coordinates orientation programming and family events, trains and oversees student staff, and supports large-scale transition initiatives for new students and their families. She manages projects that strengthen communication, improve operational processes, and enhance student experiences.

“At the heart of these responsibilities is my commitment to building community and ensuring that every new student who arrives at �� feels seen, supported and confident as they begin their journey,” she said.

Eggum earned her master ��. in training and talent development and crossed the commencement stage on Dec. 20 as one of 527 �� graduates, serving as commencement speaker for Graduate Studies. She plans to continue her career in higher education here at ��.

“Over the years, both �� and Menomonie have truly become my home. I’ve grown here, I’ve been supported here, and I’ve discovered who I am here,” she added. “The sense of community on this campus and in this town is incredibly strong, and it ��. something I deeply value. Staying at Stout feels meaningful because it allows me to give back to the very place that transformed my life.”

Hanahh Eggum serves as student commencement speaker for Graduate Studies, sharing a message of belonging.

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

My hope is to support and help students feel the same sense of belonging, purpose and encouragement that I found at ��. When I think about the mentors, supervisors, and peers who guided me, I feel a strong responsibility to pay that forward.

I want students to know they belong here, especially in the moments when life feels scary, overwhelming or uncertain. College isn’t just about the good days, it ��. about knowing you’re supported through the tough ones, too.

Whether it ��. through orientation programming, individual support, or helping student leaders grow in their own roles, my goal is to create an environment where every student feels welcome, included, valued and capable of thriving. My goal is to build experiences that leave a lasting impact, just as the people here at Stout did for me.

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

�� . polytechnic model has been essential in preparing me for a career centered on continuous learning, development and student success. The institution ��. emphasis on hands-on, applied learning has allowed me to blend theory and practice in powerful and practical ways. Working in Student Life Services both as a student leader and now as a professional has provided me with real, meaningful opportunities to apply coursework directly to my roles.

Hanahh Eggum, Dean of Students orientation coordinator and project manager.

Concepts I studied through my courses focused on leadership, staff development, organizational culture, assessment, and strategic planning, directly aligned with the work I do every day. Applying those ideas and concepts in real time strengthened my understanding, sharpened my decision-making, and helped me grow as both a student and a professional.

I have been able to consistently connect my coursework to real challenges and initiatives on campus. That integration of learning and practice prepared me to contribute meaningfully to the student experience from day one.

My program didn’t just educate me, it elevated the work I was already doing and helped me become a more confident, capable and student-centered professional.

What stands out about your �� experience?

What stands out most is the way people at �� invest in students. I was encouraged, challenged, and supported in ways that reshaped my confidence and my sense of purpose. Faculty, supervisors, and colleagues consistently created spaces and provided opportunities where I could grow, whether through meaningful projects, leadership opportunities or honest conversations about my goals.

�� is unique because it doesn’t just develop students academically; it develops them personally and professionally. My experiences here helped me find my voice, discover my passions, my strengths and the confidence to pursue a path I never imagined possible for myself.

How did your involvement on campus impact your experience?

When I transferred to �� as an undergrad, I had no intention of making friends or getting involved. I knew that as a transfer student, I’d only be at �� for about two years and then go on to work in my chosen field, so truthfully, I didn’t see a point in getting involved.

Well, that clearly didn’t work out as I had thought. After one semester at ��, I became a resident advisor with Housing, and that role changed everything for me. It pushed me out of my comfort zone in ways I never expected. I went from being introverted, anxious about public speaking, and hesitant to connect with others, to finding a strong and supportive community that helped me grow into a confident leader.

As a resident advisor, and later a hall manager, I learned how to build communities, plan and coordinate events, support students through challenges, and serve as a resource and mentor. Those experiences taught me responsibility, empathy, communication and how to lead with purpose.

New manager seeks to update campus store, increase traffic

Eggum plans to improve in-store branding, expand merchandise and hours

Working on and attending events and student-centered initiatives gave me a deep sense of belonging and helped me realize that I wasn’t just attending Stout, I was actually a part of Stout. Each leadership experience not only connected me more deeply to campus but also affirmed my passion for helping others, a realization that ultimately led me toward a career in higher education.

My time at Stout didn’t just build my résumé, it gave me a voice, a purpose and a home.

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

Earning my degree while balancing full-time work, graduate studies and responsibilities outside of school was challenging. There were late nights, moments of doubt and times when managing everything felt extremely overwhelming.

But by relying on strong support systems, staying organized, and giving myself permission to grow through the hard moments, I overcame those challenges. These experiences strengthened my resilience and reminded me why I care so deeply about student support, because I’ve lived it.

I know how transformative it can be when someone believes in you and encourages you to keep going.

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

I am most proud of the personal and professional growth I’ve undergone over the years. I’m proud that I stepped into roles I never would have imagined myself in, speaking on stage, leading teams, planning large events and helping new students find their place at Stout.

I’m proud of the connections I’ve built and the moments where I’ve been able to support students in meaningful ways. Most of all, I’m proud and incredibly grateful that I have the opportunity to give back to the institution that gave so much to me.

�� has changed my life more than I ever expected. It helped me find confidence, purpose, friendship and a sense of belonging that truly shaped the trajectory of my future. I am incredibly grateful for every opportunity, every mentor and every moment of growth this campus has given me. It is an honor to serve this community, to support new students as they begin their own journeys and to carry forward the impact that so many people made on mine. �� will always be my home, and I will always be StoutProud.

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Supporting campus community through the Dean of Students Office Hanahh Eggum, Fall Commencement 2025

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Inspiring Graduate: Zaid Abdullah, M.S. Operations & Supply Management

goersab — Tue, 23 Dec 2025 17:35:00 +0000

Inspiring Graduate: Zaid Abdullah, M.S. Operations & Supply Managementgoersab December 23, 2025

Automation Displays procurement engineer aims to deliver measurable value to organizations

Inspiring Graduate: Zaid Abdullah (’25)

Hometown: Baghdad, Iraq, and Chippewa Falls
Degree: M.S. Operations & Supply Management
Focus Areas: Project Management and Quality Management
Lean Six Sigma Black Belt Certification

As a procurement engineer at Automation Displays, Inc., in Eau Claire, Zaid Abdullah aims to continue growing in strategic supply chain management, operational excellence and process improvement roles and is committed to leveraging his Lean Six Sigma Black Belt Certification to lead initiatives that eliminate waste, optimize operations and deliver measurable value to organizations.

Zaid Abdullah receives his master's hood and �� degree on Dec. 20, 2025.

Abdullah was born and raised in Baghdad, Iraq, and moved to the United States in 2019. He became a U.S. citizen in May 2025. He was drawn to �� because of its reputation as Wisconsin ��. ��, with a strong emphasis on applied learning, hands-on experiences and industry-focused education.

“The polytechnic approach aligns perfectly with my career goals. �� blends classroom theory with hands-on, real-world application. The faculty, facilities, and collaborative environment have prepared me to make a meaningful impact with my master ��. in operations and supply management,” Abdullah said.

“Becoming a U.S. citizen, while completing my master ��. and applying Lean Six Sigma principles in my career, reflects the perseverance, determination and commitment that �� inspires in its students. Being a Blue Devil means carrying forward a spirit of innovation, hard work and purpose. I’m ready to contribute positively to my field and community,” Abdullah said.

At age 17, Abdullah qualified to work as an interpreter for the U.S. Army and Multinational Forces during Operation Iraqi Freedom from 2003 to 2011, facilitating communication between U.S. military forces and Iraqi citizens. He also was a construction contractor, rebuilding barracks at the U.S. Embassy.

Abdullah has a bachelor ��. degree in mechanical engineering from the University of Technology in Baghdad. He earned his master ��. in operations and supply management and crossed the commencement stage on Dec. 20 as one of 527 �� graduates. He also aspires to serve the community as an emergency medical responder, contributing to public safety and emergency preparedness.

Zaid Abdullah is a procurement engineer at Automation Displays, Inc., in Eau Claire.

“Commencement represents a time of celebration, reflection and anticipation. It is a culmination of hard work and resilience and a moment to look forward to new opportunities,” Abdullah said.

“I am grateful to �� for providing an environment that fosters innovation, collaboration and excellence. My journey from Baghdad to Chippewa Falls has taught me the importance of perseverance, cultural understanding and community involvement. I look forward to applying these lessons in my professional career and community service.”

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

I aim to make a significant impact by implementing data-driven strategies and Lean Six Sigma methodologies to improve supply chain efficiency, enhance quality and optimize operational performance.

My goal is to bridge the gap between engineering and management, ensuring that processes are not only technically sound but also strategically aligned with business objectives. Ultimately, I want to contribute to building resilient, innovative and sustainable organizations that deliver value to their customers and communities.

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

�� has prepared me exceptionally well through its hands-on, applied learning model. I particularly valued the collaborative projects and lab experiences where theoretical knowledge was applied to real-world problems.

While my professional experience has primarily been through full-time roles at Automation Displays, Fleet Farm and DHL Supply Chain, �� . master ��. in operation and supply management program ��. focus on applied research, data analytics and quality management has enhanced my ability to lead projects, optimize operations and implement continuous improvement initiatives effectively.

Supply chain management student taking next step to pursue master ��. degree

Abdullah traveled a long road, pointing to a far-off destination, to reach ��

What stands out about your �� experience?

Several things stand out: the professors who bring real industry expertise into the classroom, the access to cutting-edge labs and applied research opportunities, and the collaborative environment that encourages problem-solving and innovation.

The university ��. commitment to preparing students for immediate career success is evident in its polytechnic approach and strong industry connections. Being part of a diverse and driven student body has also broadened my perspectives and enhanced my leadership skills.

Which student organizations or activities were you a part of, and which scholarships did you receive?

I have been actively involved in several leadership and community-oriented activities, and social justice and campus equity activities at �� and CVTC, including the Black History Month Gala, Civil Rights Pilgrimage, National Student Leadership Diversity Convention, Student Association at CVTC and the Diversity Resources Club. I volunteer at Central Lutheran Church Festivals and community events in Chippewa Falls.

I’ve received several scholarships, including the George C. and Gladys S. Decker Memorial Graduate Scholarship, the T Ingram Graduate Scholarship and the �� Transfer Student Scholarship. I was also awarded the Advanced Opportunity Grant from the Universities of Wisconsin.

Zaid Abdullah conducts research in the Supply Chain Study Room.

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

Moving to a new country, adapting to a new language and culture, and balancing full-time work with rigorous coursework were significant challenges. Additionally, I experienced unexpected financial setbacks when I lost eligibility for some scholarships after transferring to the graduate program.

I overcame these challenges through perseverance, effective time management and a commitment to continuous learning. My dedication to both professional and academic growth allowed me to remain focused and resilient.

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

I am most proud of successfully navigating an international transition while excelling academically and professionally. Becoming a U.S. citizen is a personal milestone that reflects my journey and perseverance. Completing my M.S. degree, achieving certifications such as the Lean Six Sigma Black Belt, and making a measurable impact on my professional roles are achievements I hold dearly.

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Automation Displays procurement engineer aims to deliver measurable value to organizations Zaid Abdullah, Fall Commencement 2025

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Inspiring Graduate: Ava Allroggen, M.S. Clinical Mental Health Counseling

giffeyt — Tue, 23 Dec 2025 17:30:00 +0000

Inspiring Graduate: Ava Allroggen, M.S. Clinical Mental Health Counseling giffeyt December 23, 2025

Establishing roots in the community as a prelicensed counselor

Inspiring Graduate: Ava Allroggen (’25)

Hometown: Crystal, Minnesota
Degree: M.S. Clinical Mental Health Counseling
Concentrations: Crisis & Trauma, Child & Adolescence

With the intention of becoming a therapist, Ava Allroggen earned her bachelor ��. degree at the University of Minnesota-Morris in 2023. She studied psychology and human services, as well as philosophy.

Ava Allroggen receives her academic hood during the fall 2025 commencement at ��.

Ava Allroggen was named 2025 Outstanding Student Leader of the Year in spring 2025.

“I found that those ancient thinkers were counselors in their own right,” she said. “When I had my graduate interview with ��, I was blown away by the authenticity and passion for the field that I saw in the clinical mental health counseling faculty. I knew there was something different about this program and that I had to be a part of it.”

For her outstanding leadership, involvement and service on campus, Allroggen was named a 2025 Outstanding Student Leader of the Year. She earned her master ��. degree in clinical mental health counseling and crossed the commencement stage on Dec. 20 as one of 527 �� graduates.

“My goal is to become fully licensed, keep learning, and establish roots in the community. We are all searching for the good life. I intend to help people find it,” said Allroggen, who is interviewing for prelicensed counselor positions across the Twin Cities and western Wisconsin.

Ava Allroggen and Ebbie, a therapy horse. / Submitted photo

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

I had the opportunity to intern with both the UW-River Falls counseling center and Vance Creek Experiential Therapy, an equine therapy barn in Clayton. At the end of each week, it was cool to swap out my business casual for faded jeans and muddy boots.

I learned so much from my supervisors and coworkers, but the people who taught me most were the clients. Both sites completely rocked my understanding of therapy for the better, and I’m a better counselor as a result.

What stands out about your �� experience?

Dr. Julie Bates-Maves led a study abroad in Lisbon, Portugal, that dramatically changed how I understand substance use treatment and drug policy. Julie connected us with professionals both on the policy level and those working directly in the field. I was fascinated to hear how these experts were working to make drug treatment more effective and humanistic.

Mental health master ��. students witness how Portugal ��. public health model benefits its people

Harm reduction, lack of stigmas in treating substance use disorders help them learn to advocate for future clients

I also enjoyed arguing about counseling theory with Dr. John Klem while I was pouring coffee behind the counter at Raw Deal. Never a dull conversation with that guy.

Ava Allroggen expores an antique tile shop in Lisbon, Portugal. / Submitted photo

How did your involvement on campus impact your experience?

I was the graduate assistant for the Student Counseling Center ��. Wellness PROs, Peers Reaching Out, a peer health education program. Through my involvement with PROs, I got to work with the coolest, most enthusiastic team of undergraduates and supervising staff.

I developed an in-depth understanding of the issues faced by college kids, which prepared me to work with the students at my internship at UW-River Falls. In 2025, I am proud to say Wellness PROs took home the Student Staff Team of the Year at the 2025 Leadership Awards.

I was also active in the philosophy department at Stout. I attended Professor Xan Bozzo ��. community Philosophy Cafes, hosted through the Center for Applied Ethics. I appreciated being able to sneak away from my coursework for a while and indulge in my philosophical roots again.

Ava Allroggen inside Bowman Hall.

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

The semester my mom was in treatment for multiple myeloma was pretty difficult. However, I am lucky to have many wonderful people in my life who gave me a shoulder to lean on during this time. I’m most proud of my mom, who, after battling cancer throughout the last year, is officially in remission.

My advice for everyone? Take out your phone and tell someone you love them. Connection is all we have.

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Establishing roots in the community as a prelicensed counselor Ava Allroggen at Fall Commencement 2025

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Inspiring Graduate: Karolyn Waldman, M.S. Career & Technical Education

giffeyt — Tue, 23 Dec 2025 17:25:00 +0000

Inspiring Graduate: Karolyn Waldman, M.S. Career & Technical Education giffeyt December 23, 2025

Wausau West marketing and business teacher supports students' leadership skills

Inspiring Graduate: Karolyn Waldman (’25)

Hometown: Prentice
Degree: M.S. Career & Technical Education

After earning her marketing and business education degree from �� in May 2019, Karolyn Waldman wanted to further her education and returned to her alma mater for a master ��. in career and technical education.

Waldman is a marketing and business teacher at Wausau West High School and serves as DECA & SBE (school-based enterprise) advisor, supporting students as they grow in their leadership, communication, and critical thinking skills and more.

“I love teaching at the high school level because my students are discovering their passions and beginning to choose classes that will lead them down a career path. Any time I am able to assist a student in that journey feels successful,” she said.

Waldman earned her master ��. in career and technical education and crossed the commencement stage on Dec. 20 as one of 527 �� graduates.

“I hope to make an impact by inspiring passion in students and helping them grow into well-rounded individuals. I always strive to spread kindness and build experiences for students to impact others around them and in their school community,” she said.

Karolyn Waldman receives her graduation hood at ��'s fall 2025 commencement.

What drew you to �� for both your bachelor ��. and master ��. degrees?

Growing up, I always knew that I wanted to be a teacher. I always thought that I would teach math or English. In high school, I took an accounting class and fell in love with the subject, which led me to take many more business classes. I really looked up to my marketing and business teacher in high school. Ultimately all of these factors led me to want to become a marketing and business teacher.

Karolyn Waldman at her undergraduate commencement ceremony. / Submitted photo

When I began looking at colleges during high school, I toured a few of the UW schools, as well as a few private colleges. When I toured ��, I knew it was the right fit. My tour guide was saying “Hello” to people all throughout the day on campus. Being from a small town in Wisconsin, I loved the idea that I could build relationships like this on campus and that my professors would know me.

I came to �� for my master ��. program because I had an incredible experience at Stout for my undergraduate degree. �� was the obvious choice for a CTE degree. I was lucky enough to even have some of the same professors that I knew from previous classes. They go above and beyond. I am continuously impressed by how much they care about each and every one of their students.

How has �� prepared you to work in MBE and CTE?

I have fine-tuned much of my educational theory and learned many current CTE trends. Much of the work for my master ��. degree required a lot of reflection on my role as an educator. I always value intentional reflection on my practice.

One of the assignments was to create a career tree. I had to look back at the different careers that members of my family and extended family had. This was an eye-opening experience and helped me to understand outside factors that may play a role when a student is choosing a career.

Karolyn Waldman and Professor Debbie Stanislawski. / Submitted photo

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

One of the challenges that I faced in earning my degree was finding the time to put forth into the work. I didn’t want to lack effort in the classes that I was paying to learn from. It ��. difficult to be in classes and have a full-time job at the same time. I worked through this challenge by making sure to schedule intentional time to read the material and write papers.

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

I’m proud of myself for pursuing and completing this degree. A master ��. degree was something growing up that I never thought was possible for me, and research was never a strength of mine. I was always extremely intimidated by the idea of a thesis, and therefore always ruled out the idea of a master ��. degree.

I’m grateful for the additional education, the professors that supported me along the way and my time at ��.

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Wausau West marketing and business teacher supports students' leadership skills Karolyn Waldman at fall 225 commencement

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Polytechnic universities focus on practical, career-oriented skills, offering an alternative to traditional universities

hugginsm — Thu, 11 Dec 2025 16:51:00 +0000

Polytechnic universities focus on practical, career-oriented skills, offering an alternative to traditional universitieshugginsm December 11, 2025

Professors Kelly Droege and Laura Reisinger details what defines and distinguishes the poly education advantage.

Dr. Kelly Droege Laura Reisinger

For decades, a four-year college degree was widely seen as the standard path to getting most midlevel jobs in the United States. It was the expected entry point for getting a job as a marketing specialist, project manager, IT support analyst, among other roles.

But this expectation is shifting. Many fields – including cybersecurity, health care and advanced manufacturing – are facing significant shortages in skilled workers. The gap between available skilled jobs and workers is likely to push employers to rethink what they require from job candidates over the next decade.

A major demographic shift will also play a role. Between 2024 and 2032, an estimated 18.4 million experienced workers with education beyond high school are expected to retire, according to September 2025 findings by Georgetown University ��. center on education and the workforce.

Only 13.8 million younger workers with similar education levels are expected to enter the workforce during the same period, these findings show. This trend will also make it harder for employers to fill roles that traditionally require a college degree.

At the same time, 25 states over the past few years have enacted legislation and executive orders to remove college degree requirements for people applying for some public sector jobs, signaling a shift in how essential college degrees are for getting hired for some kinds of work.

These shifts underscore a broader trend: A four-year degree is no longer essential for many kinds of work.

Hiring data tells a similar story. As of January 2024, 52% of U.S. job postings on Indeed did not mention any formal education requirement, up from 48% in 2019. Job postings requiring at least a bachelor ��. degree also dropped from 20.4% to 17.8% between 2018 and 2023.

As hiring expectations change – influenced in part by advances in artificial intelligence – employers may struggle to find candidates who already have the right job-specific skills.

With over 20 years of experience as professors who also train employees in industries such as manufacturing, health care and business information technologies, we believe that college degrees shouldn’t be mandatory for some jobs.

Florida �� is one of several polytechnic universities in the U.S. offering a STEM and career-focused education. John Greim/LightRocket via Getty Images

A widening gap

Nearly half of recent college graduates say they feel unprepared for entry-level work, and 56% cite a lack of job-specific skills as the biggest issue, according to a 2025 report by Cengage Group, an education and workforce training company.

Alternative pathways – apprenticeships, certifications and on-the-job training – can give workers practical skills and help employers fill crucial roles more quickly.

Employers dropping degree requirements is only one step toward this goal. We think it is also important that prospective college students and their families are aware of educational opportunities besides a traditional four-year degree.

Understanding polytechnic universities

Some people think of higher education in terms of traditional liberal arts colleges or research universities. But there are also polytechnic universities, which focus on hands-on, career-aligned learning and emphasize strong STEM and technical programs. These schools often prepare students for exactly the kinds of jobs employers struggle to fill.

There are about 10 major polytechnic universities in the U.S. Some well-known polytechnic universities are California Polytechnic State University in San Luis Obispo, California, Worcester Polytechnic Institute in Worcester, Massachusetts, and State University of New York Polytechnic Institute in Marcy and Albany, New York.

Instead of offering a wide range of liberal arts majors, polytechnic universities offer majors such as engineering, robotics, construction management and information technology.

A central feature of these schools is applied learning – hands-on labs, real-world projects and problem-solving experiences.

Polytechnic students can earn bachelor ��. and master ��. degrees, but they also can often get short-term certificates in fields such as human resources, instructional design, project management and digital marketing. Many programs also include apprenticeships, such as workplace training specialists.

Students can also pursue microcredentials, which involve short course sequences that build targeted skills, such as business writing or engineering mechanics. These options give students more flexible and affordable ways to learn without committing to a traditional four-year degree.

Polytechnic universities also tend to cost less than research universities and private colleges, and students can use federal financial aid or private loans to attend.

There are some limitations. Polytechnic schools generally offer fewer majors, usually within STEM fields. Their alumni networks may be smaller, and we have found that some people perceive them as less prestigious than traditional universities because they focus more on teaching than on research.

Real world relevance

In March 2025, we asked 10 online instructors at different polytechnic universities how they bring career-focused learning into their classes.

Our research, which will likely be published in 2026, shows that every instructor tried to make their courses feel relevant to real workplaces.

Some instructors used simulations in the course. Others shared examples from their own industry backgrounds with students. All agreed that students learn best when they can clearly connect their coursework to their career goals.

One of the most effective strategies is hiring instructors with deep industry experience. Their professional networks help programs stay aligned with the skills employers currently value.

Not every college wants to become a polytechnic, and not every student wants that style of education.

However, traditional universities can still learn from this model by adding more applied learning, embedding essential job skills into their programs, and partnering more closely with industry. These changes can better prepare students to succeed in the workforce.

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Professors Kelly Droege and Laura Reisinger details what distinguishes the polytechnic universities from traditional education. stem_illustrations.jpg

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Hero Caption: Unlike traditional research universities and private liberal arts colleges, polytechnic universities tend to offer apprenticeships and microcredentials, all geared toward giving students practical skills they can use in the workforce.

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

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

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

MBE, CTE alum Grinker receives Outstanding WMEA Educator Award

Abbey Goers

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

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

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

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

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

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

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

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

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

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

Traci Grinker: A career coming full circle

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

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

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

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

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

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

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

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

Ali Hruby: Starting her teaching career strong

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

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

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

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

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

Kahlen Outzen: Providing a student perspective

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

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

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

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

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

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

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Debbie Stanislawski

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

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Degree: Ph.D. Professional Studies

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Degree: M.S. Instructional Technology & Telecommunications

University: Western Illinois University

Degree: B.S. Business Education

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Mike Mills

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

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

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

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

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Two-time �� grad leaves mark as nontraditional student turned college president

giffeyt — Wed, 22 Oct 2025 16:21:22 +0000

Two-time �� grad leaves mark as nontraditional student turned college presidentgiffeyt October 22, 2025

Mid-State Technical College leader honed skills at ��

Tom Giffey

Shelly Mondeik followed a nontraditional path to becoming a college president – a path that ran through �� and led her to be named one of Wisconsin ��. top female leaders.

Mondeik earned an associate ��. degree after graduating from high school and immediately went to work in the medical field. Over time, she developed her natural affinity as an instructor and mentor and ultimately began to teach at a technical college. As her career progressed, she realized she needed to further her own education.

“When I had my checklist, �� hit all the boxes,” Mondeik said. “They were able to provide the balance that I needed, not only for my family at home but also my work family – all the people that I was supervising.”

Mondeik said she was drawn by �� . strong reputation, as well as a delivery mode that allowed her to take classes on weekends while still having time to fulfill her roles as a mother and spouse with a full-time job. As a student, Mondeik said she benefited from both �� . experienced faculty as well as the cohort model, which helped create synergy among her fellow students. She earned her bachelor's degree in career and technical education in 2006, then forged ahead to earn her master ��. in the same field two years later. “I was so happy with my bachelor education, I thought ‘Why would I go anywhere else?’”

Shelly Mondeik, second from right, speaks to students from Mid-State Technical College, which has four campuses in central Wisconsin. / Submitted photo

The back-to-back �� degrees helped propel Mondeik to become dean of public safety and then vice president for learning at Northcentral Technical College in Wausau before she was named president of Mid-State Technical College in 2017.

The technical college has more than 10,000 students on campuses in Wisconsin Rapids, Stevens Point, Marshfield and Adams.

“I very much believe that becoming president was because of the education I received at ��,” Mondeik said. “They prepared me well.” In particular, through case studies and role-playing, �� instilled the skills necessary to provide consistent leadership, she said. Furthermore, her experience as an adult learner returning to college in her 30s contributes to the decisions she makes as leader of an institution where many students have also followed nontraditional routes.

Mondeik ��. leadership has attracted attention far beyond Mid-State ��. four central Wisconsin campuses. She was named Central Region 2024 Chief Executive Officer by the Association of Community College Trustees, and for both 2023 and 2024 was listed among the Top 50 Women Leaders of Wisconsin by Women We Admire. The most recent list included a range of female business, education and nonprofit leaders, including fellow �� alum Krista Hoglund, health insurance company executive.

“When I got that recognition,” Mondeik said, “it did make me reflect and I did smile, because it was some validation that I have had a positive impact and people have noticed.”

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A �� education helped LTC Brian Morgan ’07 lead Minnesota ��. first-ever National Guard cyber response and shape the future of public cyber defense.

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Mid-State Technical College leader honed skills at �� Shelly Mondeik speaks at event

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Hero Caption: Shelly Mondeik, who holds two �� degrees, became president of Mid-State Technical College in 2017. / Submitted photo

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