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Explore Minnesota website, neighborly campaign honored for promoting ‘Star of the North™’

goersab — Wed, 21 Oct 2026 13:00:00 +0000

Explore Minnesota website, neighborly campaign honored for promoting ‘Star of the North™’goersab October 21, 2026

M.F.A. graduate student Graves’ design, research helping broaden state marketing office ��. nationwide reach

Minnesota ��. got stuff going on. From its tight-knit Twin Cities communities bursting with culture, music, museums and fine arts galore, to the quiet of the Boundary Waters and North Shore, the hustle of the Mall of America, and the wonders of more than 60 state parks.

Explore Minnesota has recently seen a surge in user activity on its website as potential visitors discover the “Star of the North.” Thanks to the organization ��. award-winning website redesign, the time of the average user session increased by more than 80%; AI search visibility grew from 26 million to more than 115 million, placing Explore Minnesota first in its top five state competitive set; and its accessibility and core web vitals are achieving a near-perfect score.

For its efforts, Explore Minnesota received a WebAward for Outstanding Website from the Web Marketing Association. The competition is the premier award recognition program for website developers and the online marketing community.

Explore Minnesota's website homepage after (left) and before (right) its redesign. / Melanie Graves

Explore Minnesota was also a finalist in the U.S. Travel Association ��. ESTO Awards for its standout destination marketing initiative “Come Visit Your Neighbors in Minnesota.” The initiative highlighted Minnesota ��. resilience and values around inclusion and aimed to drive visitors to local businesses impacted by Operation Metro Surge, a coordinated federal immigration enforcement operation beginning in late 2025 and intensifying through early 2026.

Both the website redesign and the neighbors initiative reflected Explore Minnesota ��. “Star of the North” brand, aimed at attracting visitors from around the world and recruiting top talent to relocate to Minnesota.

Among the Explore Minnesota team leading the organization ��. website redesign and marketing campaigns is Senior Graphic Designer Melanie Graves, a Master of Fine Arts in design student at �� Polytechnic. Graves designs national ads for Explore Minnesota, creates content for its social media accounts and helps to produce the annual Minnesota Travel Guide.

Explore Minnesota's 'Come Visit Your Neighbors in Minnesota' digital billboard in New York City / Melanie Graves

“Destination marketing, at its best, is not about selling a place. It is about reflecting a place honestly and inviting people into it. For years, Explore Minnesota has been building the ‘Star of the North’ brand around exactly that principle: authentic storytelling, real community voices, and a commitment to showing Minnesota as it actually is rather than as a marketing construct,” Graves said.

Redesigning Explore Minnesota

As AI search began to impact organic traffic, Explore Minnesota ��. goals to keep users on-site longer and to provide a faster, more seamless user experience were paramount to the website redesign.

Keeping its core audiences top-of-mind, the organization internally designed a refreshed website that kept the same essential infrastructure but completely overhauled the user experience and visual look and feel, aligning with its current branding and fully integrating its “Star of the North” campaign.

“As the digital world quickly evolves to be algorithmic and AI-centered, Explore Minnesota recognizes that destination websites must evolve with it. But instead of chasing trends, we gathered direct feedback from users about their experiences with the website, analyzed user behavior to better understand how people interact with it, and used those insights to create a more intuitive, accessible experience that better meets their needs,” Graves said.

Creating an impression: Master's in design student ��. typography featured in international textbook

Graves’ design ‘Create’ celebrates beauty and power of art

Two years before the redesign began, Explore Minnesota engaged in a wraparound analysis of its site performance. This combined direct feedback from website visitors with behavioral insights to understand how people interacted with the site, where they encountered challenges, and how Explore Minnesota could improve navigation, content organization and overall design.

“By combining these methods, we were able to discern how different users used our site, where they got stuck, what worked well, and where we had opportunities to improve the overall experience,” said Graves, who conducted a survey of Explore Minnesota email subscribers as part of her coursework for the Improving the User Experience Certificate at �� Polytechnic. “I used the findings from that research, along with input from the Explore Minnesota digital team, to inform a more user-focused and accessible design.”

From that process, with Graves taking on the visual element of the redesign, Explore Minnesota upgraded its website to include clear navigation and uplift the most popular destinations and attractions to the forefront.

Designed for potential travelers and new residents, businesses, and Minnesotans who explore the website often, the website ��. “top hits” are easily searchable and offer in-depth, robust content. The website is also both desktop- and mobile-friendly.

“As AI continues to change how people find and engage with information online, our new website provides a stronger foundation to meet their needs. It makes it easier for users to find the information they’re looking for, explore what Minnesota has to offer, and discover experiences they might not have known about before,” Graves said.

‘Come Visit Your Neighbors in Minnesota’

Explore Minnesota ��. “Come Visit Your Neighbors in Minnesota” initiative was recognized among U.S. Travel Association ��. Bridging Communities Award nominees. The initiative was created in response to the social and economic disruption to communities across the state caused by Operation Metro Surge.

Estimated damages to the Minneapolis economy alone exceeded $203 million, with $106 million in lost wages in the metro area. But the impact was not confined to urban areas. Explore Minnesota ��. own February 2026 survey data found that half of the businesses reporting impacts were located outside the Twin Cities, in northeast, southern, central, and northwest Minnesota.

“Even in challenging moments, Minnesotans showed what it means to be good neighbors. Across the state, communities came together to support one another, demonstrating the resilience and sense of connection that make Minnesota special,” Graves said.

Explore Minnesota's 'Come Visit Your Neighbors in Minnesota' digital billboard in New York City / Melanie Graves

For the initiative, Explore Minnesota leveraged in-house creative production capabilities, collaborated with community voices, and targeted national media to reach both traditional regional markets and new national audiences. The campaign ran alongside the existing regional spring and summer tourism campaign and delivered engagement across social, out-of-home and earned channels.

The campaign ran messages on six high-profile digital billboard units in New York ��. Times Square; Boston; Washington, D.C.; Los Angeles; Seattle; and Portland, Oregon. A short film captured the meaning of neighborism (a word coined by Adam Serwer of The Atlantic) and featured real places and real people.

The team also created an organic “love letter to Minnesota” social video paired with a message of support. The first line read: “Immigrants are an integral part of Minnesota,” and the send-off was “We Love You, Minnesota,” written in the languages of the top five immigrant groups in the state, as well as Dakota and Ojibwe.

Its organic social media posts on Instagram hit nearly 295,000 views in less than two weeks, and on the paid social side, the campaign generated 885,488 impressions.

“With engagement rates nearly six times industry benchmarks, this campaign helped cement Minnesota as the most welcoming destination in the United States at the very moment the rest of the country was watching. More than a crisis response, the campaign affirmed that Minnesota ��. brand and its strength comes from its people. It let the people of Minnesota share what they are made of and why we are the ‘Star of the North,’” Graves said.

In 2025, Graves’ design “Create” was selected among international submissions for the second edition of the textbook “Mastering Type: The Essential Guide to Typography for Print and Digital Design” by Professor Denise Bosler at Kutztown University. Graves’ design was one of 272 designs, representing artists from 36 countries.

Graves designed “Create” as part of an exercise in illustrated typography in her Digital Illustration class, led by Professor Erik Evensen. It was also showcased in the 2023 Art on Hennepin Avenue, a Minneapolis public art festival sponsored by Hennepin Arts.

“Melanie ��. growth as a student mirrors the growth she's had concurrently in her professional career. She came into M.F.A. design program as an excellent, seasoned designer, and I've been watching her transform over the years into a creative thought leader,” Evensen said.

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

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M.F.A. graduate student Graves’ design, research helping broaden state marketing office ��. nationwide reach Explore Minnesota billboard in New York City

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Hero Caption: Split Rock Lighthouse on the north shore of Lake Superior in Two Harbors, Minnesota.

Robert M. Fraher

Robert Fraher is a professor at the University of Wisconsin–Stout. He has a Doctor of Philosophy degree in design with an emphasis in user-experience and a Master of Fine Art degree in graphic design with an emphasis in interactivity, both from the University of Minnesota. Robert ��. research explores how interactive design and digital media can be used to promote individual expression and community involvement. This includes investigating the therapeutic potential of digital media, novel forms of mobile communication, and design for pre-literate audiences. He has exhibited, published, and presented research in the fields of graphic design, art, instructional design, interaction design, creativity, and bereavement studies.

Research Interests: Novel Interfaces, Multi-sensory Stimulation, Visual Language, Design Methodology, Design Pedagogy

Professional Interests: Interactive Design, User-Experience Design, Graphic Design, Motion Graphic Design, Object-Oriented Programming, Usability Testing, Identity and Branding

Full Name: Prof. Robert M. Fraher

Job Title: Professor / Program Director

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College: College of Arts & Human Sciences

Department: School of Art & Design Design Department

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Website: Robert Fraher CV Personal Website

Education:

Degree: Ph.D. Design

University: University of Minnesota-Twin Cities

Degree: M.F.A. Graphic Design

University: University of Minnesota-Twin Cities

Degree: B.S. Interactive Digital Media Design

University: University of Minnesota-Twin Cities

Degree: Specialized Associate in Recording Engineering

University: Full Sail Center for the Recording Arts

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Fulbright teaching experience at Turkish university leads to new research for professor

giffeyt — Wed, 07 Oct 2026 13:00:00 +0000

Fulbright teaching experience at Turkish university leads to new research for professorgiffeyt October 7, 2026

Marriage & family therapy faculty member strengthens international connections through prestigious program

Tom Giffey

University of Wisconsin-Stout Polytechnic Associate Professor Candice Maier says a semester spent teaching marriage and family therapy courses in Türkiye as part of the prestigious Fulbright U.S. Scholar Program will impact her teaching and research now that she ��. returned to Wisconsin.

In fact, Maier is already drawing on her experience this fall in a graduate-level course she is teaching that focuses on trauma and recovery. With her students, Maier plans to replicate research conducted by a Turkish colleague to examine how strength and resilience in the face of adversity are transmitted across generations. Students will interview their parents and grandparents, if applicable, to gather information on differences in how people identify their strengths.

Ultimately, Maier hopes the work leads to published research in conjunction with Associate Professor Yudum Söylemez, who leads the marriage and family therapy program at Istanbul Bilgi University, where Maier taught last spring.

Maier, associate professor in the M.S. marriage and family therapy program, was one of about 800 American academics chosen to teach or conduct research overseas this year as part of Fulbright U.S. Scholar Program, which is funded by the U.S. State Department and the Fulbright Foreign Scholarship Board.

“It was hands down the best experience of my life,” said Maier, who explained her time in Türkiye – sometimes spelled “Turkey” in English – profoundly influenced her both professionally and personally.

Between February and June, Maier lived and worked in Istanbul, the largest city in Türkiye. The metropolis of 15 million provided a sharp contrast to western Wisconsin, although despite the culture differences Maier and her family found the people incredibly kind and welcoming.

“I really loved my family therapy students,” Maier said. “They reminded me of my students from Stout.”

Maier herself is a Blue Devil alum: She graduated in 2009 with a B.S. in human development and family studies from �� Polytechnic, and she also holds a master ��. degree from North Dakota State University and a doctorate from the University of Iowa.

Marriage and family therapy students at Istanbul Bilgi University in Istanbul, Turkey, take part in classroom role-playing. / Submitted photo

Experience offers lessons in cultural context

Maier taught an undergraduate psychology course as well as a graduate course in children and family therapy. Working with the Turkish students gave her plenty of opportunity to reflect on how cultural context impacts the realm of therapy.

“Often I would say, ‘This is what the research shows and this research was done by Europeans or Americans. How would you say things are similar or different in a Turkish context?’” Maier recalled. “And a lot of times students would say, ‘There are some similarities, but here's how it would be different.’ ”

Associate Professor Candice Maier on the campus of Istanbul Bilgi University. / Submitted photo

For example, she noted, Turkish families are frequently more hierarchical than their American counterparts. In addition, multigenerational households are more common, which means some clinical concepts, such as enmeshment – in which personal and emotionally boundaries are blurred, leading to a loss of individuality – are perceived differently across borders. Turkish families have traditionally emphasized strong intergenerational relationships and family connectedness while the influence of Westernization has changed family life to include more emphasis on individual independence.

Overall, the experience of recognizing familial differences inspired Maier to be more patient and reflective – something she hopes she can instill in future marriage and family therapists.

“I think this experience helped me to learn that it ��. OK to step back and model that for students,” she said. “In our field, it is really important to slow down and to help clients, students, and supervisees sit with the unknown and the gray.”

When she wasn’t teaching family therapy, Maier was experiencing Türkiye with her own family: her husband, Joshua Sanderson, assistant coach of �� . women ��. soccer team, and the couple ��. two young children. The family traveled by bus and walked around Istanbul, bringing their children to a playgroup where they met other families, attending sporting events, and otherwise making memories in the historic metropolis.

Candice Maier and her family pose in front of the Sea Gate at Dolmabahçe Palace, Istanbul, overlooking the Bosphorus Strait. / Submitted photo

Maier, students will pursue research

Beyond these fond personal memories, Fulbright experience has had other lasting impacts as well. Maier is beginning to replicate research by Söylemez, her Turkish colleague, whose work on resiliency and trauma has focused on the impact of the February 2023 earthquake that killed an estimated 60,000 people in Türkiye and nearby Syria.

It was Maier ��. previous collaboration with Söylemez – the two had co-authored an academic paper published in 2022 – that she believes helped her Fulbright application stand out.

Shortly after returning to Wisconsin in June, Maier taught an online capstone course that included both American and Turkish students, which featured Zoom discussions about topics such as collectivist versus individualistic families.

“I hope to continue those connections with their students and our students through class if possible,” Maier said.

�� Polytechnic ��. counseling, rehabilitation and human services department offers three bachelor ��. degrees and five master ��. programs – including M.S. marriage and family therapy, M.S. clinical mental health counseling, M.S. rehabilitation counseling, M.S. school counseling, and an M.S.Ed. and Ed.S. in school psychology. The university also offers school counseling licensure programs for both educators and mental health professionals.

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Marriage & family therapy faculty member strengthens international connections through teaching as part of prestigious program Candice Maier in Ortakoy, Istanbul

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Marriage and family therapy professor selected for prestigious Fulbright U.S. Scholar Program

Maier will teach next year at university in Istanbul, Turkey

Search Keywords: Fulbright U.S. Scholar ProgramMarriage and family therapy

Hero Caption: Associate Professor Candice Maier, front, with her marriage and family therapy students at Istanbul Bilgi University. / Submitted photo

Candice Maier

Dr. Maier is a faculty member in Human Development and Family Studies (HDFS) and Marriage and Family Therapy (MFT). She is a licensed clinical therapist and is an active member of the Affiliate Council Board and Family Therapy sections of the National Council on Family Relations. Dr. Maier is a clinical fellow and approved supervisor in the American Association for Marriage and Family Therapy (AAMFT).

Full Name: Candice Maier

Job Title: Associate Professor / Clinical Director

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Area of Expertise: Couple and Family Processes & Contributions to Mental and Physical Health Gender Equity in Therapy Feminist Theories

College: College of Arts & Human Sciences

Department: Counseling, Rehabilitation & Human Services Department

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Curriculum Vitae: Candice Maier CV (264.12 KB)

Education:

Degree: Ph.D. Couple and Family Therapy

University: University of Iowa

Degree: M.S. Human Development and Family Science

University: North Dakota State University

Degree: B.S. Human Development and Family Studies

University: University of Wisconsin-Stout

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Co-op Q&A: Aranthza Gonzalez, North Shore Healthcare, Milwaukee

goersab — Tue, 22 Sep 2026 14:05:00 +0000

Co-op Q&A: Aranthza Gonzalez, North Shore Healthcare, Milwaukeegoersab September 22, 2026

‘Supporting employees is not separate from organizational performance – it is part of creating a stronger and more sustainable organization.’

North Shore Healthcare provides services ranging from skilled nursing to assisted living, short-term rehabilitation to home health and hospice, and brain injury rehabilitation. With 70 centers in Wisconsin, Minnesota, Michigan, and North Dakota, it is the largest provider of post-acute care in the Upper Midwest.

Last summer, �� Polytechnic M.S. applied industrial/organizational psychology graduate student Aranthza Gonzalez completed an internship in learning and development at North Shore Healthcare ��. Support Center in Milwaukee, where she worked on the corporate side of the organization, supporting initiatives across multiple health care facilities through services such as learning and development, human resources and operational strategy.

M.S. applied industrial/organizational psychology graduate student Aranthza Gonzalez at North Shore Healthcare

Gonzalez ��. path into applied industrial and organizational psychology was shaped by her experiences at organizations from several different perspectives – from serving in the military to working directly with people in health care to now working within learning and development at the organizational level.

“Those experiences have made me especially interested in the connection between the people making organizational decisions and the people carrying them out every day. My internship reinforced that even something developed behind the scenes – whether it is a training program, communication, process or leadership resource – can ultimately influence an employee ��. experience and the culture of an organization,” she said.

Gonzalez plans to graduate in May 2027 and hopes to continue building her career in learning and development or people and culture, particularly in roles where she can support employee development, leadership, workplace culture and organizational effectiveness.

“Long term, I want to continue growing into positions where I can help shape organizational practices and ensure that the employee perspective remains part of the decisions being made,” she said.

As part of the university ��. degree requirements, all students are required to complete an internship, co-op or field experience. These additional applied learning components are part of the reason why 99% of recent graduates were employed or continuing their education within six months of graduation, and 77.4% of spring 2026 graduates were hired prior to graduation.

What interests you most about your M.S. AIOP degree?

What interests me most about applied industrial and organizational psychology is understanding how organizations can create environments where people are able to perform well, grow and feel supported.

My background includes serving in the U.S. Navy and working in frontline health care, so I have experienced firsthand how leadership, communication, training and workplace culture can affect employees. I enjoy being able to take those experiences and connect them with research and psychology to help improve the workplace from an organizational perspective.

What were your main internship roles at North Shore Health?

My roles included supporting leadership and employee development, creating training resources, developing implementation and tracking tools, analyzing competency data and helping coordinate learning initiatives across multiple facilities.

Every day looked different. I collaborated with executive leaders, built learning resources, developed dashboards, analyzed data, and supported organization-wide projects that strengthened employee development. Coming from a hands-on health care background, it was a full-circle experience to see how the work happening at the Support Center empowers frontline teams to provide exceptional resident care.

What interested you in interning with North Shore Health?

I was especially interested in the opportunity at North Shore Health ��. Support Center because of my previous experience working directly with patients and clients in health care settings. Moving into the Support Center allowed me to see the other side of health care – how learning and development, people and culture, and organizational leadership support the employees doing frontline work.

It was a full-circle opportunity to connect my professional experience with what I am learning through my I/O psychology program.

What did you enjoy most about your internship?

I enjoyed being trusted with projects that had a real purpose and could be used across the organization. It was rewarding to create tools or resources and then see them implemented by leaders and employees at multiple facilities.

I also really valued learning how decisions and resources developed at the Support Center eventually reach frontline employees. Having been a frontline worker myself, that connection was especially meaningful to me.

My favorite part was knowing the work I completed wasn’t temporary. I was able to contribute to projects designed to have a lasting impact. I learned that meaningful organizational change starts with strong collaboration and thoughtful planning.

Gonzalez plans to graduate in May 2027 and hopes to continue building her career in learning and development or people and culture.

What were two projects you worked on or helped with?

One of my largest projects supported the implementation of a new resident-safety framework across multiple facilities. I developed project-management tools, competency tracking systems, Microsoft Forms, Excel dashboards, and reporting processes to help facilities monitor implementation and identify areas where additional training or support were needed.

I also developed an Emotional Intelligence Skills Series for employees and leaders. The series provided practical resources around areas such as self-awareness, communication, relationship building, coaching and navigating difficult workplace conversations.

How did you face challenges within your internship?

One challenge was supporting multiple facilities virtually while recognizing that each location had its own workload, priorities and needs. I couldn't simply create a process and assume it would work the same way everywhere.

That experience taught me to listen, communicate clearly, simplify processes when possible and consider the perspective of the employees responsible for carrying them out. It reinforced that successful organizational change depends just as much on people as it does on the process itself.

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

As both a veteran and someone who has worked in frontline health care, I understand how much the decisions made at the administrative and leadership levels can affect the people doing the work every day.

I want to help organizations recognize the importance of psychological safety and understand how leadership, communication, training and organizational practices shape workplace culture. I hope to contribute to workplaces where employees feel safe speaking up, asking questions, learning from mistakes and contributing their ideas. To me, supporting employees is not separate from organizational performance – it is part of creating a stronger and more sustainable organization.

Do you think your courses and experiences at Stout will help you make that impact?

Absolutely. �� Polytechnic has helped me connect my military and professional experiences with the research and science behind workplace behavior. My coursework has strengthened my understanding of research, organizational development, occupational health psychology, interpersonal effectiveness and employee development.

The applied nature of the M.S. AIOP program has stood out most. Through class projects and my internship, I have had opportunities to move beyond learning concepts and actually use them to evaluate workplace needs, develop resources, analyze information and recommend practical solutions.

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AI reshaping industry: Using artificial intelligence to help students understand a human-centered profession

goersab — Tue, 01 Sep 2026 16:32:00 +0000

AI reshaping industry: Using artificial intelligence to help students understand a human-centered professiongoersab September 1, 2026

Professor Hessel develops training for future clinicians to gain ‘clarity about AI as a tool versus a replacement for human connection’

For the last several years, M.S. marriage and family therapy Associate Professor Heather Hessel has been examining how artificial intelligence is impacting the mental health field – particularly the ethical dimensions – and how best to prepare students and clinicians for a future that integrates AI with a profession fundamentally about human connection.

“Almost invariably, the first ethical concern most clinicians raise is client confidentiality. That's a real issue, but it's also one we can solve with sensible policies, secure technology and training,” Hessel said.

More challenging issues raised by both students and clients include the biases perpetuated by AI tools and the environmental cost of running AI systems, she added.

“And there's a deeper ethical question at stake – one about what therapy fundamentally is. Clients know that a therapist can offer perspectives and interventions, but a chatbot can do that too. What clients sometimes don’t understand is that therapy works because those things come from a real, embodied human in a unique relationship with you – someone with a life, a history, their own interpersonal relationships and imperfections,” Hessel said.

These questions have moved from theoretical to urgent: Clients are already using AI tools, and therapists need training to navigate that reality.

Recently, a client who had not disclosed using AI before mentioned using a parenting chatbot trained on a specific therapeutic approach. “The casualness with which she mentioned it surprised me. Clients are experimenting with AI tools, finding them helpful for certain tasks, such as quick advice offered ‘just-in-time.’ How do I work with clients to understand what a chatbot can and cannot do in their lives? How do we work together to see both the opportunities and the risks without influencing them too much based on my own opinions about AI?” Hessel said.

These conversations require therapists who understand AI ��. strengths, but also its emotional and relational limitations – and who can work with clients to gain clarity about AI as a tool versus a replacement for human connection.

Hessel ��. thinking on these questions has been developing through multiple channels. Last fall, with her colleague Assistant Professor Somi Hynes, program director of marriage and family therapy, Hessel published “A Framework for Ethical Considerations in the Integration of AI and Systemic Therapy” in the International Journal of Systemic Therapy. This spring, she presented at the Midwestern American Psychological Association conference in Chicago, and she recently delivered a webinar for the Minnesota Association for Marriage & Family Therapy.

Across these venues, a consistent theme emerged: clinicians are looking for frameworks to help them think through AI, with the goal of integrating it responsibly and ethically into their practices.

A master's student conversing with a SimCare AI-simulated client.

This year, Hessel and her colleagues are translating these insights into graduate training through SimCare, a clinical simulation platform launching this fall with students. The pilot creates a space where students can practice therapeutic skills with more than 500 counselor-designed AI avatars, providing a low-stakes environment to develop competence before working with real clients. SimCare gives access to AI-simulated individuals, couples, and families with a variety of presenting issues, such as substance use, family conflict and mental health diagnoses. Students can also use this space to practice talking about AI with an AI-simulated client, building competence in conversations they’ll increasingly have with real clients.

“The goal isn’t to reject AI or embrace it uncritically, of course,” Hessel said. “It ��. to help future practitioners think through the ethics of how to integrate AI tools into their future work – should they choose to do that – gain experience having these conversations with clients, and learn how to work with clients who are already navigating their own AI use.”

Hessel is the recipient of a Carl Whitaker Award from the Wisconsin Association for Marriage and Family Therapy for her creative and innovative contributions in advancing AI integration with therapy.

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Hessel receives Carl Whitaker Award from state professional association

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Professor Hessel develops training for future clinicians to gain ‘clarity about AI as a tool versus a replacement for human connection’ SimCare counselor, AI-simulated patient

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Heather Hessel

Dr. Hessel is a faculty member in Counseling, Rehabilitation, and Human Services, teaching in the Marriage & Family Therapy (MFT) and Human Development & Family Studies (HDFS) programs. Her research interests include the young adult life stage, extended family relationships, and the role of technology in family relationships and in clinical practice. She is a Licensed Marriage and Family Therapist (LMFT) and Approved Supervisor for the American Association for Marriage and Family Therapy (AAMFT). Dr. Hessel's clinical interests include the use of technology in clinical practice, mindfulness, and Buddhist psychology.

Full Name: Heather Hessel

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Curriculum Vitae: Heather Hessel CV (315.96 KB)

Education:

Degree: Ph.D. Family Social Science, Specialization Couple and Family Therapy

University: University of Minnesota-Twin Cities

Degree: M.A. Counseling Psychology, Specialization Couple and Family Therapy

University: University of St. Thomas

Degree: MLIS Information Studies, Specialization Information Systems

University: University of California-Los Angeles

Degree: B.A. Humanities, Specialization Music

University: Loyola Marymount University

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M.S. food science and technology students, graduates win awards at WiSys SPARK Symposium

goersab — Wed, 26 Aug 2026 17:12:00 +0000

M.S. food science and technology students, graduates win awards at WiSys SPARK Symposiumgoersab August 26, 2026

Innovations in vegan cheese, ‘swicy’ cherry-tamarind hot sauce stand out among presentations

Abbey Goers

A stretchy, melty vegan cheese and new “swicy” sauce created by M.S. food science and technology students and recent graduates at �� Polytechnic had the audience saying, “Yum! Yes, please,” at this summer ��. WiSys SPARK Symposium.

Caldrida Pearl D Souza earned second place during the WiSys Quick Pitch State Final for her “Comparative Analysis of Meltability and Stretchability in Traditional and Plant-Based Cheeses.”

People ��. Choice Award at the Student Poster & Innovation Showcase was presented to D Souza, Nichitha Bhookya, Nikitha Bhookya, Premanvitha Salla and Sowmya Kotha for their research entitled “Development of Cherry-Tamarind ‘Swicy’ Hot Sauce.”

Caldrida Pearl D Souza wins second place at WiSys Quick Pitch State Final.

They were among the nine �� Polytechnic students who attended and presented five posters, joining 130 Universities of Wisconsin students at the three-day symposium, July 22-24.

Potato-soy protein blend vegan cheese, please

In her pitch, “Comparative Analysis of Meltability and Stretchability in Traditional and Plant-Based Cheeses,” D Souza discussed her master ��. thesis of developing a vegan cheese formulation designed to improve protein content, meltability and stretchability compared with commercially available plant-based cheese alternatives.

“With most options of vegan cheeses in the market, a quick scan of their nutritional information labels shows that commercial vegan cheeses have a predominant carbohydrate and fat composition, often with minimal protein. I wanted to compare traditional dairy cheeses and commercially available vegan cheeses for their meltability and stretchability,” she said.

Caldrida Pearl D Souza presents at the WiSys Innovation Showcase.

Based on her analysis, D Souza aimed to develop a vegan cheese recipe with higher protein and stretchability. She first used texture analyzer-based tests to compare textural properties, including stretchability, and evaluated the melting behavior of traditional and vegan cheeses to better understand the differences between the two. Additional analyses included scanning electron microscopy to examine microstructure, Fourier transform infrared (FTIR) analysis to investigate chemical characteristics, and texture profile analysis to measure properties such as hardness, chewiness and gumminess, she said.

D Souza then developed ingredient formulations using plant-based protein, like soy, potato, and pea; a carbohydrate source, like tapioca and corn starch; and coconut oil as a fat source, to formulate a vegan cheese with improved protein content and stretchability and then analyzed its properties.

“My developed vegan cheese recipe is a potato-soy protein blend, in contrast to the predominant cashew or other nut-based vegan cheeses available on the market. I believe it offers some variation in core ingredients used, providing an alternative to nut-based vegan cheese formulations,” D Souza said.

A comparison of the stretchability of three cheeses measured using a texture analyzer: mozzarella cheese, Follow Your Heart vegan cheese and D Souza ��. sample.

“The increased stretchability gives a more natural cheese-pull experience that you would get with dairy cheese,” she added. “The results showed greater stretchability than the commercial vegan cheeses tested, along with improved protein content.”

D Souza, who won first place at �� Polytechnic ��. WiSys Quick Pitch event at the university ��. Research Day in May, noted that her recipe is still in its initial stages of development, and further studies focusing on intermolecular bonds between starches, fats, and protein in these cheeses are needed to further optimize the formula.

A ‘swicy’ synergy for Gen Z wins People ��. Choice

D Souza, Bhookya, Bhookya, Salla and Kotha researched the “Development of Cherry-Tamarind ‘Swicy’ Hot Sauce” as part of their Food Innovation and Plant Management course last spring.

The group researched market trends in food and beverages in 2026 and noticed the rise of the “swicy” trend in food products – a fusion of sweet and spicy flavors. They also noted that cherry had been identified as a major flavor trend for 2026.

Nichitha Bhookya and Nikitha Bhookya present at the WiSys Innovation Showcase.

“Combining these aspects and adding a touch from our own roots (Indian flavors), we decided to make a cherry-based hot sauce that featured tamarind for a sour note and Indian red chili for the spice,” D Souza said.

Their innovation creates a synergy between tart, sweet fruit profiles and regional spices, and they anticipate that the cherry-tamarind hot sauce would perform better than store-bought sauces, specifically with Gen Z consumers.

“Market analysis shows that Gen Z likes spicy flavors and are open to try new and bold flavor combinations. Having Indian ingredients like the red chili and tamarind also adds a nostalgia factor, particularly for international Asian students in the U.S. who would love the taste of home,” D Souza added.

The group developed an acceptable recipe through trial and error, while also conducting characterization tests on physicochemical properties such as color, moisture content, water activity, and viscosity to ensure product stability and quality. They also performed a sensory analysis test on campus that involved 51 participants.

“The uniqueness of this product is that it is as spicy as it is sweet. Competitor cherry-based sauces or hot sauces currently available do not provide the flavor combination of sweet-sour-spicy that this product provides. There are Chinese- or Thai-based hot sauces, but an Indian-flavor-based hot sauce is pretty new,” D Souza said.

Connecting applied research to real-world needs

�� Polytechnic students extend classroom learning through applied research experiences, investigating meaningful questions in their fields and learning to communicate the significance and potential impact of their findings, said Professor Eun Joo Lee, program director of M.S. food science and technology and D Souza ��. thesis advisor.

“When I prepare students for WiSys Quick Pitch, I encourage them to focus on why their research matters and to communicate a few key points clearly to a nonexpert audience. I also have them revise and repeatedly practice their presentation within the three-minute limit, using previous award-winning presentations as examples. Opportunities such as Quick Pitch are especially valuable because they give students a chance to communicate complex research clearly and connect their work to real-world needs,” Lee said.

Nichitha Bhookya, Assistant Professor Sudarshan Medagam and Nikitha Bhookya.

What began as a class project in their Food Innovation and Plant Management course evolved into an opportunity for D Souza, Bhookya, Bhookya, Salla and Kotha to develop, test, and present a novel product using the same types of processes they may encounter in industry, said Assistant Professor Sudarshan Medagam.

“Experiences like the WiSys Innovation Showcase help students build confidence, communication skills and a passion for innovation. Watching them earn recognition for their work and seeing their excitement throughout the process is incredibly rewarding and makes me very proud as an instructor,” Medagam said.

WiSys is a nonprofit organization that works with faculty, staff, students, and alumni of the Universities of Wisconsin to facilitate cutting-edge research programs, develop and commercialize discoveries, and foster a spirit of innovative and entrepreneurial thinking across the state.

The Quick Pitch challenges students to think beyond their research and explain the significance of their work to a general audience in a three-minute speech. The Innovation Showcase gives students the opportunity to present to attendees and a panel of faculty, staff and industry judges.

�� Polytechnic ��. undergraduate and graduate food science and technology programs are offered through the kinesiology, health, food and nutritional sciences department. The department also offers a bachelor ��. in health, wellness and fitness; as well as a bachelor ��. in dietetics and a master ��. in nutrition and dietetics.

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M.S. food science and technology students, graduates win awards at WiSys SPARK Symposium

Innovations in vegan cheese, ‘swicy’ cherry-tamarind hot sauce stand out among presentations

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

Food science graduate students’ protein-packed candy, cottage cheese creations earn accolades

Algae-infused treat wins People ��. Choice Award at statewide WiSys event

Innovations in vegan cheese, ‘swicy’ cherry-tamarind hot sauce stand out among presentations Caldrida Pearl D Souza wins second place at WiSys Quick Pitch State Final

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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

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Department: Kinesiology, Health, Food & Nutritional Sciences Department

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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

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2026 teaching excellence awards celebrate 10 faculty, staff members

goersab — Tue, 18 Aug 2026 14:15:55 +0000

2026 teaching excellence awards celebrate 10 faculty, staff membersgoersab August 18, 2026

Teachers, advisors recognized for supporting student success, scholarly research engagements, creating inclusive classroom experiences

Abbey Goers

Ten �� Polytechnic faculty and staff members have been recognized by their colleagues as Outstanding Teachers, Outstanding Graduate Faculty and Advisors of the Year.

Reflective of the university ��. FOCUS2030 Enduring Goals, these awards recognize honorees for their teaching excellence and celebrate their dedication to and lasting impact on student success, their scholarly research and approaches, their contributions to the university and surrounding community, and more.

Award recipients were recognized at the university ��. Opening Day presentation on Aug. 17, the kick-off event for August Opening Activities. Read more about what their colleagues have to say, and view all current and past honorees.

CAHS Outstanding Teacher Awards

Cortney Benjamin, Maggie Keenan and Cody Reimer

Assistant Professor Cortney Benjamin, applied social science, works to expand Spanish learning on campus and beyond. Her teaching embodies the idea that Spanish is not just a discipline or a career, but opens an entire new world to students. She has nearly doubled the enrollment of Spanish minors and changed how students learn by devising new assignments using the TILT (Transparency in Learning and Teaching) framework and introducing new courses, such as Spanish for the Workplace. Benjamin has expanded access to Spanish courses by offering dual credit courses with area high schools and revised an option to better serve heritage language learners. She has served on a variety of committees to expand Spanish on campus, including the Literature Committee, the Curriculum and Instruction Committee, and the search committee for the Study Abroad Advisor. She regularly organizes Spanish events and has collaborated with teachers and undergraduate students to lead Spanish language activities in a preschool classroom.

Early Childhood Education Teacher Maggie Keenan, Child and Family Studies Center, demonstrates an exceptional commitment to teaching, student learning and community engagement that extends well beyond the classroom. In her dual role of teaching both college students and young children, she creates a dynamic and highly effective learning environment. She invests deeply in mentoring student teachers and lab students, supporting their growth as educators with thoughtful guidance and consistent encouragement and builds authentic relationships with students by supporting their pursuits across campus and in the community. She also intentionally builds strong partnerships with families and leads innovative intergenerational programming for preschool children and senior community members through shared activities such as literacy experiences, movement classes and seasonal events.

Associate Professor Cody Reimer, English, philosophy and communication studies, is a teacher-leader. Beyond his excellent student course evaluations and peer observations, Reimer is a highly reflective, dedicated teacher who engages in innovative teaching supported by his research. Because of his teaching excellence and steady mentorship, Reimer served as First-Year Composition (FYC) director, where he facilitated year-long professional development for 25 FYC instructors, conducted annual program assessment, and onboarded and mentored FYC instructors. High-impact practices, such as semester-long client projects and cross-disciplinary integrative assignments, characterize his teaching. During summer 2023, he collaborated with faculty across CSTEMM and CAHS to build a dynamic and flexible B.S. games and media studies degree. The program ��. contributions to �� . Polytechnic ��. programmatic landscape are a direct result of Reimer ��. scholarly, collaborative approach to teaching and learning.

CSTEMM Outstanding Teacher Awards

Camille Banger, Andrei Ghenciu and Arthur Kneeland

Assistant Professor Camille Banger, program director of business and information technology and digital marketing technology, is an exceptional educator with a passion for student success, innovative teaching practice and commitment to excellence. She creates engaging, student-centered learning experiences that connect classroom concepts to real-world business technology applications, ensuring students graduate with the skills and confidence needed to thrive in today's workforce. As a leader in the integration of generative AI into business technology education, Banger continually enhances her curriculum to reflect emerging industry trends while fostering critical thinking. Her innovation, professionalism, approachable teaching style, dedication to mentoring students, and willingness to go above and beyond have earned the respect and admiration of both students and colleagues.

Professor Andrei Ghenciu, mathematics, statistics and computer science, consistently brings his personal enthusiasm for learning new mathematics into the classroom. He creates a welcoming, inclusive, and active learning environment, where students are encouraged to fully participate each day. Beyond the classroom, for the past several years, Ghenciu has been co-leading a Nakatani Teaching and Learning Center Sharing Community focused on inclusivity in mathematics, statistics and computer science courses. His concern for students also extends to his advising role, and he regularly shares his mathematical discoveries with colleagues and students in departmental seminars and colloquia.

Senior Lecturer Arthur Kneeland, biology, has made strong connections with others in and around �� Polytechnic through his passion, enthusiasm, mentorship through LAKES REU and in student research grants, and engagement in community events. Kneeland frequently instructs Honors College course sections. He has led presentations on the delight of insects at the Child and Family Study Center and hosts talks with the Chippewa Valley Biodiversity Partnership. His sustainability efforts include the development of a Biomimicry for Sustainability course, sustainability assessments of the university ��. sports and recreation programs, leading Campus Trees and the campus bike infrastructure, working extensively with the campus, nonprofits and the City of Menomonie on sustainability capstone projects, and developing the Community Educational Workshop at Dunn County Historical Society.

Outstanding Graduate Faculty Awards

Lynne Willett and Angela Axelrod

CSTEMM Assistant Professor Lynne Willett, operations and management department, is committed to her students’ education with engagement in their research projects and additional up-to-date materials she makes available. Her Subject Matter Expert status in human resources and being a former adult learner herself make her an exceptional mentor to her adult learners.

“As an adult student with a full-time job, I often have questions at weird, late hours and on the weekends. That she answers is appreciated, as I know she is most likely putting in a ridiculous number of hours each week; that tells me that she cares and is committed to our learning,” an anonymous student said.

CAHS Assistant Professor Angela Fontanini-Axelrod, program director of M.S.Ed. and Ed.S. school psychology, continues to be an outstanding mentor and faculty member. She consistently demonstrates a deep dedication to teaching up-and-coming school psychologists with reliable support, clear feedback and exceptional guidance. Within her classroom, Axelrod creates an engaging, inclusive and personable environment, while intertwining theory and practice and building connections with her students as future school psychologists.

Advisors of the Year

Amanda Drews and Megan Quick

Assistant Professor Amanda Drews, family and consumer science education, was named Faculty Advisor of the Year for her mastery of best practices in academic advising, deep institutional knowledge, and authentic commitment to student relationships.

Megan Quick, academic advisor in the Blue Devils Achievement Center, was named Staff Advisor of the Year for her proactive outreach to students, her continuous improvements and her desire to make sure that students receive the help they need to achieve their dreams.

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Fulbright teaching experience at Turkish university leads to new research for professor

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Teachers, advisors recognized for supporting student success, scholarly research engagements, creating inclusive classroom experiences plants_and_people_day_one_17.jpg

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No. 1 ranked M.S. marriage and family therapy is one of longest-accredited programs in U.S.

goersab — Tue, 21 Jul 2026 17:59:35 +0000

No. 1 ranked M.S. marriage and family therapy is one of longest-accredited programs in U.S.goersab July 21, 2026

COAMFTE-accredited program offers on-campus and online degree options

Abbey Goers

�� Polytechnic ��. M.S. in marriage and family therapy (MFT) has been recognized as the No. 1 program in Wisconsin for 2026 by MarriageFamilyTherapist.

The MFT program is one of the longest continuously COAMFTE-accredited programs for relational therapy training in the country, having operated since 1977. For many students and professionals seeking a master ��. in MFT, choosing a program accredited by COAMFTE (Commission on Accreditation for Marriage and Family Therapy Education) is one of the most beneficial decisions to make on the path to becoming a licensed marriage and family therapist.

The program ��. commitment to a small, tight-knit cohort of typically 14 students per year and hands-on learning in the on-campus clinic produces skilled, grounded therapists for couples and families. The program meets educational licensure requirements for Wisconsin and Minnesota.

“We are delighted to be ranked as the No. 1 marriage and family therapy program in Wisconsin. This reflects our history of training quality marriage and family therapists. We are proud of our nearly 50 years of accreditation. This ensures that students and graduates receive the standard in educational experiences that has led to a 100% job placement rate,” Program Director Somi Hynes said.

“Due to the increasing need for marriage and family therapists across the state, the program launched an online, part-time program in the fall of 2025 that delivers the same quality education of our full-time, in-person program. We are excited about expanding our options for students across Wisconsin,” Hynes added.

�� Polytechnic pairs affordability with rigorous systemic-relational training. The Customized Instruction (CI) MFT program offers the same tuition rate for both in-state and out-of-state students. As of the 2026-27 academic year, total tuition is $35,226.

The MFT program ��. compressed Monday and Tuesday class schedule supports students’ work-life balance. Half of the required 300 clinical hours may be completed in the on-campus clinic. The university also offers an optional Sex Therapy Certificate available alongside the degree.

MarriageFamilyTherapist highlights MFT programs and helps guide students exploring MFT education and career pathways. It works in partnership with OutreachEdu to identify and celebrate excellence in higher education, helping prospective students, educators, and the wider community discover the programs that set the standard for quality and innovation.

�� Polytechnic ��. counseling, rehabilitation and human services department offers five master ��. programs, including marriage and family therapy, clinical mental health counseling, rehabilitation counseling, school counseling and school psychology, as well as three undergraduate programs and certification programs.

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No. 1 ranked M.S. marriage and family therapy is one of longest-accredited programs in U.S.

COAMFTE-accredited program offers on-campus and online degree options

COAMFTE-accredited program offers on-campus and online degree options Marriage and Family Therapy session

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Somi C. Hynes

Dr. Hynes is a faculty member in Human Development and Family Studies (HDFS) and Marriage and Family Therapy (MFT). Their program of research focuses on disparities in mental health outcomes with minority populations and the utilization of technology for therapists. They are a Licensed Marriage and Family Therapist (LMFT) and Approved Supervisor for the American Association for Marriage and Family Therapy (AAMFT). Their clinical interests include work with marginalized and underserved populations, including ethic/racial minorities and the LGBTQ community.

Full Name: Somi C. Hynes

Job Title: Assistant Professor / Program Director

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College: College of Arts & Human Sciences

Department: Counseling, Rehabilitation & Human Services Department

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Curriculum Vitae: Somi Hynes CV (626.23 KB)

Education:

Degree: Ph.D. Human Development and Family Studies (Marriage and Family Therapy)

University: University of Connecticut

Degree: M.A., Human Development and Family Studies (Marriage and Family Therapy)

University: University of Connecticut

Degree: B.S. Family Social Science

University: University of Minnesota-Twin Cities

Degree: B.A. Psychology

University: University of Minnesota-Twin Cities

CAHS

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Teachers are worried about students cheating with AI, but my survey suggests the deeper issue is learning

hugginsm — Fri, 10 Jul 2026 20:14:36 +0000

Teachers are worried about students cheating with AI, but my survey suggests the deeper issue is learninghugginsm July 10, 2026

Professor Brett DeJager confronts the perceived and practical challenges LLMs present for educators

Dr. Brett DeJager

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

The risk of students using AI to cheat tends to get a lot of attention – with good reason.

A student can simply copy and paste a prompt into a chatbot and receive a polished paragraph, a five-paragraph essay, a lab summary or a reading response almost instantly. Teachers may then be left wondering whether the work reflects the student ��. thinking and actual work or what the chatbot generated.

An estimated 84% of high school students surveyed said they had used generative artificial intelligence for schoolwork in 2025, according to College Board, a nonprofit that administers the SAT and AP exams.

As an assistant professor of school psychology studying artificial intelligence in K–12 education, I think the question is not only whether students are using AI to cheat, but whether there is evidence that learning actually happened.

Many schools are still deciding whether and how they allow their students to use AI for coursework. hapabapa/iStock/Getty Images Plus

Cheating and plagiarism are common worries

I recently surveyed public school educators and administrators about how generative AI is affecting schools to better understand the answer to this question.

My study, conducted from spring 2025 to spring 2026, included 303 educators and other school professionals in Wisconsin – teachers, administrators, IT staff and technology directors, as well as school psychologists and counselors. I also surveyed another 132 professionals at schools across the country.

The results are not nationally representative, but they offer a snapshot of how some K–12 professionals are thinking about AI and student learning.

While a large number of respondents were concerned about AI bias, misinformation and data privacy, the most common worries were about academic dishonesty and plagiarism.

In Wisconsin, approximately 65% of respondents identified these issues as a concern, compared with 74% who did so on a broader, national level.

But respondents also pointed to a deeper issue: How do teachers know what students actually understand when AI can generate essays, summaries or math steps in seconds?

In the Wisconsin sample, 47% of respondents who answered this question said that “difficulty in assessing student learning when AI is used” is a concern.

That figure increased to 53% in the national sample.

When asked “What impact, if any, have you noticed AI has had on student behavior, mental health, or engagement?” respondents selected from a provided list of options. Among those options, 29% of Wisconsin respondents and 40% of respondents in the national sample selected “increased student reliance on AI,” while 19% and 33%, respectively, selected “reduced critical thinking or problem-solving.”

Finished work is becoming harder to interpret

Teachers have long known that a student ��. finished assignment is not perfect evidence of learning. A parent might help too much. A student might copy from a friend. A student might complete the work but not understand it well enough to explain it later.

Generative AI makes that problem more visible and more complicated.

Take a common homework task, such as writing a paragraph explaining the theme of a short story. In the past, teachers looked at students’ writing to understand whether they read the story, thought about the theme and could explain it in writing.

Now, this kind of homework prompt may produce a result that appears organized, accurate and polished. But it is becoming harder for teachers to understand whether students actually understood the story, identified the theme and articulated it independently, or whether students simply entered a prompt into an AI tool.

Some teachers do use AI-detection tools to determine whether students’ work is original.

In a 2025 national survey of sixth- through 12th-grade public school teachers, 43% reported used these kinds of apps regularly, while another 27% had tested or experimented with them.

But these tools can make mistakes in both directions. One study of 14 AI-detection tools found false-positive rates as high as 50% and false-negative rates as high as 100%, depending on the tool. The same study found that about 20% of AI-generated texts were misclassified as human-written; that rose to about 52% when AI-written text was manually edited and 71% when it was machine-paraphrased. Other researchers found that detectors falsely flagged nonnative English writing as AI-generated at an average rate of 61.3%.

I don’t think that means schools should abandon writing assignments or homework altogether. But educators may need to be more intentional about what each assignment is supposed to measure.

Some teachers are already making those kinds of changes, including asking students to show or explain their process, or asking them to include oral components to their written work or write more in class.

Some teachers are also giving students paper-and-pencil tasks when they need to see students’ independent thinking.

If the goal is writing fluency, teachers may need to see students write. If the goal is reading comprehension, they may need students to explain, apply or defend their thinking.

Having students write longhand answers is one possible way to deter students from using AI. SDI Productions/Stock Photos

Clearer assignment rules may help

Many schools are still deciding how to approach AI. In my survey, only 33% of Wisconsin respondents and 29% of national respondents said their district had a formal AI policy.

Teachers and students alike could benefit from clarity on how and when they can use AI.

Researchers who developed the Artificial Intelligence Assessment Scale, a tool that helps educators spell out when and how students can use AI on an assignment, have argued that educators should identify what level of AI use makes sense based on the learning outcomes being measured.

This mindset is useful because not all assignments are the same. One assignment might require no AI use because the teacher needs to see independent writing.

Another might allow AI for brainstorming but require students to submit original notes and a final reflection. Another might ask students to critique an AI-generated answer and explain what is accurate, incomplete or misleading.

The better question

The educators in my survey were not simply rejecting AI. Many reported using AI themselves for planning, communication, documentation, differentiation, administrative tasks and student-support activities.

Their concerns were more specific.

They were worried about academic dishonesty but also about assessment, student reliance, critical thinking, misinformation and privacy. Those concerns point to a practical challenge schools now face: how to preserve meaningful evidence of learning when AI can produce polished academic work.

The goal is not to catch every possible misuse of AI. That is likely impossible. The goal is to design learning tasks where teachers can still answer the question that matters most: What does this student actually understand?

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Lake Ontario to Lake America – who gets to decide what goes on maps?

In the wake of President Trump's executive order, Professor Innisfree McKibbon investigates the implications of changing maps.

I’m a dietitian who had anorexia. Here ��. how I ask about concerning weight loss.

�� dietician cautions against avoiding discussing concerning changes to someone ��. appearance

Not so terrible, after all – 2‑year‑olds just want to be independent

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing.

Professor Brett DeJager confronts the perceived and practical challenges artificial intelligence presents for educators and the future of education. Conversation AI

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Search Keywords: The ConversationAI and PlagiarismAI challenges for educatorsAI challenges in educationgenerative AI use for schoolworkAI cheating in education

Dr. Brett DeJager

Full Name: Brett DeJager

Job Title: Assistant Professor

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Area of Expertise: Behavioral Assessment & Intervention Data Collection & Analysis School-Wide Positive Behavior Interventions & Supports Research

College: College of Arts & Human Sciences

Department: School of Education Counseling, Rehabilitation & Human Services Department

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M.S.Ed. & Ed.S. School Psychology

Education:

Degree: Doctor of Psychology (Psy.D.)

University: Minnesota State University-Mankato

Degree: M.S. Multidisciplinary Studies

University: Minnesota State University-Mankato

Degree: B.S. Psychology

University: Minnesota State University-Mankato

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Inspiring Graduates Share Their �� Polytechnic Experiences

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

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

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

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

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

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

Spring 2026 Inspiring Graduate Studies Graduates

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

Making technology more accessible to improve people ��. 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 �� Polytechnic Experiences

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

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

Hired before graduation at Redpath and Company as a tax associate

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

Hired before graduation at Absolut Manufacturing

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

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

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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.

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M.S. Marriage & Family Therapy

Our M.S. Marriage & Family Therapy program will train you to make a positive impact on families and relationships as a successful therapist.

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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

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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’

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