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Engineering, technology professor researches impact of AI on students’ creativity, problem-solving

goersab — Thu, 15 Oct 2026 16:41:28 +0000

Engineering, technology professor researches impact of AI on students’ creativity, problem-solvinggoersab October 15, 2026

Future engineers use Meshy software for AI rapid prototyping of kindergartens’ ideal toys

Abbey Goers

The Alternative Uses Task, designed by psychologist J.P. Guilford in 1967, is a psychometric test used to measure divergent thinking, a core element of human creativity. It evaluates an individual ��. ability to brainstorm unique solutions to an open-ended problem.

With this method of measuring creativity in mind, �� Polytechnic engineering and technology Assistant Professor Kevin Dietsche is researching the impact of AI on undergraduate students’ creativity and problem-solving growth during a pilot study in his Design for Industry course.

“AI and emerging technology become tools that we use to foster creativity. But the question is, will AI aid in or harm the students’ creative process?” Dietsche said. “It ��. part of the experiential learning process – to show if a new method can work. There ��. no failure, but it ��. a test to see what works best; of finding a different approach. We’re looking for continuous improvement and to showcase our university ��. polytechnic advantage through research.”

The Design for Industry students used Meshy, an online AI software, for mid- and high-level fidelity rapid prototyping. Recently, 11 kindergartners from St. Paul ��. School in Menomonie visited the future engineers in the university ��. Woods Lab. They paired up to draw and build low-fidelity prototypes of their ideal toys, using arts and craft supplies.

The students then used Meshy to turn the sketches and photos of the initial toy prototypes into printable 3D models. Soon, they will meet with the kindergarteners again to see if the models accurately capture their young clients’ visions.

“The printed prototypes are part of the larger goal in the product development cycle to move students towards a manufacturable wooden toy, as the wood is the end product material that consumers are looking for. Meshy and AI are there to help them work through and flex their problem-solving muscles and work through iterations more efficiently,” Dietsche said.

The final prototypes will be manufactured out of ash wood donated by the City of Menomonie ��. Urban Forestry Board.

Benefits or setbacks of using AI for rapid prototyping on student creativity

Dietsche ��. research is part of a three-year, cross-disciplinary project supported by the G.A. Taft Manufacturing Engineering Endowed Professorship. Meshy was purchased through the professorship.

During next spring semester ��. course, one group of students will use AI, and one will not. Technology education seniors Annika Schlueter, of Oconto, and Miranda Johnstone, of Milwaukee, will serve as Dietsche ��. co-principal investigators. They predict each group will experience pros and cons and that the use of AI will have multiple effects.

Schlueter and Johnstone see the benefits of using AI for rapid prototyping. They think it can make the ideation and design process faster and allow users to focus more on other aspects of engineering design and development. However, while Schlueter supports finding ways to positively embrace AI in the classroom, Johnstone contends that it can hinder some learning experiences critical for students.

Schlueter, a teaching assistant in the Woods Lab in Jarvis Hall Tech Wing, thinks that platforms specifically designed for prototyping such as Meshy, are going to be career-changing in the future, especially for engineers. “I believe AI will be used more for rapid prototyping in large companies to help get ideas to customers as quickly as possible. I think the implementation of programs like Meshy in future classes could be a great asset because it would allow fast prototypes to be created, with the use of digital manufacturing to bring those ideas to life right away,” she said.

Johnstone believes that using AI can negatively impact how creative problem solving takes place and in turn effect how students learn. “Understanding how AI impacts people in their critical and creative thinking is important to know how it can/should/should not be used to advance society. There is something important about cultivating a learning environment where students learn through trial and error, failure, experimentation, and discovery; a learning space that doesn’t necessarily exist when AI is used,” she said.

In past iterations of this project, Schlueter has often seen students wanting to create toys that already exist to some extent, like monster trucks or dolls. “I think the use of generative AI software can really broaden their ideas and help them create things that don’t already exist. AI could take common interests of the kindergartners and combine them into something completely different, which may create something very interesting to see and research,” she said.

Johnstone thinks that AI may yield more ideas for toy generation, but they will not be any more creatively successful than those created by people without using AI. “I predict that students who go through the creative thinking process to generate a toy idea on their own will, afterward, have a more well-rounded and creative mindset than those who used the AI to generate solutions for them, simply because they went through that generation phase on their own,” she said.

They will present their preliminary findings at the Wisconsin Technology Education Association conference next spring.

Kids’ and their college friends’ toy designs

Encouraged by Dietsche to be as creative as they wanted to be, the kindergarten and college student pairs made toys with paper straws, Play-Doh, pipe cleaners, popsicle sticks, markers and craft foam.

Here are some of their designs:

Jace and Tristan formed a T-rex head out of green and brown Play-Doh and mounted it on the top of a cardboard race car that will eat bugs. Because Jace likes dinosaurs but doesn’t like bugs, of course.
Murdock and Michael constructed a brown truck. The kindergartner and college friend made a good team, helping each other pick up Play-Doh bits that rolled off the table.
Karis, Silu and Brendan made a magical purple and pink glitter-spraying wand, topped with a heart.
Raegan and Trenton crafted a red unicorn on cardboard wheels. Even the kids noticed that cars and animals are popular themes.
Josie and Dio created a brown and black bunny, inspired by Josie ��. own bunny, Shyly.
Madelyn and Mackenzie rolled out strips of Play-Doh and made a rainbow desk for Barbie and a chair with a seat in the shape of a sun – a very cheerful spot to study for the world ��. most famous doll.
Everett, Nolan and Caleb crafted blue and green ancient Greek-style helmets with red visors made of Play-Doh for miniature warriors.
Zyla and Andrea built Bob the Turtle. He ��. purple and pink with googly eyes and looks like a good animal friend to talk to.

�� Polytechnic ��. Robert F. Cervenka School of Engineering is home to five ABET-accredited programs that also include computer and electrical engineering, engineering technology and plastics engineering, as well as a sixth bachelor ��. program in packaging. A master ��. in manufacturing engineering is available on campus or online.

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Future engineers use Meshy software for AI rapid prototyping of kindergartens’ ideal toys Engineering Technology, Kevin Dietsche GA Taft, fall 2026

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Luminary Alumni Award: Howard Lee (’68, ’69)

goersab — Wed, 26 Aug 2026 14:20:00 +0000

Luminary Alumni Award: Howard Lee (’68, ’69)goersab August 26, 2026

‘Everyone can make a difference. Just make the time and do it. As long as I can volunteer, I will continue.’

For his generous service to the Menomonie community and his inspirational mentorship and philanthropy to �� Polytechnic, Howard Lee (’68, ’69) has received the Luminary Alumni Award.

Luminary Alumni Award recipient Howard Lee

Throughout his career, Lee elevated �� . national reputation in career and technical education, strengthened partnerships with industry and community organizations and positioned himself as a respected voice and advocate.

His influence as a mentor is profound; countless students, faculty and emerging leaders credit him with shaping their professional paths and instilling in them the values of integrity, service and excellence.

In 2025, Lee and his wife, Charlotte Gomulak Lee (’67, ’68), were named Knights of Columbus Monsignor Blecha Council 2055 Family of the Year and Outstanding Dunn County Philanthropists by the Dunn County Chippewa Valley Fund Raising Professionals.

“Helping others and meeting new people gives me satisfaction. Everyone can make a difference. Just make the time and do it. As long as I can volunteer, I will continue. It ��. a great honor to be recognized for the things I have accomplished and how I may have made a little difference,” Lee said. “If you can find a partner to share things with, then you will have a good life. Charlotte has been at my side the past 58 years.”

Lee grew up in Honolulu, Hawaii, and after graduating high school in 1961, he enlisted in the U.S. Army at age 17. After basic training, he attended ordnance school at Aberdeen Proving Grounds and served his remaining three years in Verdun, France, when he visited 11 European countries.

Upon returning to Hawaii, he attended the Honolulu Technical Institute, majoring in auto body. “During my first term, Yaso Abe (’47), a family friend who had graduated from Stout with an M.S. degree after the war, suggested I attend Stout and be an industrial arts teacher,” he said.

Howard and Charlotte Lee on their anniversary

Lee earned his B.S. in industrial education in 1968 and his M.S. in industrial education in 1969, receiving GI benefits during his four years at the university.

He was an active member of Alpha Phi Omega, the service fraternity at Stout. He was also a member of the Epsilon Pi Tau fraternity and served as a graduate assistant in the industrial graphics department.

“There were so many great instructors at Stout to learn from. They influenced what and how I taught, and how students should be treated. I observed Stout instructors and how they worked together, and it left me with a lasting impression,” he said.

Lee met Charlotte on his second day at Stout. They married in 1968 and started teaching in White Bear Lake, Minnesota, the following year: Charlotte in family and consumer education and Lee in industrial education, mainly auto mechanics, small gas engines and drafting. After two years, White Bear Lake opened a new high school, and Lee ��. responsibility was to work with the architect on the power and drafting labs, ordering equipment, and developing the curriculum to justify the laboratory and equipment.

“I had so much fun teaching high school students developing learning activity packages, programmed instruction and self-learning audio activities,” he said. “When I first started teaching, I asked students to complete a simple two-question evaluation: What is going well in class, and what should I do differently? Getting feedback from people you work with is very important. Treat faculty, staff, students and community members how you wish to be treated.”

Howard Lee instructing students

The Lees built a home in Marine on St. Croix and had three sons. In 1978, the family moved to Flagstaff, Arizona, where Lee took an assistant professor job at Northern Arizona University. He taught auto mechanics, drafting and supervised student teachers. “Teaching and working with Hopi and Navajo students and staff, I developed an understanding of different native cultures,” Lee said.

After a year, the family returned to Minnesota, and Lee enrolled at the University of Minnesota to complete his Ph.D. and worked as a graduate assistant, supervising student teachers in metro technical colleges. Upon graduating, Lee then worked for a year in Disease Prevention and Health Promotion at U of M Medical School, researching, writing grants and developing curriculum. He had the pleasure of working with Dr. John Najarian, the famous surgeon, and Dr. Michael Osterholm, then director of the Minnesota Department of Health.

He then joined the professional staff at 916 Technical College in Minnesota as a curriculum developer and became district staff development coordinator, evaluating projects with the vice president of Northwestern Bell to determine the effectiveness of projects. “Working with every group of faculty and staff at 916 and addressing their individual needs was very gratifying,” Lee said.

As their boys grew, Lee became Webelos leader, cubmaster and scoutmaster, while Charlotte served as den mother. Because of his industrial education background, he led many building activities for the Scouts.

In 1986, Lee returned to �� as program director for the M.S. and Ed.S. in vocational and technical education and served as co-director for the Center for Vocational and Technical Education, working with his mentor, Orville Nelson, a prolific grant writer. Large projects early on included the Turkish Training project, where the university sent several faculty members to Turkey, and 24 technical college instructors came to learn about Stout ��. successful methods of teaching and laboratory work; and the Russian Construction project, where 40 Russians came for four weeks to learn about construction methods.

Lee ��. leadership expanded as he served as department chair and program director for the B.S. in vocational education and technology education; as associate dean and dean in the School of Industry and Technology and the College of Technology, Engineering and Management, and later as executive director of Stout Solutions.

He ultimately returned to the faculty as professor and program director of career and technical education. He was the faculty advisor for the International Relations Club, developing lifelong friendships to this day. The Lees hosted many international students and visiting faculty. He was also the research advisor to many M.S. and Ed.S. students.

Howard and Charlotte Lee with Chancellor Katherine Frank

Lee was honored to be a Bush Fellow and did post-doctorate work at Carnegie Mellon University. He was a Dahlgren Professor and completed sabbatical research for a textbook, “Instructional Analysis and Course Development,” written with Nelson.

“I had the opportunity to work with so many wonderful people at Stout, including Orville Nelson, Bob Sedlak, Marty Ondrus, Bruce Siebold, Hans Timper, Diane Longsdorf, and Carol Mooney, to name a few. All of them have a legacy that influenced me,” Lee said. “It was very gratifying to watch students grow and follow them as they advanced throughout their careers.”

In 2006, the University of Minnesota ��. College of Education recognized Lee as one of 100 graduates to receive the Centennial Award.

Upon retirement in 2009, Lee earned Emeritus status. He published five memoirs about growing up in Hawaii, his army experience, academic years, family life, jobs and retirement.

“Four things that contributed to my success at Stout and in retirement and my advice for students are to believe in yourself, build on past success, put forth effort and learn to ask for help. Success builds on success,” Lee said. “Develop a passion for what you believe in and develop competencies to reach your goals. I’ve used the basic problem-solving technique and covered it in class. Identify the problem, what are the possible solutions, consider implications to each solution, which is the most effective way to produce the desired results, what support is required, implement the solution and identify the metrics for success. This can be applied to everything you do in life.

“There is so much need for Stout students in the community. Find some service you are interested in, learn what is needed and develop a plan to get there. It ��. a shame to have skills and knowledge and not use them,” he added.

It was important to Lee and Charlotte that they stay in the Menomonie community and share their education and training background in their retirement. His service to the Menomonie community reflects his exceptional achievement in philanthropy and civic engagement and demonstrates a commitment to education, dignity and community well-being.

Lee became a Master Gardener and helped establish the Dunn County Master Gardener Association. He was active with Pounding Fathers, building ramps, and worked on the first six Habitat for Humanity homes in Menomonie. He has served on the boards at Bridge to Hope, Stepping Stones, and Menomonie Senior Center, and continues to volunteer weekly at Meals on Wheels, Stepping Stones and St. Joe ��. fish fry. He washes dishes after the monthly Menomonie Senior Center meals and served as a financial coach in the Dunn County Jail, helping those who needed assistance in managing their funds.

“My happy day is Monday, when I help kindergarten kids with reading. I’ve been doing this for the past four years, and I always come home happy and share my experience with Charlotte,” Lee said.

Howard and Charlotte Lee with their family

The Lees fund programs through the Community Foundation of Dunn County and other entities that contribute to �� Polytechnic and the Menomonie area. Their philanthropic commitment helps remove financial barriers and expand opportunities for students.

“Both Charlotte and I feel it is very important to provide scholarships to Stout students as we were both recipients of scholarships as students,” Lee said. “Assisting students and student teachers has been a priority for us. It is always a pleasure to meet Stout students who received our scholarships.”

The Lees attend many functions at �� Polytechnic, including athletics events. They host international students in the summer ESL program. As a program coordinator for Chippewa Valley Learning in Retirement, Lee develops programs to serve the senior community, including arranging tours of �� Polytechnic labs.

“We are a Stout family. Our three sons, Nathan (’97), Sheldon (’98), and Jonathan (’02), and daughter-in-law Ruth May (’00) are all alumni, and now Simon, a grandson, is at Stout in electrical engineering,” Lee said. “We have five grandchildren. I’ve always told my children that there are only three for sures in life: You are born, you live, and you die. You have no control of your birth and not much control of how you die, but you can have control of how you live. What you make of your life is entirely up to you, so live to the fullest, and be a contributing member of society. Throughout life and career, most of us need a great partner, and I am so fortunate to have Charlotte.”

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Distinguished Alumni Award: Joseph G. Rossmeier (’65)

goersab — Wed, 26 Aug 2026 14:15:00 +0000

Distinguished Alumni Award: Joseph G. Rossmeier (’65)goersab August 26, 2026

‘My experiences allowed me to help institutions achieve their mission of improving the success of their students.’

Joseph G. Rossmeier (’65) received the Distinguished Alumni Award for his outstanding career achievements, his dedication to ensuring the power of education remains accessible and for the positive impact he has made on both his profession and �� Polytechnic.

Distinguished Alumni Award recipient Joseph Rossmeier

“My greatest accomplishments have been working in higher education, experiencing life in both academic and administrative positions as well as serving higher education with high-quality products and services,” Rossmeier said. “My experiences allowed me to help institutions achieve their mission of improving the success of their students.

Rossmeier grew up on a dairy farm near Hilbert, about 14 miles east of Appleton. As he was finishing high school in 1961, his industrial arts teacher, Richard Werblow, persuaded him to apply to �� Polytechnic, then known as Stout State College.

“After considerable thought, my only real alternative was to become a dairy farmer, something my mother was dead set against, given the daily work requirements at that time with no vacations, no real downtime,” Rossmeier said. “I applied, and the rest is history. Stout became my springboard. My time there was a life-changing experience, one that I will always cherish as the first real steppingstone to a long, long, successful career.”

Rossmeier ��. sisters Anne (’66) and Mary Kay (’67,’73) and brother, John Joseph (’69), attended �� Polytechnic after him. The legacy family created an endowed scholarship, which Rossmeier continues to support annually in honor of his siblings.

Joseph Rossmeier attends a Scholarship Reception

Most of Rossmeier ��. career involved strategic and operational planning, improving business policies and processes, increasing the use of data in decision-making and modernizing institutional operations in the use of technology, all in the interest of improving services to students and increasing business efficiency.

“Continuous improvement in all of my professional positions has been a salient priority. I have always strived to be a trusted and valuable colleague in whatever position I was in,” he said. “Throughout my career, I have been involved in shaping strategy, identifying new business and operational opportunities, challenging outdated assumptions, and reducing risk.”

After earning his B.S. in industrial education in 1965, Rossmeier received a scholarship to attend Michigan State University, where he went on to earn his master ��. in college personnel work/sociology, graduating in 1967. During that time, he became heavily involved in residence hall management and other university functions serving students. This experience would serve him well throughout his career.

“As I was graduating, I received a call from Dewey Barich (’33), president of the Detroit Institute of Technology. DIT was a 2,000-student night school university, mostly for veterans, and he offered me the position of director of Admissions,” said Rossmeier, who spent two years at DIT building a respectable enrollment, until he was offered a scholarship to enter a Ph.D. program at the University of Michigan Center for the Study of Higher Education.

Joseph Rossmeier speaks at a Pathways Forward Campaign

During the first year of his doctoral program in 1969-70, he served as director of a 1,200-student living-learning resident hall, where he managed the overall operation of the entire facility. He graduated in 1972. It was also during this time that he met his spouse, Mary. They have been married for 54 years.

Rossmeier interned in the University of Michigan Survey Research Center, working on the Survey of Consumers Index, the quarterly national consumer opinion research survey still produced today. And in 1974, after completing his thesis on a national study about organization and decision-making at multi-unit community colleges, he was offered a job at Northern Virginia Community College, where he was promoted several times during his 10-year tenure, ending as dean of Management Services at the five-campus, multi-unit community college

In 1984, Rossmeier decided to enter the corporate world and joined DataTel, a company that marketed enterprise administrative systems to colleges and universities. He worked in several sales positions, achieving No. 1 in sales during 12 of his 17 years at DataTel.

In 1997, Rossmeier joined PeopleSoft, selling enterprise administrative systems to larger institutions, including the Virginia Community College System, which became the largest higher education organization to implement the company ��. software.

Then in 2002, Rossmeier returned to higher education management and was appointed vice president for Information Technology/CIO at Prince George ��. Community College (PGCC), where he was one of several key administrators for 17 years.

Joseph and Mary Rossmeier with their family

It was also during this time that Rossmeier served on the �� Foundation & Alumni Association Board for 12 years. “Given my historical Wisconsin roots, and the nature of my professional experiences, I stay informed about what is happening in both the Wisconsin universities and the technical colleges,” he said. “In my judgment, they are very well-run institutions. However, Stout remains one of the most transformative institutions, with its very progressive workforce-oriented programs.”

Upon retirement from PGCC, Rossmeier joined CampusWorks, his present employer, where he will have completed 11 years. He currently serves as vice president of Executive Advisory Services.

“I manage a group of trusted retired higher education executives who provide guidance to CampusWorks’ leadership, as well as open doors to new business opportunities as a result of my group ��. extensive higher education networking capability with current real-world experienced higher education leaders,” he said.

“As I moved through my three higher education institutions and then my corporate work experience, I have become a very, very strong advocate of supporting diverse people – people of different faiths, different ethnicities, different races,” he added. “Individuals who have been historically underrepresented or marginalized remain a very sensitive issue in my life as I strive to push for fair treatment and representation.”

When reflecting on his long-term success, Rossmeier values staying positive, attending to good health habits, looking forward rather than backward, and maintaining contact with professional and personal colleagues. “My ultimate goal has been to never burn bridges when making work or location changes in my life,” he said.

For students and young professionals who aspire to leadership roles in their fields, Rossmeier offered this bit of advice: “Achieving a post-secondary education, whether through public or private institutions, still remains the best lifetime investment chance to be successful – career-wise, financially and for community involvement.”

After spending 45 years in northern Virginia, just outside of Washington, D.C., Rossmeier and Mary moved to the Sarasota area in Florida. “Mary remains the heartthrob of my life; she is truly a wonderful partner. Mary, our children, grandchildren and close friends remain the pillars of support in my life,” he said.

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Menomonie Culver ��. Clue-themed Flavor of the Day, Brewery Nonic ��. limited-edition brew will support Blue Devils at homecoming

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‘My experiences allowed me to help institutions achieve their mission of improving the success of their students.’ Joseph Rossmeier

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Menomonie Culver ��. Clue-themed Flavor of the Day, Brewery Nonic ��. limited-edition brew will support Blue Devils at homecoming

Fundraisers, family-oriented activities, athletic events set for alumni, community Oct. 15-18

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

hugginsm — Tue, 21 Jul 2026 12:07:05 +0000

Not so terrible, after all – 2‑year‑olds just want to be independenthugginsm July 21, 2026

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

Lindsay Barnhart

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

A 2-year-old is lying on the floor yelling, with their socks pulled off after spending 15 minutes trying to get them on in the first place.

A caregiver might take a deep breath and think, “Here we go again – another ‘terrible two’ tantrum.”

What is really going on?

Toddlers are developing autonomy and a growing sense of self. They are becoming aware that they are separate from other people and can make their own choices.

As 2-year-olds and other young children develop this understanding of themselves, they may express strong emotions when decisions are made for them, tasks are completed on their behalf, or they are quickly moved from one activity to another. These reactions are often a response to their growing desire for independence and their inexperience calmly communicating their emotions.

What you might call a “temper tantrum” may instead be a young child communicating their emotions in the best way they know how. These expressions of emotion may continue when they are not supported or understood from a different perspective.

As an assistant professor in early childhood education, I have worked alongside young children for more than 25 years. I feel it ��. important to recognize that supporting young children, especially 2-year-olds, takes time.

Caring for a toddler can be challenging and requires patience. There are strategies that caregivers and teachers can consider to support young children, with some degree of ease, as they navigate those big emotions and enthusiastic quests for independence.

When adults can help establish routines and listen to what young children are trying to actually communicate, it becomes easier to understand that a toddler screaming and thrashing on the floor is actually trying to express themselves.

Two-year-olds are developing a clear sense of their own autonomy, and strong feelings often accompany that recognition of independence. Ron Nickel/Design Pics via Getty Images Plus

Meeting young children where they are

Children typically begin gaining autonomy around age 2.

When a child reaches this milestone, parents and other caregivers may notice they begin saying “no” more often.

This increase in “no” shows that the child is developing an understanding of themselves as separate from others and is recognizing their ability to make choices.

While you might find it challenging when young children refuse to have their diaper changed or insist on getting dressed themselves, it is also a healthy sign of independence.

Offering choices whenever possible also supports a youngster ��. growing independence.

Children could choose between two outfits for the day, for example. Or they could pick between three snack options and make many other simple decisions throughout the day.

Adults could let young children know that it is time to wash their hands, for example, and then ask whether the child would like to wash independently or have help. Because 2-year-olds are eager to assert their independence, they will often choose to do it themselves. However, if they choose help, or choose not to easily transition at all, it is important to calmly follow through by providing assistance and encourage them through the transition.

This kind of consistent follow-through helps children learn what is expected of them, while still respecting their growing independence.

Sticking to schedules is also helpful in helping young children get through the day and minimizing their emotional roller coasters. When children anticipate that they will get dressed right after they eat breakfast every day, for example, they begin to anticipate the next step and may even complete parts of the routine independently.

When the routine changes and a parent has to leave early for a morning meeting, for example, or a child will be skipping breakfast at home, preparing the child in advance can ease the transition. Talking through the change the night before and offering a reminder the next morning helps the child adjust, even if the change is still challenging.

Letting a child know, “In three minutes it will be time to clean up your toys for your nap,” gives them time to process what is coming next and shift more successfully from one activity to another.

Letting 2-year-olds do simple tasks on their own, like washing their hands, can help reaffirm their growing independence. 10'000 Hours/DigitalVision via Getty Images

Reaffirming with language they don’t yet have

Toddlers often express their emotions before they have the language to explain how they are feeling.

Helping young children name their emotions and describing a given situation can help them develop the vocabulary to articulate their feelings.

Narrating the situation also can create a shift in perspective for the adult, encouraging them to focus on what the child is communicating rather than simply reacting to the behavior.

After an emotional situation has been resolved, it can be helpful to talk through what happened, discuss strategies for next time and provide opportunities to practice those skills. Children are more able to process and retain new information when they are calmer.

Remaining supportive, offering choices that are appropriate for both the adult and the child, and talking through emotions and how they can be expressed in the future create an environment that supports a 2-year-old ��. growing independence.

These strategies also encourage caregivers to approach challenging moments with a growth mindset, viewing behaviors as opportunities to teach and support rather than simply problems to correct.

Are the socks really necessary? Maybe they are, or maybe they are not. An independent 2-year-old benefits from opportunities to make simple choices and practice doing things on their own, as do 1-year-olds and older children. When possible, give them that opportunity.

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

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

hugginsm — Mon, 22 Jun 2026 20:36:24 +0000

From Norway to Wisconsin, children want to be social media influencers when they grow uphugginsm June 22, 2026

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

Matthew Simoneau

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

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

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

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

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

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

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

Our process

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

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

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

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

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

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

Influencer dreams

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

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

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

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

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

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

The limited role of schools

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

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

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

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

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

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

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

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

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

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

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

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

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

When dreams don’t match reality

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

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

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

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Construction camp introduces young students to careers, degree paths

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

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

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

Abbey Goers

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

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

STEAM Construction campers and instructors with their final projects

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

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

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

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

New experiences in the Woods Lab

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

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

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

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

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

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

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

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

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

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

Prepared to lead in the classroom

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

Campers sand their cutting boards in preparation for sealing them.

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

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

Campers, Schlueter and Haglund seal their cutting boards.

Additional STEAM camps this summer include experiences in:

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

Technology: 3D-printing, robotics and virtual reality

Engineering: Packaging and plastics engineering

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

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

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

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Construction camp introduces young students to careers, degree paths

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

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

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

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

Shaping students’ futures through real-world applications

Inspiring Graduate: Kloie Potts (’26)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How did your involvement on campus impact your experience?

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

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

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

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

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

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

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

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

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

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

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

Abbey Goers

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

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

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

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

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

Teach Day

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

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

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

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

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

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

Early Childhood Education Conference

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

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

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

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

Helping lead events for current and future teachers

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

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

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

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

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

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

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Alquist 3D partnership leads to industry-leading 3D concrete printing technology

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

Alquist 3D partnership leads to industry-leading 3D concrete printing technologygiffeyt March 10, 2026

�� Polytechnic among first in Midwest to integrate concrete printing into polytechnic programs

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

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

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

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

The partnership includes:

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

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

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

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

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Hero Caption: Workers inspect 3D printed concrete. / Photo courtesy Alquist

Seth Hudson

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

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

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

Full Name: Seth Hudson

Job Title: Executive Director for Corporate Relations & Economic Engagement

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Area of Expertise: Industry Partnerships Economic Development

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

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

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

Future teachers organize on-campus competition for high schoolers

Tom Giffey

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

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

Professor Debbie Stanislawski

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

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

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

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

Twelve-month effort

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

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

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

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

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

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

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

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

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

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

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

Embodying the polytechnic approach

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

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

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

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

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

Debbie Stanislawski

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

Full Name: Debbie Stanislawski

Job Title: Professor / Program Director / Certificate Advisor

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Area of Expertise: Instructional Technology

College: College of Arts & Human Sciences

Department: School of Education Teaching, Learning & Leadership Department

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Curriculum Vitae: Debbie Stanislawski CV (253.85 KB)

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Degree: Ph.D. Professional Studies

University: Capella University

Degree: M.S. Instructional Technology & Telecommunications

University: Western Illinois University

Degree: B.S. Business Education

University: Winona State University

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

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

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