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

hugginsm — Fri, 28 Aug 2026 12:23:27 +0000

Lake Ontario to Lake America – who gets to decide what goes on maps?hugginsm August 28, 2026

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

Innisfree McKinnon

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

On Aug. 27, 2026, President Donald Trump issued an executive order renaming Lake Ontario “Lake America,” claiming his administration had already “notified all of the various people you have to notify.”

The name change, which Ontario Premier Doug Ford had dismissed as rhetoric when it was first suggested, comes amid an escalating trade war with Canada.

Of course, this isn’t the first time Trump has renamed a location. In 2025 he issued an executive order to rename the Gulf of Mexico the Gulf of America and return Alaska ��. Denali, the tallest peak in the country, to being called Mount McKinley.

While for some such renaming might seem less important than the big problems the country faces, there is a formal process in the United States for renaming places, and that process is taken seriously.

Usually, so people don’t get confused, the government uses official, agreed-upon names. In the U.S., place names are standardized by the U.S. Board on Geographic Names, which is part of the U.S. Geological Survey, the agency in charge of making maps.

In his previous executive order, Trump asked the Board on Geographic Names “to honor the contributions of visionary and patriotic Americans” and change its policies and procedures to reflect that.

Usually, renaming a place starts locally. The people in the state or county propose a name change and gather support. The process in each state is different.

Lake Bde Maka Ska, formerly Lake Calhoun, is the largest lake in Minneapolis. YinYang/E+ via Getty

How to change a place name

In 2018, Minnesota changed the name of a large lake in Minneapolis to Bde Maka Ska, which the Minneapolis Park Board described as “a Dakota name for the lake that has been passed down in oral history for many years.”

The board voted to change the name and took its request to the county commissioners. When the county agreed, the request was then sent to the Minnesota Department of Natural Resources, which made it official for Minnesota. Then, the state of Minnesota sent the request to the Board on Geographic Names, which made it official for the entire U.S.

It ��. a lot of paperwork for something so seemingly minor, but people get passionate about place names. It took 40 years to rename Denali from the name established in the late 19th century, Mount McKinley.

The state of Alaska requested the name change in 1975, but the Board on Geographic Names didn’t take action. Members of the Ohio congressional delegation – President William McKinley was from Ohio – objected over many years to requests to rename the mountain, and the board did not act on those requests.

The president appoints the secretary of the Interior Department. The secretary works with the heads of related agencies to appoint the Board on Geographic Names. Committee policy states, “Input from State geographic names authorities, land management agencies, local governments, and Tribal Governments are actively pursued.”

In 2015, President Barack Obama named a new leader for the Department of the Interior, Sally Jewell. Just as Obama made a trip to Alaska in late August 2015, Jewell declared the name change official under a law that allows the secretary of the Interior to change a name if the board doesn’t act on the proposal in a “reasonable” amount of time.

“This name change recognizes the sacred status of Denali to many Alaska Natives,” Jewell said. “The name Denali has been official for use by the State of Alaska since 1975, but even more importantly, the mountain has been known as Denali for generations. With our own sense of reverence for this place, we are officially renaming the mountain Denali in recognition of the traditions of Alaska Natives and the strong support of the people of Alaska.”

If someone objects to a name change, they could ask the courts to rule on whether the name change was made legally. Going back to Bde Maka Ska, some people objected to changing the name from Lake Calhoun, so they took the state natural resources agency to court. Eventually, the Minnesota Supreme Court ruled that the name change was done correctly.

How not to change a place name

Renaming the Gulf of Mexico is a different kind of case, however, from renaming a geographic place within U.S. borders.

The gulf is not within the territorial United States. On the coast, the first 12 miles from shore are considered part of that country, but outside of that is international waters.

Though the Board on Geographic Names has changed the name to Gulf of America on official U.S. maps, and even if it approves the name change of Lake Ontario, there is no international board in charge of place names. Each country decides what to call places. And there is no official way for the U.S. to make other countries change the names on their maps. It ��. possible, however, that the U.S. could formally ask other countries to change a name or even impose sanctions against countries that don’t comply.

Now that the names have been changed in the U.S., the government uses them in official documents, signage and maps. As for all the people and companies in the world that make maps, they usually use the official names.

Today, widely used online maps, including Google Maps, vary the display of place names based on the location from which you are viewing the map. If you view Google Maps from the U.S., you will see the name Gulf of America displayed; from Mexico, you will see the more traditional Gulf of Mexico.

Google and other mapping companies also do this with disputed borders. In fact, you can manually adjust your settings to show the map as if you were viewing it from another country.

This is an updated version of a story that was first published on Jan. 24, 2025.

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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.

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

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Innisfree McKinnon

Brief Biography: I am a human-environment geographer with GIS expertise. I'm trained as a political ecologist and have done research on environmental and community planning, conservation conflicts, loss of agricultural land to urbanization, rural tourism, sustainable cites, use of GIS and mapping in the social sciences and humanities, and spaces for children/youth. I teach a wide range of courses including general geography courses, environmental & food studies, and GIS.

If you need help with GIS or geospatial technologies, please refer to my website or YouTube channel.

Teaching Interests: human geography, environmental studies, geographic information systems

Research Interests: community and regional planning, conservation planning, political ecology, geographies of food and agriculture, urban-rural interactions, geographies of tourism and recreation, participatory and critical GIS, citizen science, critical geographies of children and youth

Full Name: Innisfree McKinnon

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Curriculum Vitae: Dr. Innisfree McKinnon CV (282.81 KB)

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Degree: Ph.D. Geography

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Degree: M.A. Geography/Landscape Architecture

University: University of California, Davis

Degree: B.S. Environmental Science

University: Antioch College

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Creek restoration, data center viewpoints, sustainability researched by LAKES REU students

goersab — Tue, 21 Jul 2026 13:45:01 +0000

Creek restoration, data center viewpoints, sustainability researched by LAKES REU students goersab July 21, 2026

Nine undergraduates from around U.S. invite conversations at community presentation Aug. 6

Abbey Goers

Early in the morning on one of the hottest days of the summer, �� Polytechnic biology Associate Professor Keith Gilland and students Abi Cherry and Norah Shires trekked to the mouth of Galloway Creek, where it meets the Red Cedar River in Menomonie.

The group is investigating water quality, insect communities, and sedimentation processes in the heavily urbanized stream, as part of LAKES Research Experience for Undergraduates (REU). Cherry, Shires and seven other students representing nine universities from across the country are working to improve the health of the Red Cedar watershed.

Led by �� Polytechnic professors, the students are collaborating across disciplines in environmental science, biology, anthropology and psychology as they seek to develop sustainable solutions with community and government partners, local citizens and policymakers.

Associate Professor Keith Gilland and LAKES students Norah Shires and Abi Cherry measure the width and depth of Galloway Creek.

LAKES co-director Tina Lee, program director of applied social science, has been involved in the federally funded program, part of �� Polytechnic ��. experiential learning, since its inception in 2014.

“Our interdisciplinary approach seeks to better prepare students with the analytical skills needed to address complex environmental issues. They are really helping to build knowledge for improving our local environment, water quality, and eutrophic lakes – where phosphorus and nitrogen pollution causes blue-green algae blooms and low oxygen levels – particularly in the Midwestern U.S. Students get the opportunity to see their research directly impact the community around them and make important contributions to new science and policy,” Lee said.

The LAKES program runs from June 7 to Aug. 8. Students and mentors invite community members to a public presentation and forum from 5 to 8 p.m. on Thursday, Aug. 6, at the Raw Deal in Menomonie.

Abi Cherry uses a transparency tube at Galloway Creek to measure water clarity and turbidity.

LAKES REU researchers

�� Polytechnic mentors and their students are:

Biology Associate Professor Keith Gilland
- Abi Cherry, University of Cincinnati, biology
- Norah Shires, University of Northern Iowa, environmental science
Biology Senior Lecturer Arthur Kneeland, co-director of LAKES
- James Devereaux, University of Tennessee Chattanooga, anthropology and psychology
- McKenna Dudley, Illinois State, environmental system science and sustainability
Anthropology Professor Thomas Pearson
- Sydney Peterson, UW-Milwaukee, freshwater science and water policy
- Daniel Rogers, University of North Texas, anthropology
- Jacob Smertneck, West Virginia University, anthropology and environmental science
Psychology Program Director Professor Sarah Wood
- Hattie Larson, �� Polytechnic, psychology
- Annabel Raffin, Amherst College, Massachusetts, environmental studies and psychology

Norah Shires uses a DO meter at Galloway Creek to measure temperature and oxygen levels.

Urban stream management and restoration

Cherry and Shires are comparing characteristics of Galloway Creek with those of streams in local nature preserves to determine the impacts of urban watersheds on streams and what management activities might help build a healthy stream through the city. They have visited disturbed, undisturbed and restored sites along the creek.

“This project is the next step in a long history of Stout faculty and students studying and stewarding Galloway Creek and its watershed,” Gilland said.

They are also examining stream morphology – how the course or the depth of the stream has changed over time – as well as the effects of recent restoration projects, focusing on improving the riparian corridor along the stream with the hopes of refining restoration methods and identifying future sites for improvement, including possible channel reconstruction, he explained.

“Water is our most important natural resource; everything living relies on it. Creeks provide water for several ecosystems and contribute to the large bodies we drink from; protecting them and restoring them to good condition will ensure that we get to drink from and recreate in our waters for millennia to come,” Shires said. “The most challenging part of restoration, I think, is public education. Without voters to voice their concerns, funding for restoration projects isn’t placed where it is needed.

“A lot of projects surround the site, like native tree and vegetative plantings, as well as invasive removal. These things help improve the channel of the stream and are achievable,” she added. “What I would like to see is a large-scale removal of impervious surfaces along the creek, like long stretches of concrete. Replacing them with a more permeable material or even forgoing the concrete altogether would reduce urban runoff and improve the overall quality of our waters.”

Abi Cherry and Norah Shires examine insect samples from Galloway Creek in a biology lab.

Circular economy in the Red Cedar watershed

Kneeland, Devereaux and Dudley are studying circular economy in the Red Cedar watershed, with the idea that local commerce has a clearer relationship to the environment, as well as economically benefiting the community in general.

They are using long and short form interviews, talking with local business owners and Chamber of Commerce members to discover people ��. attitudes, values and perceived barriers to engaging in local economic activity.

The interviews have also given insight into how people shop, Devereaux noted, adding that he would like to “explore ways that the Chamber helps the community that might not be normally known, and the reasonings behind their decision making.”

Norah Shires and Abi Cherry identify insect samples from Galloway Creek.

Viewpoints on data center developments

Proposed data center development has become a politically charged and controversial issue that raises new questions about energy, water, and future land use and development in the watershed, Pearson said.

He is working with Peterson, Rogers and Smertneck to study the diverse viewpoints and beliefs that shape public debate about data center development. The students are gathering information through participant observation and interviews and are documenting how local history and place identity inform the concerns of residents. They are also looking at how data center proposals have become a catalyst for community organizing, the response of government officials, and the strategies adopted by industry or other stakeholders working to expand data center infrastructure.

Peterson thinks the most impactful part of the LAKES program is the community connection and how that connection makes the research feel more meaningful than any other project she ��. pursued.

“I’ve been thoroughly impressed by the close relationship between the city of Menomonie and �� Polytechnic. �� feels very integrated into Menomonie, which creates an atmosphere of trust and collaboration I haven’t experienced before,” she said. “I’ve been really surprised at how much respect the community has for the school ��. research and how eager they are to participate in our study, even regarding a contentious topic like data centers.”

Insect samples from Galloway Creek under a microscpe.

Understanding sustainable behaviors and goals

Wood is working with psychology students Larson and Raffin, who are developing two projects using the Theory of Planned Behavior to understand more about people ��. thoughts, feelings and behaviors related to sustainability.

Larson is researching people ��. general attitudes and opinions regarding secondhand shopping and whether it influences other sustainable behaviors. Raffin is investigating community opinions about Wisconsin and Menomonie ��. goal of achieving 100% carbon-free electricity by 2050; how people respond to large-scale sustainability goals that are set at the group level, such as by the city, county, or state; and how effective group-set goals are in motivating behaviors.

They think LAKES REU has been a wonderful opportunity for their team to dive into a wide range of interests regarding sustainability and to gain firsthand experience with the research process. “It has been a great experience to talk with Wisconsin residents and get involved in the Menomonie community,” Larson said.

This material is based upon work supported by the National Science Foundation under Award No. 2446660. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Students receive a $6,300 research stipend for the summer, as well as housing in �� Polytechnic ��. residence halls, a $450 food allowance, up to $500 in travel reimbursement and funding support to travel to the National Conference on Undergraduate Research to present their final research findings.

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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

Creek restoration, data center viewpoints, sustainability researched by LAKES REU students

Nine undergraduates from around U.S. invite conversations on challenges, opportunities at community presentation Aug. 6

Nine undergraduates from around U.S. invite conversations on challenges, opportunities at community presentation Aug. 6 LAKES REU biology research 2026

Experience LAKES REU

Experience LAKES REU. Spend two months in Menomonie, WI, research with professional mentors and present your findings at an academic conference.

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Tina Lee

Dr. Lee is an applied anthropologist who specializes in the anthropology of the contemporary United States, specifically public policy and inequality. She is a graduate of the Anthropology PhD program at the City University of New York (CUNY) Graduate Center and has conducted research about the child welfare system, environmental governance, and humanitarian engineering. She is the author of Catching a Case: Inequality and Fear in New York City's Child Welfare System, published by Rutgers University Press in 2016, as well as serval articles based on her fieldwork in New York City. A book chapter on her follow-up work on child welfare in rural Wisconsin will be published soon. She is also the co-director of the LAKES REU, an NSF-funded research experience for undergraduates site which trains students through research on phosphorous pollution in the Red Cedar Watershed and how it might be mitigated. She teaches anthropology, research methods, and women and gender studies courses and is the program director for the Applied Social Science major as well as the Stout Core Director (Stout's polytechnic version of general education).

Teaching Interests: Cultural Anthropology, Anthropology of Gender, Anthropology of the Contemporary U.S., Qualitative Research Methods, Applied Anthropology

Research Interests: Gender, Race, Poverty and Class; Family and the Law; Women ��. Activism; Public Policy; Urban United States

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Degree: Women's Studies Certificate Women's Studies

University: Graduate Center, City University of New York

Degree: M.A. Anthropology

University: Arizona State University

Degree: B.A. Anthropology

University: University of Houston

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Arthur Kneeland

Skills: Teaching, Entomological taxonomy, sampling and IPM. Sustainable Agriculture, GIS proficiency, ARCgis and ERDAS. Statistical proficiency, SAS,

Teaching Interests: Entomology, lab teaching,

Research Interests: Innovative sustainable agricultural techniques, Insect Ecology,

Full Name: Arthur J. Kneeland, M.S.

Job Title: Senior Lecturer

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

Department: Biology Department

Curriculum Vitae: Arthur Kneeland CV (51.93 KB)

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Degree: M.S. Renewable Resources Entomology

University: University of Wyoming

Degree: B.A. Sc Applied Science Lab Management

University: University of Wisconsin-Stout

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

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Engineering students support Sierra Space ��. lunar testing system

giffeyt — Wed, 15 Jul 2026 14:30:00 +0000

Engineering students support Sierra Space ��. lunar testing system giffeyt July 15, 2026

Alum works with computer and electrical, mechanical engineering students to improve lunar dust testing, bolstering NASA ��. return to the moon

Tom Giffey

Through a collaboration with Sierra Space, a leading defense-tech space company, �� Polytechnic students are validating critical systems that may be part of missions that return humanity to the moon.

Under the mentorship of alumnus Todd Treichel, Ph.D., a principal manufacturing engineer at Sierra Space, students from �� Polytechnic ��. Robert F. Cervenka School of Engineering have been developing methods to ensure that high-tech parts can survive in the harsh lunar environment.

The work comes at a time of revived public interest in space travel, thanks in large part to NASA ��. successful Artemis II lunar flyby in April. Sierra Space has been actively developing In-Situ Resource Utilization (ISRU) technologies, including developing a system to extract oxygen from lunar soil, as well as efforts to design inflatable space habitats and support activities for an upcoming Moon base.

For several years, �� Polytechnic students have been redesigning and improving a lunar dust testing chamber. The chamber is used to study how gray, gritty moon dust – technically known as “lunar regolith” – could impact components like gears and lighting elements.

�� Polytechnic Sierra Space project research team, from left to right: Luke Stanelle, Heidi Benningfield, Sammie Kotek, Dominick Konkel and Todd Treichel.

“It is very encouraging to know that something our team worked on could impact future designs for lunar testing,” said Sammie Kotek, of New Prague, Minnesota, who graduated in May with a bachelor ��. degree in mechanical engineering. “Todd has given us an opportunity to highlight what we learn here at Stout and apply it to something that will reach very important projects. The redesign and testing of the dust chamber could help better design equipment that is being sent to the moon, and I think that ��. pretty cool!”

From lab to lunar environment

On a Friday during the spring semester, Kotek was among several students who joined Treichel in a lab in Fryklund Hall to use the dust chamber to test two headlights intended for a moon rover. Colorado-based Sierra Space developed the lights, which are meant to be used on an unmanned rover.

While images from the Apollo missions may make moon dust appear light and fluffy, it ��. anything but. Heidi Benningfield, who graduated in May with a mechanical engineering degree, described the substance as “jagged like a kidney stone.” Unlike dust on Earth, which is smoothed and rounded by wind and rain, lunar dust is like a fine, abrasive ash. It ��. also electrically charged, Treichel explained, which means it sticks to things – something Apollo astronauts discovered in the 1960s.

SMART Scholarship recipient guaranteed employment upon graduation

Heidi Benningfield, mechanical engineering senior, honored to ‘protect our country’ as federal employee

Over the past two years, a team of �� Polytechnic students have redesigned the lunar testing chamber to make it more functional: For instance, they added variable speeds to the fan that keeps the dust airborne, as well as added a method to keep the dust from settling. Benningfield and Kotek engineered structural components while controls and electrical components were the focus of senior Luke Stanelle, a computer and electrical engineering major from St. Paul; senior Noah Flood Elyafi, a computer and electrical engineering major from Orfordville; and 2025 mechanical engineering graduate Dominick Konkel, who now works at Hewlett Packard Enterprise in Chippewa Falls.

The process had two goals: Measuring how effectively the chamber could coat the headlight lenses with simulated moon dust and assessing how that dust impacts the light output of the lenses. The lenses were coated with a prototype material to prevent dust from accumulating. When compared with an uncoated control piece also placed in the testing chamber, the coating seems to have done its job, Treichel said.

Just as importantly, the chamber that the students designed did its job, too, which will usher in the next phase of the project.

“The ultimate goal would be to take what the students have done and up-scale the chamber size to accommodate larger-sized test articles,” Treichel said. He plans on having several �� Polytechnic students visit Sierra Space ��. Madison location this summer to conduct further tests.

Sierra Space Principal Manufacturing Engineer Todd Treichel with the lunar dust testing chamber in a Fryklund Hall lab.

Mentor comes full circle

Treichel, who received his manufacturing engineering degree from �� Polytechnic in 1990, has worked for Sierra Space and its affiliate, Sierra Nevada Corporation, for 18 years. His experience spans manufacturing and design engineering as well as quality, reliability, and environmental testing. He has worked on everything from rocket engines and thrusters to Mars landers, specifically the Phoenix Lander, and payloads sent to the International Space Station.

A few years ago, Treichel was invited to become a member of his alma mater ��. Mechanical Engineering Advisory Board. At the encouragement of faculty, he visited �� Polytechnic in the hopes of arranging a project between the university and Sierra Space. He connected with Benningfield, who he described as having an exemplary passion for aerospace, and she interned at Sierra Space and presented at the Wisconsin Space Conference in 2024. Benningfield later completed a three-month paid internship as a SMART Scholar Engineer with the U.S. Army Space and Missile Defense Command.

Last summer, Konkel made a keynote presentation about the lunar dust testing chamber at the conference, which is held annually by the Wisconsin Space Grant Consortium, of which �� Polytechnic is an affiliate member.

Left: Dominick Konkel presents at the Wisconsin Space Conference. Right: Cannisters of lunar and Martian simulants. / Todd Treichel

“Being surrounded by so many brilliant minds and mind-blowing projects and knowing that the work I did earned the keynote spot at the conference was such an amazing achievement,” Konkel said.

“What I learned during this project will contribute to my future career through introducing me to topics that I have grown increasingly eager to explore,” continued Konkel, who plans to pursue a master ��. degree in aerospace engineering at the University of Michigan. “These new topics will continue to drive me as I go to grad school and continue to drive deeper into the world of aerospace.”

The lunar dust chamber project grew out of a prototype that was developed about a decade ago, Treichel said. The original chamber prototype had several limitations and was put on pause. However, the launch of the Artemis program and NASA ��. desire to return to the moon meant lunar dust testing was once again a relevant topic, and one that Treichel brought to �� Polytechnic students.

“The Stout team really took on an open-ended challenge where they were tasked with providing recommendations for design architecture, presenting them to Sierra Space, gaining approval, and then cut loose to design, build, and test,” Treichel said. The challenge was complex, he noted, involving the synthesis of mechanical and electrical engineering – precisely the interdisciplinary strength of �� Polytechnic ��. polytechnic model.

“I found this transition to be most impressive because it represents the real world of aerospace design engineering,” he said. “The amount of electrical engineering was greater than originally planned, but the students figured it out and executed without hesitation.”

The lunar dust testing chamber developed by �� Polytechnic students is shown with containers of simulated lunar and Martian dust.

Kotek, who began working at Scott Equipment Company after graduation, said working on the project not only broadened her horizons but gave her valuable experience working across teams, as the testing chamber was frequently passed between the students as deadlines arrived and new features were added.

She lauded the mentorship Treichel has been able to provide because of his long experience in the aerospace field.

“His knowledge about general engineering and aerospace was highly valuable to my learning experience,” Kotek said. “He taught with a purpose and always wanted us to walk away from a conversation gaining something. He also valued our engineering process and never tried to take our project away from us. When doing projects like this, it ��. nice to know that your mentor trusts you to get the job done and does not overstep.”

Treichel said working with students has given him a full-circle experience. “Having graduated from ��, it ��. rewarding to work with the next generation of engineers, almost like handing off the baton in a relay race,” he said. “As a polytechnic university, hands-on work coupled with experimentation on prototype hardware really makes this a solid focus on a career-oriented skill that can one day serve the aerospace industry as well as others like it.”

Falling space debris poses an escalating risk as spacecraft get stronger and more heat resistant

Student Reese Hufnagel and Professor Matthew Ray examine the material solutions and ‘designing for demise’ to counter public safety risks.

Student ��. research aims at space debris

The Sierra Space project isn’t the only space-related research going on at �� Polytechnic. In April, junior Reese Hufnagel presented her work on addressing the growing problem of space debris during the Research in the Rotunda event at the Wisconsin State Capitol in Madison.

Hufnagel, a chemistry major from Anoka, Minnesota, is working with Professor Matthew Ray to mitigate the risk of reentry debris from spacecraft and satellites. Ideally, materials like used rocket stages and old satellites burn up when they fall to earth. However, as stronger carbon-fiber materials have become more common and the number of rocket launches has increased dramatically in recent years, reentry debris has become much more common. To address this growing danger, Hufnagel and Ray have worked to create a catalytic additive that, when integrated into carbon-fiber materials, can cause them to disintegrate when they reach a specific trigger temperature at reentry.

To bolster their work, Hufnagel and Ray have conducted more than 50 interviews with people in the space industry, including experts at NASA, SpaceX and Sierra Space. The pair have also formed a startup to commercialize their work, and Hufnagel has received a research scholarship from the Wisconsin Space Grant Consortium. The pair also recently published an article about their research at The Conversation, an academic outline that rarely publishes work by authors who aren’t faculty members.

Hufnagel will be a panelist in August at the Wisconsin Space Conference this August in Kenosha. In the meantime, however, she will spend the summer as an intern at NASA ��. Goddard Space Flight Center in Maryland.

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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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Red Cedar Basin Monitoring Group trains next generation of water scientists

goersab — Wed, 08 Jul 2026 12:30:00 +0000

Red Cedar Basin Monitoring Group trains next generation of water scientistsgoersab July 8, 2026

Faculty, students work across universities in Freshwater Collaborative of Wisconsin ��. longest-running programs

Abbey Goers

Biology and environmental science faculty, university students and high school students ventured into the marshes, creeks and wetlands surrounding �� Polytechnic and the Menomonie area this summer to understand and strengthen the health of the Red Cedar Watershed.

Their research is part of three of Freshwater Collaborative of Wisconsin ��. longest-running programs that seek to train the next generation of water scientists: the Field Hydrology three-week advanced field course, the Red Cedar River Basin Internship Program, and the Water in Western Wisconsin: An Interdisciplinary Freshwater Field Camp for High School Students.

The programs are led by �� Polytechnic ��. Red Cedar Basin Monitoring Group, which works in collaboration with Universities of Wisconsin schools in its efforts. �� Polytechnic received $358,949 in grants from Freshwater Collaborative to run the three programs during the 2025-27 biennium.

Field Hydrology course

The Field Hydrology course was led by faculty from four Universities of Wisconsin, with 14 students from �� Polytechnic, UW-Eau Claire, UW-River Falls and Beloit College. Students spent a week at or near each UW campus conducting hands-on activities in water science.

“By collaborating with faculty at UW-Eau Claire, UW-River Falls, and UW-Oshkosh, we created a course that lets students explore a wider diversity of water-related research and careers than is available at any one institution. Students learned from experts in the field while building on knowledge from their home institutions and emerged better prepared for careers in water resources,” said �� Polytechnic biology Assistant Professor Nicole Hayes.

Hayes and Lecturer Julia Chapman, program director of M.S. sustainable management, brought the students to Birch, Gilbert and Galloway creeks in the Red Cedar Watershed, which includes about 40,000 acres of open water and 4,900 miles of waterways in northwestern and west-central Wisconsin.

Students learned to assess water quality by measuring physical and chemical variables in the stream and on land. They also collected macroinvertebrate samples and analyzed them in the lab, then calculated diversity indices and the biotic index.

The students learned about soils and wetland delineation with Professor Amanda Little, program director of environmental science, and Professor Matthew Kuchta before visiting Muddy Creek wetland. They also spent time on the Kinnickinnic River at UW-River Falls.

�� Polytechnic students in the course were Cayanna Erickson, who served as a teaching assistant, and Harrison Bennett, Georgia McGrath, and Carter Tieman. The four students are also part of the Red Cedar River Basin internship program.

As a teaching assistant, Erickson, who interned last summer as well, enjoyed teaching her fellow interns how to conduct stream sampling, seeing them each gain skills ranging from stream monitoring to wetland delineation and from understanding how geology impacts aquatic systems, and seeing their growth in the professional world, she said.

“I think what is most interesting to me about participating in these activities is the various skills that I have developed in these experiences, as well as assisting others in developing those skills, from stream monitoring to wetland delineation, and how geology impacts aquatic systems.

“Collaboration between various universities is extremely important because not all faculty members are able to teach every skill necessary for the professional world. Collaborating also allows students to learn a variety of skills from professionals that they may not have learned otherwise,” she added. “My goals for my research are to solidify a sampling protocol that future interns are able to replicate and continue for a long-term monitoring program.”

Red Cedar River Basin Internship Program

In the Red Cedar River Basin Internship Program, six interns – four from �� Polytechnic and two from UW-Eau Claire – are collecting data throughout the summer. The program is organized through the Red Cedar River Basin Monitoring Group.

The goals of the group are twofold. “First, we are training students to conduct research and monitor in a variety of aquatic ecosystems, so when they graduate, they are prepared to solve freshwater challenges as the next generation of water scientists,” Hayes said.

The students are participating in a range of projects this summer. With Hayes, they are collecting water samples from lakes Menomin and Tainter to assess the size of the harmful cyanobacterial algal blooms and measure concentrations of a toxin produced by these blooms.

With Chapman, they are sampling Birch, Galloway, Gilbert, Hay and Wilson creeks to assess water quality by looking at chemical, physical and biological parameters. They’ll study oxygen and pH levels, nutrient concentrations and conductivity, while also examining bank erosion, sediments in the water, habitat in the riparian zone and macroinvertebrate communities.

With Associate Professor Julie Beston and Assistant Professor Cassondra Vernier, the students are studying the relationship between beaver activity, macroinvertebrates and trout. As they collect data above and below beaver dams, they will also look at trout populations in streams with dams using environmental DNA (the genetic material that organisms shed into their surroundings).

Macroinvertebrates are small organisms that live in streams; many are juvenile insects that mature into flying insects as adults. They are important food resources for fish, and the mature adults are food for organisms that live near streams and lakes. Macroinvertebrates are key indicators of water quality.

Each student is also leading an independent research project they developed during the Field Hydrology course:

Bennett is examining how trout stream restoration impacts water quality and macroinvertebrate communities leading up to and directly after the project.
Erickson is conducting a study to estimate the number of zebra mussels currently in lakes Menomin and Tainter and how rapidly they are reproducing.
McGrath is testing methods to use environmental DNA to examine trout populations above and below beaver dams.
Tieman is examining how fish populations change once trout streams are restored.
Emma Herfel, UW-Eau Claire, is measuring growth of potentially toxin-producing cyanobacteria on rocks in local streams.
Kasey Klouser, UW-Eau Claire, is sampling macroinvertebrates in beaver ponds to gain insights into the importance of these ponds for providing bat food resources.

Water in Western Wisconsin high school camp

During the Water in Western Wisconsin high school camp, which ran June 22-25, 21 students from across the state and the country experienced what it ��. like to work in water science through hands-on coursework, preparing them for degrees in biology and environmental science and to enter the workforce.

Camp participants learned about ecological restoration, groundwater systems, water quality, surface water, fish diversity, and water pollution, as well as academic programs and careers focused on water science. Each day was spent in a different location, with experiences led by faculty from �� Polytechnic, UW-Eau Claire and UW-River Falls.

The Red Cedar River Basin Monitoring interns served as teaching assistants and taught the young students how to do the stream sampling, bug identification and water quality monitoring.

Freshwater Collaborative funded the camp, including visits to other UW campuses. The camp has run every year since 2021, making it one of the longest-running and most successful programs through the Freshwater Collaborative.

Overall, the Freshwater Collaborative invested $4.2 million for the 2025-27 biennium in projects that involve faculty, staff and students from all 13 Universities of Wisconsin, as well as dozens of partners from industry, government, local communities, tribal nations, nonprofits and K-12 education. Freshwater Collaborative funding increases research and training opportunities for high school, undergraduate and graduate students and addresses Wisconsin ��. biggest water challenges, including PFAS and phosphorus pollution.

�� Polytechnic ��. biology department offers undergraduate degrees in applied science; biochemistry and molecular biology; biology; and environmental science, as well as an online master's in conservation biology. �� Polytechnic also offers degrees in chemistry and physics.

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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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Ashley, Cadrex, Apogee among companies benefiting from engineering students’ prototypes

giffeyt — Mon, 15 Jun 2026 12:45:05 +0000

Ashley, Cadrex, Apogee among companies benefiting from engineering students’ prototypesgiffeyt June 15, 2026

Capstone projects demonstrate mechanical, manufacturing know-how, leadership skills

Tom Giffey

�� Polytechnic mechanical engineering student Dominick Marco faced several challenges when he became team leader for the second semester of a capstone project on behalf of Cadrex Manufacturing Solutions.

In addition to designing and building a prototype that would automatically assemble a plastic latch and a steel bracket into a completed part, Marco had to ensure that his six-member team stayed on track as the project deadline – and graduation – approached.

Marco wasn’t just learning engineering; he was learning leadership.

“I worked on delegating by asking questions rather than directing, and through this and similar techniques, I was able to stay up to date on my team ��. progress while helping direct team members to work on important tasks without overstepping or feeling like I was micromanaging,” explained Marco, of Eleva.

“Working on a project like this with a team is a very valuable experience,” Marco continued. “Learning alongside other up-and-coming engineers has been an incredible two semesters.”

Students, faculty and industry representatives examine the prototype for Cadrex after the demonstration.

Such applied learning, which is key to the polytechnic mission that distinguishes �� Polytechnic, was on display in mid-May as mechanical engineering and manufacturing engineering seniors presented their capstone projects to industry leaders, faculty members and peers. These two-semester projects aren’t theoretical exercises. They lead to real, working prototypes designed to solve problems for industrial sponsors. In addition to Cadrex, one of the nation ��. largest metal fabricating firms, corporate sponsors included Ashley Furniture, Tomahawk Manufacturing, Apogee Enterprises, Genesis Industries, Frost Inc. and Industrial Heat Transfer.

“This course sequence truly is a capstone on a student ��. academic career at �� Polytechnic,” said Assistant Professor Nathan Spike, part of the capstone teaching team. “Over the two semesters, a student completes the transition from engineering student to a full-fledged, career-ready manufacturing or mechanical engineer – or, in some cases, both for students pursuing a dual major. Students can put what they have learned in these courses directly into practice as they transition into their engineering career.”

According to the university ��. most recent First Destination Report, 100% of 2024-25 graduates from the manufacturing engineering program reported they were either employed or continuing their education within six months of graduation, with an average starting salary was $76,000. During the same period, mechanical engineering graduates had a 99% employment rate within six months and an average starting salary of $66,000.

A �� Polytechnic student adjusts piston positions in the prototype. / Submitted photo

Process teaches communication skills

At the culmination of the capstone process, second-semester teams offer presentations of their mechanical and manufacturing solutions, then demonstrate them. During their presentation, Marco and his team – fellow seniors Aiden Koepsel, Ben Swift, Will Schlafke, Darren Byle and Josiah Castleberg – described their project scope and how they reached their final design. Originally, they considered a conveyor belt to carry the two parts. However, this was ultimately replaced with static, angled ramps that bring the two pieces together to become the completed part, which ultimately will be used in a battery holder in a data rack enclosure.

Later, the Cadrex group and other capstone teams moved into a nearby lab in Fryklund Hall to demonstrate their projects. The Cadrex prototype, a single workstation on casters, came to life, smoothly combining the pieces into completed latches, which flowed into a plastic bin.

The prototype that students developed for Cadrex Manufacturing Solutions combined these two pieces into one component.

After the demonstration, team members chatted about the prototype with Wayne Greensky, an automation engineer at Cadrex ��. Osceola plant, who provided technical input during the project. While the students had solid technical understanding when they began the project, what really grew over the course of two semesters was their communication skills, Greensky said.

“Communication with project stakeholders helps students shake off communication anxiety and prepares them for proper meeting etiquette, structure, and progress update communications, while also dealing with customer dictated deliverables,” Greensky said.

The �� Polytechnic students handled challenges – including bill of materials ordering and issues with electrical schematics – promptly and professionally, he added.

“This type of project is useful for getting engineering students comfortable with solving an unsolved problem,” Greensky explained. “Undergraduate degree curriculums typically do not prepare the students with coursework that does not have a ‘correct’ answer or solution method. This senior design experience fills that gap nicely.”

Students discuss a pallet destacker they designed on behalf of Ashley Furniture.

Efforts aimed at automation

During the spring semester, the Cadrex capstone group was just one of 13 teams composed of 83 students from �� Polytechnic ��. Robert F. Cervenka School of Engineering who worked on projects in Fryklund Hall labs.

Senior Sawyer Boigenzahn, a manufacturing engineering major from Mondovi, was the first-semester team lead for a project to create an automated system to wash and dry extruded aluminum window frames for Apogee Enterprises, owner of the Wausau Windows and Walls brand.

The frames, Boigenzahn explained, are processed in a CNC machine and emerge covered in chips, coolant and cutting fluid. Currently, the parts must be washed by hand, which leads to inconsistent cycle times. Automation would improve the quality and consistency of the process, ultimately saving Apogee time and money.

The five-member team – which also included Boigenzahn, Logan Boettcher, Brody Bongaarts, Brooks Brewer, and Joseph Gardner – conceived of a device that operated something like a car wash, but they pondered whether the sprayer or the aluminum part itself should be what moves. Ultimately, Boigenzahn explained, they decided it was easier to move the part through the sprayers than vice versa.

Based on feedback from their end-of-semester presentation, the team will return to build a prototype of their design in the fall semester. “We are at the start of that process, because this is a very difficult process to automate,” he said.

Boigenzahn, who previously worked as a welder, said the capstone project is a reminder that engineering isn’t about a single input inevitably leading to a single output: It ��. a practical discipline that involves hands-on craft.

“For us, it ��. an experiment in terms of our ability to understand the mechanical and engineering principles that we’ve been taught and actually apply them in the real world,” Boigenzahn said. “And more importantly, when you encounter real world problems – including teamwork issues, design problems, people giving you conflicting advice – how do you try to solve them? The thing about design is that you can’t just plug it into a computer and it spits out the right answer. That is just not the way this works.”

Despite the challenging work involved in the capstone process, Boigenzahn said it ��. ultimately a valuable part of the �� Polytechnic experience. “I don’t think Stout would stand out as much if we did not do these things,” he said.

Capstone students cut holes in an electrical box while building their prototype for Cadrex Manufacturing Solutions. / Submitted image

Teamwork connects students, faculty, industry partners

The capstone process is a team effort, and not just among the students: In addition to Spike, instructors include Senior Lecturer Glenn Bushedorf, Lecturer Anwr Albaghdadi, Lecturer Brandon Dick and Lecturer Niloofar Moradian, with technical support from Paul Craig, program director for manufacturing engineering.

And it ��. an effort that leads to results for industry sponsors, Spike explained. “The prototypes students develop often serve as a starting point or otherwise inform the direction a company will go with their process or product,” he said.

In addition, two semesters of intensive, iterative capstone work provide invaluable experience for emerging engineers as they enter the job market.

“Getting the chance to be a part of a project like this and create such a cool prototype machine for Cadrex has honestly been one of the best experiences to date,” Marco said. “This is the largest, most expensive project I have ever been a part of, and it makes me emotional seeing it come to a close. I am sad knowing that I will most likely never see it after it ships away, but I am so very happy to have gotten to design, develop and assemble the prototype.”

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Hero Caption: �� Polytechnic students demonstrate a prototype they created for Cadrex Manufacturing Solutions as part of their senior capstone project.

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Creating music video for underground Japanese rapper is culmination of degree experience for �� graduate

giffeyt — Tue, 02 Jun 2026 13:00:00 +0000

Creating music video for underground Japanese rapper is culmination of degree experience for �� graduategiffeyt June 2, 2026

Language barrier, jet lag can’t undermine Anderson ��. creative ambition

Tom Giffey

Maya Anderson wanted to create something ambitious to cap off her B.S. video production degree at University of Wisconsin-Stout – something that would encapsulate her years of experience behind the camera, demonstrate her personal vision and set herself on a path toward professional success.

To meet these goals, Anderson traveled halfway around the world to Tokyo, overcoming jet lag and a language barrier to create a captivating music video with an underground Japanese rapper.

Anderson, who graduated May 16, had plenty of experience creating videos as part of the applied curriculum at ��, Wisconsin ��. ��. “Even in my first week of freshman year we were already on shoots, setting up cameras and getting real-world practice,” she explained.

For her senior capstone project, Anderson sought a new challenge and a new locale, and she found herself drawn to the bustling capital city of Japan – a stark contrast to her small northern Wisconsin hometown of Marengo. “It ��. always a goal of mine to keep shooting in new and unfamiliar places,” she said.

�� video production student Maya Anderson, left, worked with Japanese rappers Mezz, center, and OnJuicy in an April video shoot in Tokyo. / Submitted photo

While she ��. an experienced international traveler, Anderson had never visited Japan. However, she is fascinated with Japanese culture, especially its urban life, and cites director Gaspar Noé ��. surrealistic film “Enter the Void” as an inspiration with its intimate, vibrant portrayal of Tokyo.

Originally, Anderson had intended to travel to Japan to create a stylized travel montage, said Assistant Professor Keif Oss, director of the B.S. video production program. As the project evolved, however, Oss and other faculty members encouraged her to produce something that could expand her portfolio in a more strategic and professionally marketable way, he said.

Anderson decided to make a music video – something she already had experience doing in the United States. Having honed her focus, Anderson was inspired to seek out creative partners in Japan. Through an online forum about underground Japanese rappers, she discovered a hip-hop artist, Mezz, and messaged her through Instagram. “Let ��. do it!” responded the musician, and the pair planned and scheduled the video shoot over Zoom.

Maya Anderson's video for "Under the Moon," featuring Japanese performers Mezz and OnJuicy / YouTube

‘A crazy yet rewarding experience’

With the help of a student research grant through the Office of Research and Sponsored Programs, Anderson booked a trip to Japan in late March and early April.

“Coming off a 13-hour flight, entering a 15-hour time zone change, then shooting a full music video within 24 hours was such a crazy yet rewarding experience,” Anderson said.

The young filmmaker collaborated on the video shoot for the song “Under the Moon” with Mezz, OnJuicy (another hip-hop artist), a gaffer, and a hair and makeup artist.

“Mezz was the only one who spoke English,” Anderson explained, “so I was directing using her and Google Translate, which worked out really well. It turned out to be one of my favorite shoots I’ve ever done.”

�� student Maya Anderson talks about her video May 5 during Research Day at the Memorial Student Center.

Anderson said she tries to make her videos as immersive as possible to give viewers the sense they are experiencing them with her. “This is a huge reason I shoot almost everything handheld, so it gives my work a human feeling, with all my movements being intentional,” she said.

Eight hours of shooting were followed by a week-long editing process that was both digital and analog. “I love incorporating mixed media into my videos, which ends up being the most time-consuming part,” Anderson said. “I print out every frame of a specific section of the video, then individually draw or cut out each frame, scan them with my printer, and go frame by frame making the images into a video again.”

�� video production student Maya Anderson, center, collaborated with Japanese performers and crew members to make a music video in Tokyo. / Submitted photo

Video enjoyed by viewers worldwide

The final video premiered online May 1 and immediately gained praise on social media – although once again Anderson had to rely on Google Translate to read what Mezz ��. fans were saying.

Other praise came from closer to home when Anderson shared her video on campus May 5 during the annual Research Day event.

“I’m incredibly proud of her on many levels, and I think the work speaks for itself,” said Oss, who lauded the video as “creatively unique, beautifully designed, and very well executed.”

“Maya ��. willingness to travel internationally and pursue a project of this scale says a great deal about both her drive and her creative ambition,” Oss continued. “Producing a film abroad requires a high level of initiative, independence, planning and resilience, especially as a student balancing the demands of a capstone production.”

Behind the scenes of the video shoot for "Under the Moon" in Tokyo. / Submitted photos

Oss added that Anderson ��. experience reflects positively on �� . video production program, which encourages students to think beyond the classroom and pursue real-world projects.

“Maya ��. project is an example of students being supported in taking creative risks, applying for research funding and developing work that has personal vision and professional-level scope,” he said. “While not every student will travel internationally for a project, the program is designed to foster that kind of initiative, independence and experiential learning mindset.”

Anderson is thrilled that her capstone experience created a video that people around the world are enjoying.

“It ��. an unreal feeling to have had this ambitious idea turn to reality,” Anderson said. “I definitely made my freshman-year self proud. I’m so grateful to have completed this project during my time at Stout, and I’m excited for what ��. yet to come.”

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Hero Caption: Maya Anderson was among the �� students who presented their work during the annual Research Day on May 5 at the Memorial Student Center.

Keif Oss

Keif has an M.S. in Career and Technical Education and an MFA in Digital Filmmaking. He is an Assistant Professor of video production and serving as Program Director for the B.S. Video Production degree. Keif teaches a variety of courses in video production and photography with both narrative and commercial aspects.

Keif has worked on a range of professional and commercial video projects as a senior video producer and owner/independent contractor of A Creative Advocate, LLC. His work includes television/web advertising, documentary, motion graphics and a variety of marketing-oriented materials. Keif ��. expertise and creative contributions include work for 100+ clients including Mayo Clinic, Seventh Generation, State Farm Insurance, Royal Credit Union and others.

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Falling space debris poses an escalating risk as spacecraft get stronger and more heat resistant

hugginsm — Wed, 13 May 2026 12:43:23 +0000

Falling space debris poses an escalating risk as spacecraft get stronger and more heat resistanthugginsm May 13, 2026

Student Reese Hufnagel and Professor Matthew Ray examine the material solutions and ‘designing for demise’ to counter public safety risks

This article appeared in Phys.org, Astronomy Magazine, The Mirage, NewsBreak, and others, and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

When it comes to space debris, what goes up is coming down more often – and not safely.

When spacecraft launch, some components, including nonreusable rocket boosters, are jettisoned to decrease weight, leaving them to intentionally burn up as they reenter the atmosphere. Satellites also enter the atmosphere at the end of their life, supposedly burning up. But in many cases, they are not doing so as predicted.

Debris from partially burned-up spacecraft components and satellites reentering Earth ��. atmosphere can pose a risk to people and structures on the ground. The surge in launches, driven largely by private players such as SpaceX, is turning a once-remote risk into a growing threat.

Our materials research group at the University of Wisconsin-Stout is studying the materials that allow reentry debris to survive. We look for ways to safely modify their exceptional heat-resistant qualities to make them safer for atmospheric reentry.

Debris landing on Earth

Reentry debris has fallen on both private and public property around the world multiple times since 2021. Some of the most notable events involve pieces from SpaceX Dragon ��. carbon fiber trunk, which stays attached to the crewed capsule until just hours before its reentry. These trunks are larger than a 15-passenger van and used for storage.

Trunk debris from the Crew 7 mission to the International Space Station has landed in North Carolina, and fragments from the Crew 1 mission landed in New South Wales, Australia. Similarly, debris from the Axiom 3 mission landed in Saskatchewan, Canada.

A large piece of space debris from a SpaceX Dragon capsule was found by a campsite groundskeeper in North Carolina in 2025.

In addition to trunk debris, carbon fiber components that hold pressurized gases to adjust a spacecraft ��. orientation also make up a lot of recovered reentry debris. Some of these most recent recoveries have been in Australia, Argentina and Poland.

Most of the debris that reenters the atmosphere burns up, so why are these pieces making it down to Earth ��. surface?

Atmospheric reentry

Satellites such as SpaceX ��. Starlink reside in low Earth orbit, typically between 190 and 1,240 miles (300 and 2000 kilometers) above the Earth ��. surface. To stay there, they need to move really fast, at about 17,000 miles (27,000 km) per hour. To reach this speed, a rocket with a million pounds of fuel had to accelerate it, and part of this energy is still contained within the satellite ��. momentum.

As an object in orbit drifts down, closer to Earth ��. upper atmosphere, it starts to collide with air molecules, slowing the object down. The amount of heat generated from this interaction rapidly consumes the satellite, melting metal at over 3,000 degrees Fahrenheit (1,600 degrees Celsius).

More launches

Countries around the world have been launching items into space since the 1950s, so why is reentry a concern now?

Starting in the 1960s, about 100 objects were launched into space every year – or at least that was the case until 2016. Since then, the number has been increasing exponentially. In 2016, 200 objects launched. But in 2025, that number was 4,500, meaning 20% of all objects launched into space since the 1950s were launched last year.

Most of these launches came from companies in the United States, such as SpaceX and Rocket Labs. Companies like these, along with those outside of the U.S., have plans for large satellite constellations composed of hundreds of thousands to a million satellites.

The more objects and payloads launched, the more reentry events occur. Satellite operators are required to remove their decommissioned satellites from orbit after 25 years to comply with regulations set in place by international committees. Groups across the world, including the Federal Communications Commission in the U.S., have pushed to shorten the deorbit window to five years. Because of these guidelines, the full influx of reentry debris events from these recent launches will not be felt for another 10 or more years.

The objects launched and policy decisions made today will have a lasting effect on future safety.

Carbon fiber

As the world has progressed technologically, efficiency for launching items into space has too.

Satellites and spacecraft are becoming lighter, stronger and more heat resistant because of materials such as carbon fiber-reinforced plastics and new metals. These strong materials are sought after because they’re lightweight, but they can also cause deorbiting debris to withstand reentry temperatures.

Carbon fiber, once used exclusively in space technology, is now found in common items such as bicycle frames and racing car bodies. It is still the gold standard for fabricating high-strength, low-weight materials for spacecraft components such as rocket fuselages, interstaging – the protective housing found between the rocket stages – and pressure vessels that experience extreme temperatures and high mechanical stress and strain.

Simple metals such as aluminum and steel melt and burn away, while complex materials such as carbon fiber, which is manufactured at up to 5,000 F (3,000 C), burn away unpredictably, changing the way jettisoned components break up upon reentry.

Since the early 2000s, a majority of recovered space debris contains either carbon fiber-reinforced plastic sections or metal components wrapped with carbon fiber. The carbon fiber can act as an unintentional heat shield for heavier, more harmful debris.

This map shows locations where confirmed space debris has been recovered. With the increase in launches, the European Space Agency predicts that future space debris could fall practically anywhere across the world. European Space Agency

Design for demise

Design for demise is a major area of research focused on mitigating the risk of reentry debris. Instead of relying on controlled and meticulously timed deorbits that send components that survive reentry into the ocean at the end of their lives, spacecraft components are engineered to ensure they completely disintegrate while deorbiting through the atmosphere.

Design for demise can take many forms. These range from changing to more heat-susceptible materials to relocating harder-to-burn components to areas of the spacecraft that will be hotter during reentry, or using linkages that break apart at high temperatures to separate structures into smaller components to help them burn up.

With so much focus historically on spacecraft being made from the lightest, strongest and most heat-resistant materials available, it may seem counterintuitive to intentionally make some materials weaker. The key is making materials smarter, so they maintain their strength during their mission but weaken under the heat of reentry.

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