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Inspiring Graduate: Nick Kostka, B.S. Special Education

goersab — Tue, 30 May 2023 18:31:15 +0000

Inspiring Graduate: Nick Kostka, B.S. Special Educationgoersab May 30, 2023

'Education is one of my biggest passions in life.'

Inspiring Graduate: Nick Kostka (’23)

Hometown: Tomah
Degree: Special Education

Nick Kostka began his B.S. in special education at �� in fall 2017 and overcame many obstacles in obtaining his degree, mainly due to his obligations to the Army, he said.

From drills to training, recovering from injury and being called to active duty, being in the military during his time at �� greatly impacted him.

At one point, he was so disconnected from his education that he felt it would be impossible to return to school, having missed as much time as he had.

“I decided that education is one of my biggest passions in life, and I needed to go back. Despite all of the breaks and intermittent semesters, I am grateful for all of the staff I have worked with. They went the extra mile to help me be successful in my college education,” he said.

Inspiring Graduate Nick Kostka crosses the stage at commencement / ��

And six years after he started, Kostka is proud to have earned his special education degree on May 6, among 1,173 graduates. He plans to continue his education to obtain a master ��. degree and complete his military training.

“I am most proud of my determination to come back to school every time I had to take off for something. It would have been really easy to just quit, but I didn't,” Kostka said.

What challenges did you face in earning your degree?

In the fall of 2018, my unit was set to deploy in Afghanistan. I left in early July for training and was expecting to be gone an entire year. This did not happen because during training I tore a ligament in my left foot that put me on crutches for a good five to six months. This happened in September, and I did not get back to campus until early October.

I felt really down on myself because I felt like I was delaying my progress at Stout for a semester for no reason since I did not deploy with my unit. Feeling this way, one of my friends told me I should reach out to the university and see if I could enroll late into some classes. I was given the green light by a few professors that believed in me and allowed me into their classes almost an entire month late. I caught up on my schoolwork around Thanksgiving and finished the semester receiving credit for my classes.

Nick Kostka at the Grand Stairwell at Memorial Student Center / ��

Another challenge I had was missing school for drill. Every professor I have ever had at Stout has been extremely understanding about this and accommodated to my schedule.

During the 2020-21 school year, I was called to active duty to assist the state of Wisconsin in its COVID-19 response. This lasted 14 months and took me all over the state to Madison, Milwaukee, Green Bay, Superior and Eau Claire.

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

One of the most helpful things Stout has done for me is provide me with many opportunities to get into classrooms and get experience with actual kids. The base knowledge learned at the university was very important, but the classroom experience has helped me immensely.

What stands out about your �� experience?

What stands out to me is the professors. So many of the professors I had were former classroom teachers, with real experience in the field. They had great stories about their time in the classroom, which helped teach me a lot about what being a teacher is about. They also were very accommodating with my military obligations.

How have your �� education and experience changed you?

During my time at Stout, I came to realize that everything would not be just like high school. I moved out of home for the first time and had adult responsibilities. Being at Stout helped me mature and grow as a person. It taught me how to be responsible for myself, and it gave me a place to grow as a person.

My time at Stout has been some of the best times of my life. My classes and activities have introduced me to some of the best friends I could have asked for. I am truly grateful for the opportunities Stout has given me.

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'Education is one of my biggest passions in life.' Nick Kostka, 1

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Inspiring Graduate: Jade Krol, B.S. Special Education

goersab — Tue, 17 Jan 2023 19:06:58 +0000

Inspiring Graduate: Jade Krol, B.S. Special Educationgoersab January 17, 2023

'�� has given me so many opportunities to connect with other educators.'

Inspiring Graduate: Jade Krol (’22)

Hometown: Marshall
Degree: B.S. Special Education
Certificate: Autism Spectrum Disorder Specialist

After working full time in a school district as a special education paraprofessional while taking 18 credits a semester, nontraditional student Jade Krol graduated with her online bachelor ��. in special education on Dec. 17. She plans to work with the Waunakee School District.

"�� prides itself on being a polytechnic university that is very strong in the applied learning sector,” Krol said. “�� has given me so many opportunities to connect with other educators and allowed me to not only learn but train for my career and solve real-world problems."

Krol acknowledged her peers’ perseverance, knowing that “a college education is a tough mountain to climb, but it's a whole other battle throwing in a coronavirus pandemic. We continued to persevere in our studies here at ��. Each one of us has shown incredible resilience, an ability to flourish under pressure, and we have built and strengthened our empathy muscle which will take us far into our careers.

She credited the special education program for helping her deepen her qualities of empathy, compassion and awareness, which will help her serve her students in their education.

Jade Krol crosses the commencement stage on Dec. 17. / ��

How has Stout prepared you to work in your field?

Stout ��. School of Education has done a phenomenal job preparing me to work in the field. Not only have I had many opportunities in the field, but my professors and adviser were willing to talk with me regarding my job as a special education paraprofessional and help me understand how I could apply my learning to the job. A lot of them went the extra mile.

My professor for student teaching, Jackie Giedd, was nothing short of amazing. She dedicated so much time and concern to me and was there for me if I needed her. When observing me, she often stayed after the short lesson to talk to me, make sure things were going OK and ask where she could support me. Without her support, I don’t think I would have been able to get through the challenging few months of student teaching. I’m proud of Stout for hiring some exceptional professors that are so in tune with students’ needs.

I appreciated the realness of my professors.

Jackie was extremely real with me regarding the situations I will encounter in the field. Regardless of the fact I was working in a school district throughout my college career, I think it ��. necessary to still be real with students regarding careers in education. It takes a certain type of person to be in education, and I believe there needs to be an understanding for every person when going for an education degree.

How has your Stout education and experience changed you?

My time at Stout has done wonderful things for me. Not only did my professors teach me vital things that will take me far into my career, but they have taught me how to think. I have learned discipline, especially being a distance student, and strengthened my ability to work on a team.

I also learned self-care. I know that ��. an odd quality to learn in education considering we’re doing everything we can to finish our degree. However, my adviser Rebecca Marine really stressed to me how important self-care is and will be in my lifetime because of the career I have chosen. Her words always rang true for me, and I will forever be thankful.

What stands out about your Stout experience?

Along with Jackie Giedd, a few names come to mind when I think about my Stout experience. Professor Rebecca Marine was fantastic. One of my favorite memories of her was in the first class I took with her. Our assignment was to organize our four-year education by classes. I was not only terrified but confused. No matter how many times I called or emailed, she never became upset with me and continued to work with me.

Special education Professors Grant Allen and Daniel Paulson gave me the opportunity to think for myself, rather than specifically sticking to the assignments, which in turn gave me the opportunity to give my classmates a different perspective on the field of education. I really appreciated the strong focus on metacognition, as I feel that's what a college education should be.

Each of my professors welcomed my professional experience into my learning and applauded me for applying my previous knowledge to new knowledge.

My chemistry Professor Ana Magdalena Vande Linde dedicated so much time and effort to me in chemistry class because I struggled a lot and needed extra support.

How did your involvement at Stout impact your experience?

I want to mention my affiliation with Phi Upsilon Omicron. I became a part of this national honor society in my second year at Stout. I was so honored because I do take my education, career and grades seriously.

Not only did they recognize my hard work, but the organization has also given me education regarding professionalism in my career and it has shown me the benefit of volunteering through many opportunities.

I want to shine a light on my work with the Hugh O’Brien Youth Leadership three-day conference in New Jersey. I was given this opportunity during COVID by Phi Upsilon. Even though the conference was online, I still took so much away from it. The students that were invited were high-achieving middle schoolers who were asked to participate in team-building activities and to foreshadow their personal lives and careers. The way these students worked together was phenomenal, and hearing about their personal goals was amazing. I was so honored to attend.

How did you overcome the challenges you faced in earning your degree?

I wanted nothing more than to finish my degree as quickly as possible and get set in my career, so I took 18 credits every semester while holding a full-time job. Looking back, I can see how insane it was because of how much I pushed myself. I’m not quite sure how I did it, and if you asked me to do it again, I probably could but I would kindly decline. That experience was not the definition of self-care, but it did teach me discipline and organization.

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

As I finish my degree, I reflect on my entrance into college, and I’m very proud of that story. My dad passed away when I was 22. He was a veteran of the Armed Forces and Air Force. He was deployed to Vietnam and because of his time spent there, he had been subject to Agent Orange which is what caused his death. Although it ��. in the list of diseases, I had to open a lawsuit for three years to prove through research that the specific chemical, benzene, caused his acute myeloid leukemia.

Throughout this work, I knew that I wasn’t going to be granted the death compensation because I was over 18, but I was going to be able to get a portion of my education paid for. It was extremely important to me to be able to go to school for education, and I will forever cherish that story.

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'Education is one of my biggest passions in life.'

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'�� has given me so many opportunities to connect with other educators.' Jade Krol, inspiring grad, fall 2022, 1

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School of Education ��. Teach Day gives high school students opportunity to ‘explore teaching in an interactive way’

goersab — Mon, 28 Nov 2022 17:02:16 +0000

School of Education ��. Teach Day gives high school students opportunity to ‘explore teaching in an interactive way’goersab November 28, 2022

Education students help to inspire others to meet the growing need of teachers in Wisconsin

Abbey Goers

Nearly 150 high school students from 27 schools around the state attended Teach Day at �� on Nov. 14.

Hosted by the School of Education, the event is an opportunity for high school students to learn from �� teacher education students and for university students to practice their skills as future teachers.

“We are thrilled to be hosting so many students from across the state,” said SOE Director Deanna Schultz. “The interest in teaching as a future career is exciting to see, and we hope these young people will leave with information and the determination to continue on this career path.”

Over the next five years, Wisconsin is projected to need nearly 2,400 additional qualified teachers, with job growth expected to increase by 3.5% over the next decade. The value of graduates from ��'s education programs has never been greater for Wisconsin schools.

University students led much of Teach Day, with support from program directors. Students shared why they chose the university, why they plan to enter the teaching profession and led breakout sessions where high school students learned about their program of interest.

High school students from around the state attended ��'s Teach Day. / ��

Isabelle Whited, a visiting student from Wausau West High School, joined the technology education group. “I found technology was an area I excelled in. I wouldn’t have explored it if it weren’t for my teacher Mr. Peterson. I want to help other students explore and excel in technology,” Whited said.

High school students learned how to write a lesson plan, which they could take back to their schools and use to teach a class. They also toured campus and met with university students during lunch to talk more about their programs of interest.

Event responds to growing need for teachers

Last year ��. pilot program focused on family and consumer sciences education; marketing and business education; and technology education. About a dozen Wisconsin high school students attended.

Teach Day, this year, expanded to include nearly all undergraduate SOE programs: art education; early childhood education; family and consumer sciences; marketing and business education; math education; special education; and technology education.

“The expansion resulted in an increase in numbers, especially those interested in early childhood education. The event was also marketed to teachers at the �� Family and Consumer Education Conference in September, and many of them brought their students to Teach Day,” Schultz said.

Students interested in early childhood education and family and consumer sciences made up nearly two-thirds of the attending registrants.

Teach Day expanded to include nearly all undergraduate School of Education programs. / ��

Sarah Korte, a junior in family and consumer sciences, volunteered during Teach Day “because I know that not only do we need teachers, but I love to inspire and encourage others to find what they love to do in life.”

Korte was in Family, Career and Community Leaders of America in high school. FCCLA and her family and consumer sciences teacher helped her learn that she loves to teach.

“I love this event because I get to share my passion for teaching, and I get to teach other people about my major and ��. This event gives people the opportunity to explore teaching in an interactive way,” Korte said.

Technology education majors Sam Konieczny and Ben Schmitt also volunteer during Teach Day. Their high school technology education teachers were influential in their decisions to teach.

Schmitt assisted his teacher in high school, working with his classmates and stepping up into a leadership role. “I hope my involvement with Teach Day gives high school students that opportunity to experience teaching for a day and gain clarity about a path to teaching through ��,” he said.

“Teach Day gives high school students who are looking at a career in education a chance to see the other side of the desk and what Stout has to offer them,” Konieczny added.

Konieczny believes education is one of the most rewarding careers. “It is the best thing to be working with someone and watch what they weren’t understanding click and make sense. And to work and inspire students to find themselves and prepare them for a future in a career that excites them,” he said.

Students participated in breakout sessions to learn more about their programs of interest. / ��

Korte, of Wisconsin Rapids, hopes to student teach at Mauston High School before graduating in spring 2024. She plans to teach in central Wisconsin. Konieczny and Schmitt plan to student teach in fall 2023 and graduate that semester. Schmitt, of Somerset, would like to teach in western Wisconsin.

Konieczny, from Oak Creek, a Milwaukee suburb, would like to “go back to the Milwaukee area and give back to the community that helped me get to where I am today,” he said. “When I look back at some of the people who made the biggest difference in my life, it was my teachers. For me to think I can make that same difference and influence someone in that way is something that excites me.”

�� . School of Education, housed in Heritage Hall, offers seven undergraduate teaching degrees, as well as postgraduate degrees in career and technical education, education, school counseling and school psychology and eight education certificates and certifications.

SOE programs are among the many workforce-ready programs administered in Heritage Hall, a near-50-year-old building that is scheduled for major renovation after receiving priority approval from the UW System Board of Regents. The project is ranked No. 1 in the Chippewa Valley and No. 3 for UW System academic buildings.

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Education students help to inspire others to meet the growing need of teachers in Wisconsin Teach Day, students at breakout session, 2

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Stout Vocational Rehabilitation Institute partners with Project SEARCH to offer career exploration opportunities

goersab — Fri, 21 Oct 2022 16:27:24 +0000

Stout Vocational Rehabilitation Institute partners with Project SEARCH to offer career exploration opportunitiesgoersab October 21, 2022

Hands-on internships help train interns for employment; community information session Nov. 17

Abbey Goers

�� . Stout Vocational Rehabilitation Institute is teaming up with Menomonie ��. Project SEARCH to provide five area residents with on-campus hands-on internships, work-based learning experiences and career exploration opportunities. This is the second year in a row that �� has sponsored the national program.

The Menomonie Project SEARCH program is a hybrid site, working with people with disabilities, ages 18 to 30, who are either connected to a school district or a long-term support program, such as IRIS-TMG or Inclusa.

This year ��. cohort is receiving training in independent-living skills essential to obtain and maintain successful employment, interpersonal communications, technology, self-advocacy and financial literacy.

Skills Trainer Brooke Vanderwyst, front left, and Co-instructor Em Rainer, front right, with 2022 Project SEARCH interns. / ��

They are completing unpaid internships in multiple campus departments, including Facilities Management, the Sports and Fitness Center, University Dining, University Catering ��. bakery, the University Library Archives and University Recreation. An internship with Human Resources is also being developed.

Kyle Walker, director of SVRI, appreciates the �� employees who worked to make the program successful in its first year. “The leaders from the units where the interns completed work experiences were proactive, thoughtful and worked very hard to make course corrections because of their incredible commitment to �� and our enduring values.”

Caren Husby and Em Rainer are Project SEARCH co-instructors, hired through the Cooperative Education Service Agency #10. They focus on curriculum work, agency collaboration, community resources and program development.

Husby and Rainer are �� alumni. Husby has a child development and family life degree (1983), M.S. in vocational rehabilitation (1986) and special education certification (2003). Rainer has a human development and family studies degree (2019) and is currently pursuing licensure in special education.

Em Rainer, center, and Project SEARCH interns in the SVRI classroom. / ��

They work with Brooke Vanderwyst, a skills trainer with the L.E. Phillips Career Development Center. Vanderwyst works directly with the interns and focuses on systematic instruction, including task analysis, accommodations and training room activities.

“Not only is this program wonderful for the individuals participating, it ��. also an incredible opportunity for our colleagues on campus to work alongside these interns, collaborating with the skills and knowledge they offer, while creating an equal opportunity for all,” said Meghan Lieffort, Human Resources generalist.

Rainer is “grateful for the hospitality, enthusiasm and flexibility that have been shown to us since day one on campus. We are looking forward to the continued collaboration with the university and the many individuals who are dedicated supporters of employing those with disabilities,” they said.

Five participants, three internships

Project SEARCH runs during the academic year, from September through May. Interns receive about three weeks of onboarding and orientation to prepare them for campus. Transportation is provided to and from their training.

At the start of the semester, Rainer and the interns created a mind map of things they wanted to learn throughout the year. Their main themes included aspects of social life and living skills, navigating transportation needs and finances, communication and career goals.

The program consists of three internships in different departments that are approximately 10 weeks long. Rainer creates internships for the interns with their job goals in mind. Each provides career exploration opportunities, with a transition week between internships.

Brooke Vanderwyst, center, and Project SEARCH interns in the SVRI classroom. / ��

During transition week, interns participate in community business tours and reverse job fairs, building social skills, navigating public transportation and increasing their independent living skills.

They are also able to take advantage of services on campus: participating in Career Conference prep events, conferences, resume checks and professional attire sessions.

After completing the first and second internships, participants have the option of an externship within the community. During the third internship, the focus shifts from skill building to transitioning into competitive integrated employment within the community, Rainer explained.

The first class of six area interns graduated from �� . Project SEARCH in May. Multiple interns were hired prior to graduation.

Project SEARCH began in 1996 and now has more than 621 employment sites in 48 states and 705 international sites. Since 2010, more than 37,275 young adults with disabilities have successfully participated in the program and obtained quality employment. Eligible individuals may apply.

Students, families and community members interested in learning more about Project SEARCH are invited to an information session from noon to 1:30 p.m. on Thursday, Nov. 17, at SVRI in the Vocational Rehabilitation building, rooms 207 and 208.

SVRI serves as a leader to advance innovative programs and practices in disability and employment through partnerships in research, training, education and services.

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Hands-on internships help train interns for employment; info session Nov. 17 Project SEARCH instructors and interns, 2022

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School of Education impacts field of teacher education, develops instrument adapted by national colleagues

goersab — Wed, 28 Sep 2022 17:19:53 +0000

School of Education impacts field of teacher education, develops instrument adapted by national colleagues goersab September 28, 2022

Housed in Heritage Hall, teacher education programs address Wisconsin ��. workforce needs

Abbey Goers

Professors at �� . School of Education have developed an instrument for measuring students’ dispositions, part of the school ��. assessment system for its seven undergraduate teacher education programs.

The disposition committee presented “Professional Dispositions: Development, Validation and Implementation” to colleagues from universities around the country at the American Association of Colleges for Teacher Education conference in March, in New Orleans.

A disposition is the professional attitudes, values and beliefs of educators, demonstrated through their verbal and nonverbal behaviors as they interact with students, families, colleagues and communities.

Kevin Mason / ��

The committee developed the new disposition instrument to measure education students’ progress as they reach benchmarks within their teaching programs. Students’ dispositions are reviewed by faculty and staff before they begin student teaching.

The committee identified 15 dispositions to be measured that fit under five major categories: collaboration, continuous learning, inclusiveness, professionalism and reflection.

Kevin Mason, special education program director and disposition committee chair, believes it is “absolutely vital for every teacher to be able to collaborate and communicate effectively and respectfully with students and families. Those skills cannot be measured on a standardized exam for teacher licensure.

An early childhood education student works with preschoolers / ��

“At ��, we teach our preservice teachers to work effectively with students and families in our courses and through a variety of field experiences in the classroom. We want our graduates to be great with kids and contribute positively to their school and community,” he said.

After the conference, Mason received several requests from colleagues around the country who wanted more information.

“The attendees were very impressed with the development, validation and implementation of our professional disposition instrument at ��,” Mason said. “Some have adapted it for their own teacher education programs.”

Universities that requested the disposition instrument include:

Brigham Young University, in Provo, Utah
College of Education and Human Development, University of Missouri, in Columbia, Mo.
Feinstein School of Education and Human Development, Rhode Island College, in Providence, R.I.
St. Mary's College, Notre Dame, in South Bend, Ind.
Thelma P. Lally School of Education, College of St. Rose, in Albany, N.Y.

Career and technical education students in an APA writing course / ��

Assistant Professor Julienne Cuccio Slichko at the College of St. Rose created self-paced modules for their students to learn about the dispositions. “We are so very grateful to �� . department for getting us started,” she said.

The committee members are Mason; Ann Carlisle, art education; Allison Feller, Child and Family Study Center; Diane Klemme, family and consumer science education; Jim McMullen, school counseling; Chris Peterson, school psychology; and Deb Stanislawski, marketing and business education.

AACTE is a nonprofit national alliance of education programs dedicated to the professional development of pre-K-12 teachers and school leaders, representing more than 800 postsecondary institutions with educator preparation programs.

A renovation to support Wisconsin ��. workforce needs

Technology education students in a Mechatronics course / ��

�� . School of Education, housed in Heritage Hall, offers seven undergraduate teaching degrees and five postgraduate teaching degrees, as well as eight education certificates and certifications

SOE is working to fill a statewide need for teachers, as many school districts struggle to fill existing positions. Wisconsin K-12 schools made nearly 3,700 emergency teacher hires in 2020, according to the Wisconsin Department of Public Instruction.

SOE graduates approximately 100 undergraduate students and 25 graduate students each year, with a 99% employment rate within six months of graduating.

Heritage Hall, one of the university ��. busiest classroom and lab buildings, serves more than 2,000 students each academic year. It is also home to the School of Hospitality Leadership, nutrition and family health, and the Weidner Center for residential property management. It will be the future home of four Graduate School programs in clinical mental health counseling, marriage and family therapy, psychology and school counseling.

Major renovation of Heritage Hall ranked No. 1 in Chippewa Valley, third for UW System academic buildings

A critical renovation project of one of �� . busiest classroom and lab buildings has taken a major step forward.

A major renovation of the hall received priority approval on Aug. 19, at the UW System Board of Regents meeting held at UW-Green Bay. The project is ranked No. 1 in the Chippewa Valley and third for UW System academic buildings.

The state job outlook for graduates from most of the programs based in the building is expected to grow between 6% and 15% by 2025. The improved capacity provided by the Heritage Hall renovations will help provide qualified Wisconsin workers to address workforce needs.

The Board of Regents’ action means that the renovation will be in the UW System ��. capital request to the Legislature for the 2023-25 state budget. If the $120,614,000 project is included in the state budget, final approval still is needed by the State Building Commission. Construction could begin as early as fall 2025 and will take about 24 months.

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Housed in Heritage Hall, teacher education programs address Wisconsin ��. workforce needs early_childhood_education_student_working_with_preschoolers.jpg

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Kevin Mason is a Professor of Education and Chair of the Teaching, Learning, and Leadership Department at the University of Wisconsin-Stout. He previously held positions as a chemistry and physics teacher at Chippewa Falls High School and Middleton High School.

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Degree: Ph.D. Curriculum & Instruction

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Degree: M.Ed. Education

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Degree: B.S. Chemistry

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‘The Future Depends on Teachers’ campaign celebrates role educators play in shaping children ��. lives

goersab — Fri, 30 Apr 2021 18:35:16 +0000

‘The Future Depends on Teachers’ campaign celebrates role educators play in shaping children ��. livesgoersab April 30, 2021

Three education students share their experiences, encourage others to join profession

Abbey Goers

As the shortage of teachers is felt across the state, heightened by the pandemic, the Wisconsin Department of Public Instruction is partnering with TEACH, a nonprofit committed to helping people navigate the path to their teaching certification.

WDPI and TEACH released “The Future Depends on Teachers,” a public service announcement as part of Teacher Appreciation Week, which runs Monday, May 3 to Friday, May 7. The campaign highlights the importance of teachers in Wisconsin and celebrates their role in shaping students’ futures while calling for others to join the profession.

“Despite the challenges presented by the pandemic, our teachers remain dedicated, innovating, and rising to meet the unique needs of their students. More than ever, we must work to inspire our next generation to become teachers,” said State Superintendent Carolyn Stanford Taylor in a WDPI news release.

"The Future Depends on Teachers" public service announcement / TEACH

Deanna Schultz, interim associate dean for the School of Education at University of Wisconsin-Stout, and the education faculty are passionate about preparing future teachers.

“We recognize the need for more teachers and are doing all we can to fill the teacher pipeline. Even during the pandemic, our faculty have found innovative ways to provide quality learning experiences, partnering with area schools that serve as learning labs for students throughout their program. When our undergraduate teacher education students complete their student teaching and graduate, they are well-prepared to be quality educators,” Schultz said.

Three �� education students – Kayla Jellison, Michala Belter and Preston Johnston, were inspired by their teachers and professors to pursue careers in education.

Impacting students in family and consumer sciences

Jellison, a Family and Consumer Sciences Education senior from Champlin, Minn., loved her FCS classes in high school and the variety of subjects they covered.

“I had amazing teachers, Ms. Brumbaugh and Ms. Oraskovich, who I really looked up to. I loved how passionate and energetic Ms. Brumbaugh was in my Child and Human Development class and how she helped her students,” said Jellison, who has a human development and family studies minor.

Oraskovich taught Jellison ��. FCCLA seminar, where she built a portfolio of her high school teaching experiences. She still has the portfolio and used it while applying to jobs.

Kayla Jellison, FCSE senior / Kayla Jellison

“They were both so caring towards students. I think a big part of inspiring students to become teachers is to care about them,” Jellison said. “Being a positive and friendly face for students who do not have that outside of school will make a big impact. It is also important to be passionate about what you teach. The students will match your energy.”

In 2018, Jellison presented with Brumbaugh at the Minnesota Department of Education ��. FCS Summer Career Pathway Institute. “This was a great experience for me because I got to teach teachers. I also networked with FCS teachers around the district, which gave me some familiar faces before I started student teaching,” she said.

Jellison completed her student teaching with Anoka-Hennepin School District this spring. “My cooperating teachers continued to show me that teachers who really care can make a huge impact on their students’ lives. I cannot wait to do the same,” she said.

Jellison is graduating Saturday, May 8. She has accepted a position as an FCS teacher at Andover High School. The school currently only offers culinary classes. Jellison will have the opportunity to build its FCS program alongside another first-year teacher.

Sharing enthusiasm in special education

Belter, a senior from Elk Grove, Ill., chose to be part of the special education program because she wanted to be around peers and professors who believe all students are unique. In her Behavioral Interventions course, for instance, she learned that behaviors have a function.

Michala Belter, special education senior / Michala Belter

“The student communicates that with the teacher, whether they want to or not. One of the many reasons students act out is because they need something more to achieve in the classroom,” Belter explained. “Teachers should focus on the strengths of their students to help them achieve in more ways than one.”

Belter realized in high school that she wanted to be a teacher while volunteering in the special education classroom.

“The teacher I worked with encouraged me and told me time and time again, ‘You do such an amazing job with the students. You would be such a great teacher.’ I am so happy I volunteered in that classroom,” she said.

While volunteering, Belter realized her first-grade teacher inspired her as well, showing her the kind of teacher she wants to be. “I want to push my students to their potential and remind them how they need to act but lead a fun and creative environment for the students to enjoy learning,” she said.

Belter ��. teachers encouraged her to become a teacher because they believed in her talents and patience, especially with other students, and her strong work ethic, she said. In turn, she believes she can inspire others to become teachers by sharing her excitement and enthusiasm with her students.

Belter will student teach this fall with either the Chicago Public School District or School District 211 in Schaumburg, Illinois. She will graduate in December and wants to teach high school students.

“I want to help them push through the struggles of high school, and I am confident I can motivate them to work hard,” Belter said. “I want to help my students continue their lives in the real world, whether it is continuing their education or getting a job. It is also an age where students see the world is theirs. I want to provide them with the sources to get them where they want to be.”

Inspiring others with opportunities

Johnston, a senior from Minneapolis, taught adaptive swimming lessons and acted as a personal care assistant. She joined the special education program because she was constantly inspired by kids. Her teachers and professors helped fuel her passion.

Preston Johnston, special education senior / Preston Johnston

"I knew my end goal was to become a special education teacher," she said. "From high school to college, I was lucky enough to have teachers that supported my academic and personal growth. I hope to have a positive impact on my students' lives like these teachers left on mine."

Johnston is president of the Student Council for Exceptional Children. She thinks she can inspire others to become teachers by providing opportunities to work with students. “It is a rewarding experience to see the impact that you can make on students' lives and, in turn, the impact they can make on yours,” she said.

Johnston will student teach this fall at River Heights Elementary School in Menomonie. She plans to teach in the Minneapolis area following graduation this December.

��'s School of Education has prepared teachers and educators since 1891. It offers seven undergraduate programs, five graduate programs and post-baccalaureate educator certifications. Family and consumer sciences and special education are offered both on-campus and online.

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Inspiring Graduate: Madison Hansen, B.S. Special Education

polingj — Thu, 21 Jan 2021 16:50:24 +0000

Inspiring Graduate: Madison Hansen, B.S. Special Educationpolingj January 21, 2021

Special education graduate inspired by brother to become teacher

After graduating from Wausau West High School, Madison Hansen knew she wanted to go to college. The big question, like for many high school graduates, was: for what?

She started by taking classes at UW-Marathon County, a two-year college in the University of Wisconsin System. Then, she transferred to UW-La Crosse for the occupational therapy major.

Still, she wasn’t quite sure. During those first couple of years of post-high school discovery, she began to realize something — what she was really good at and what truly inspired her.

Madison Hansen, right, with her brother, Dayton, and sister, Lexi. / Contributed photo

Hansen has a brother, Dayton, 15 months younger than her with a disability. He has autism and is on the severe end of the spectrum. One characteristic is that he ��. nonverbal, which can make communication challenging. “He needs help with everything, but he still smiles and still laughs. He finds joy in his life,” Hansen said.

Being around Dayton, she learned how to love people unconditionally and for what makes them special. “It was mostly my job as an older sister to take Dayton under my wing and help my mom and dad as best I could, but it also turned into loving Dayton as he is.

“I wouldn’t be the person I am if it wasn’t for my brother. He ��. the one who opened me up to everything. He showed me that life can be imperfect but perfect,” said Hansen, the oldest of three siblings, including sister Lexi, who is in high school.

Even though Hansen had gone away to college in part to get a break from her home environment, she found that she missed it and missed Dayton.

Madison Hansen / Contributed photo

She took a semester off and went home. Then, she clearly saw her career path — working with special needs children like her brother. “When I left La Crosse, I realized that this is something I am good at,” she said.

Hansen decided to become a special education teacher. “I can think back to all my brother ��. teachers and how they played such an important role in his life,” she said.

After hearing good things about �� . special education program, she enrolled in 2017. This time, there was no second-guessing. Hansen graduated with her bachelor ��. degree Dec. 19.

Her search for the right career came full circle on commencement day. Because of the pandemic, �� . commencement for 637 graduates was virtual. That meant, with

no in-person ticket limit, Hansen could be with Dayton at home and the rest of her family when her name was read virtually for graduates from the College of Education, Hospitality, Health and Human Sciences.

They celebrated not just Hansen ��. accomplishment but that she is the first from her family to earn a bachelor ��. degree. “It felt amazing. I felt like all my hard work had paid off,” Hansen said.

Madison Hansen, second from left, with her parents, Dan and Jodi, brother, Dayton, and sister, Lexi. / Contributed photo

Excited to begin career

Hansen is prepared and excited for the next stage of her life, using her passion and skills to make a difference in the lives of other special needs youth.

First, she will finish a student teaching position Jan. 21 with fourth- and fifth-graders at Mountain Bay Elementary in Weston, near Wausau. Some of the teaching has been virtual.

Then, she will start her career as a substitute special ed teacher for about two months with seventh-graders in the Freedom School District, in east-central Wisconsin.

“It ��. been wonderful student-teaching. I couldn’t wait for the holiday break to end to get back and see the kiddos. I wake up every day and want to go to school. I see their improvement and how hard they are trying, and that makes me want to be there even more. They inspire me more than I inspire them,” she said.

The goal as a special ed teacher, Hansen said, is to help students improve enough so they can spend most if not all of their time in school in general classes. Some are in special classes all day and some part of the day, be it math, reading, writing or social skills.

“We hope they’ll get to that point where they won’t need us and be able to solve their problems on their own,” she said.

Sharon Becker / ��

Assistant Professor Sharon Becker said Hansen set an excellent example for everyone in the program.

“She has been an inspiration not only to us as faculty but to her peers. Her dedication and passion for pursuing her degree and starting her teaching career is evident in all that she is and does. She never gave up and strongly advocated not only for herself but for others as she pushed through roadblocks to the finish line,” said Becker, the program director.

“I know that she will carry that determination and dedication into her teaching and supporting students with special needs and their families,” Becker added.

Becker has seen Hansen ��. commitment to special education as the program ��. student ambassador — speaking to potential new students and coordinating program events — and as a peer mentor. Hansen volunteered for two years with the local Thursday Night Thrill Seekers special needs group. Also, she worked part time for two years at the Arc of Dunn County, which provides services for those with intellectual and developmental disabilities.

Hansen is hoping for a full-time teaching position come fall 2021. Wisconsin has a shortage of special education teachers.

She ��. thankful for her education and for professors like Becker and Rebecca Marine, who “were there all the time, have great wisdom and just want us to become great teachers.

“I learned everything I needed to know about special education at Stout. Professors answered every question and worked with me in every way. There isn’t one class or teacher I didn’t like in my core classes,” Hansen said.

The special education program is one of 14 undergraduate and graduate teaching programs in �� . School of Education.

###

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After graduating from high school, Madison Hansen knew she wanted to go to college. The big question was: for what? Madison Hansen

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Winter course in Mexico gives students special experiences

polingj — Mon, 17 Feb 2020 20:32:10 +0000

Winter course in Mexico gives students special experiences polingj February 17, 2020

Education, rehabilitation majors volunteer in Cozumel schools, rehab center

For Heidi Fliehs, an enduring memory will be working one-on-one with excited Mexican schoolchildren. For Renee Murphy, it will be her time spent helping children with disabilities at a rehab center.

Fliehs and Murphy, along with seven other University of Wisconsin-Stout students, spent 2½ weeks in January in Cozumel, Mexico, for a special, first-time Winterm course, an experience they believe will stay with them the rest of their lives.

“I wanted to get the multicultural experience, learn more Spanish and be part of these students’ lives. I did all of that and more,” said Fliehs, an early childhood education major.

Murphy spent two days on the trip “observing and working directly with kids doing therapy, something I couldn’t get in the U.S. (because of certification requirements). It was an amazing experience,” said the rehabilitation services major.

The course helped Murphy, six early childhood and two special education majors practice and refine their skills while gaining a greater appreciation for another culture.

The weather, scenery, food and sightseeing at one of Mexico ��. most popular tourist destinations made the trip even more memorable. Cozumel is a 188-square-mile island off the Yucatan Peninsula. The island is known for its bright coral reefs and beaches. Many of the 100,000 residents work in the tourism industry.

“I was so proud to take the students to the schools and see how they worked collaboratively, and we had a blast on our excursions,” said Assistant Professor Terry Kohlmeier, who led the trip.

The students even danced at the weekly Sunday night gathering on the town square. They also visited the winter home of Mary Hopkins-Best and Dick Best, Menomonie residents. Hopkins-Best, former dean of the College of Education, Hospitality, Health and Human Sciences at ��, helped with trip connections.

Students paid their travel expenses along with the class cost.

“With a group, you dive right in and have connections. You can get a lot in,” said Murphy, a senior from Tinley Park, Ill., who is minoring in Spanish. “I appreciated being able to experience the cultural side of the trip and the therapy side. I used Spanish the whole time I was there.”

Beneficial experiences

Kohlmeier and Associate Professor Ruth Nyland, both from �� . School of Education, planned the course for two years. They visited Cozumel in advance with grant funding. Two people from the University of Quintana Roo, which has a Cozumel campus, visited �� in advance to make arrangements with the Office of International Education.

Students volunteered in four elementary and middle schools and the rehab center; all were public except for a Montessori school. Students used lesson plans they developed in advance, including adapting lessons for special needs children. Each student spent 40 hours in classrooms.

Along with Fliehs and Murphy, the students were:

Lindsey Fick, of Lake City, Minn., first year, early childhood education
Brianna Graff, of Menomonie, sophomore, special education
Mara Harter, of Sauk City, senior, special education
Sarah Larson, of Menomonie, senior, early childhood education
Kristen Pease, of Rochester, Minn., senior, early childhood education
Chelsea Stuttgen, of Colby, senior, early childhood education
Amayssia Wahljohnson, of Arena, junior, early childhood education

Added course benefits included getting credits for certifications, Spanish minor, pre-teaching and global learning perspective, Kohlmeier said. They took Spanish language lessons through Quintana Roo.

“We made it very practical. That ��. the Stout way,” Kohlmeier said. “They learned a lot about Mexican culture, increased their awareness of early childhood education and of education in general. It was meaningful, functional and diverse.”

Students called the experience eye-opening. The schools don’t have playgrounds and lacked basic learning aids, like crayons and markers, that are taken for granted in the U.S. The class brought a suitcase of supplies, �� students made some of their own classroom aids, and the �� library donated children ��. books that were out of circulation.

Fliehs, a junior from Medford, remembers working with a young girl who needed foot surgery and how excited the girl was about the activity Fliehs had planned. The girl couldn’t wait to show her mother what she’d done.

“It was special seeing the impact we had on kids when we came into the room. They were so happy to see us and eager to learn,” Fliehs said.

Murphy, who plays third base on the �� softball team, plans to pursue a master ��. degree after graduating in December and become an occupational therapist. “I realize now it ��. a privilege to be able to get my degrees,” she said.

In high school she was a peer mentor to a student with cerebral palsy. In Mexico, she worked with children who had Down syndrome and cerebral palsy. “They loved having us there and asked us if we were coming back tomorrow,” she said.

###

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�� students Heidi Fliehs, front table, and back table Amayssia Wahljohnson, left, and Kristen Pease help children in a Cozumel, Mexico, school with activities.

Terry Kohlmeier

Nine �� students along with professors Terry Kohlmeier, third from left, and Ruth Nyland, right, went to Cozumel, Mexico, in January to volunteer in schools.

Renee Murphy, a rehabilitation services major, spent two days at a rehabilitation center in Cozumel, Mexico, during the �� Winterm course.

For Heidi Fliehs, an enduring memory will be working one-on-one with excited Mexican schoolchildren. Lindsey Fick Mexico

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Hero Caption: Lindsey Fick, an early childhood education major, works with a child at a school in Cozumel, Mexico, during a Winterm course in January.

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Meteorologist follows new path to special education teaching career

polingj — Tue, 07 Jan 2020 16:22:41 +0000

Meteorologist follows new path to special education teaching careerpolingj January 7, 2020

Grunseth takes advantage of �� program to help address statewide shortage

In more than a decade as a meteorologist, Nick Grunseth prepared thousands of TV weather forecasts. In 2018, he had to forecast something else — his future.

Should he switch careers from WQOW TV 18 in Eau Claire to become a special education teacher? It was a big decision for a husband and father of two with no previous teaching experience.

Then the “skies” cleared. Within days of deciding to make the switch, he learned about a new opportunity through University of Wisconsin-Stout to help fill an urgent need for more special education teachers in Wisconsin.

“It ��. like the stars were aligning,” Grunseth said.

He was accepted into the �� program in summer 2018. Now, less than two years later, he is about to be certified to teach special education in Wisconsin, completing the career switch.

In fact, he ��. been teaching at Chippewa Falls Senior High School since last fall, on an emergency basis, after being hired last spring. He left WQOW last July.

“Some days are challenging like any job, but those little breakthroughs I can make with a student — I go home and really feel good about it. It is really rewarding,” Grunseth said.

‘Huge need’ for special education teachers

Grunseth is one of 12 students in �� . Teachers for Every Child Access Program, an alternative pathway to certification. The university ��. special education program in the School of Education received a $30,608 grant in 2018 from the University of Wisconsin System to fund one of five such proposals.

“There ��. a huge need for special education teachers. It ��. nationwide,” said Assistant Professor Sharon Becker, director of �� . program. “A lot of teachers are retiring, and it ��. hard to find teachers who are certified.”

More than 650 special education teachers were hired on an emergency basis statewide in 2018.

�� . 12- to 18-month pathway to certification includes eight courses. They are delivered through a hybrid model, online and in person, plus a year of mentoring. A summer course on campus lasts two weeks.

Students in TECAP already have a four-year degree in another field. Grunseth is the only one without previous experience in a school setting. He has a bachelor ��. in atmospheric and oceanic sciences from UW-Madison in 2007.

�� worked with CESA 10 of Chippewa Falls and area school districts, including Menomonie, to help address the need for special education teachers. CESA stands for Cooperative Educational Service Agency.

Becker developed the TECAP pathway to certification with �� colleagues Anthony Beardsley, Carol Johnson and Heather Klanderman and created the curriculum with Becky Marine. After the 12 students finish, �� may continue TECAP without state funding.

Becker has 25 years of experience as a special education teacher, plus she is certified to teach deaf and hard of hearing students; culturally and linguistically diverse students; and elementary education.

“A large part of being a special education teacher is about the passion you have for helping the students,” Becker said.

The �� program “has been wonderful. It ��. been intense,” Grunseth said. “There ��. a course on special ed law, behavior management and techniques, multiculturalism. I had 16 weeks of reading with (Assistant Professor) Terri Kohlmeier, how it ��. taught and how kids learn.”

�� . bachelor ��. degree program in special education, offered on campus and online, has 130 students.

Grunseth ��. parents were teachers

At Chi-Hi, Grunseth is one of 15 special education teachers, for various types of disabilities, along with 15 support personnel. He works with teens who have behavioral and emotional issues.

This spring he will teach an astronomy class made up solely of special education students. He also will co-teach two classes, economics and American government, supporting special education students in the general classroom.

Grunseth ��. parents were longtime teachers in the Gilman school district, and he had always enjoyed leading the WQOW Weather Academy for children. “Teaching has been in my blood and a passion of mine,” he said.

Grunseth ��. wife, Britny Gabert, is the PBIS and RTI — positive behavior and intervention and support; and response to intervention — coordinator in the Chippewa Falls school district. They have two children.

He thanked the district for the opportunity to teach. “I love working for the district. They are supportive and encouraging of staff and students. There are many supports for staff. I love coming to work every day,” he said.

###

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Nick Grunseth has switched careers from TV meteorologist in Eau Claire to special education teacher at Chippewa Falls Senior High School, thanks to an alternative certification program at ��.

Sharon Becker

From left, students Staci Marvin, Beth Gerrits and Kristie Schwab work together in a TECAP class at ��.

Nick Grunseth and his wife, Britny Gabert, have a daughter, Lara, and son, Emmett.

In more than a decade as a meteorologist, Nick Grunseth prepared thousands of TV weather forecasts. In 2018, he had to forecast something else — his future. Nick Grunseth

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Hero Caption: Students take a class in �� . TECAP program, an alternative pathway to becoming a certified special education teacher. Teaching the class is Tera Ellison, reading specialist and literary coach for the Menomonie school district. / Contributed photo

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Graduate Q&A: Katie LaBuda

polingj — Wed, 22 May 2019 20:11:42 +0000

Graduate Q&A: Katie LaBudapolingj May 22, 2019

'I have made lifelong friends here at Stout'

A Q&A with one of the 1,319 students who received a diploma May 4 at ��:

Name: Katie LaBuda
Hometown: Menomonie
Major: Special education
Awards, honors: Cum Laude, Chancellor's Award 2016-2019

Why did you choose ��? After looking at many different universities that had special education programs, I felt that �� had the program that would best prepare me for my future career. I loved that Stout's program was K-12 and cross categorical. That way I didn't limit myself in what I could teach.

What are the biggest obstacles you faced in earning your degree? One of the biggest obstacles was taking all the tests that are required to become an educator. I am not a very confident standardized test-taker so going through the Praxis and the FORT tests were very stressful for me, but with lots of studying and support from my professors I was able to pass the tests.

What stands out among your college experiences? The best experiences I have had at �� were all the relationships I have built. I have made lifelong friends here at Stout. I have also had some great connections with some of my professors. I felt like they really took the time to get to know me as a person and not just a student. These instructors taught me lifelong lessons that will set me up for success in my future endeavors.

What ��. next? I have accepted a job teaching K-2 special education at River Heights Elementary in Menomonie. I am so excited to have my own classroom and start this next chapter of my life.

A Q&A with one of the 1,319 students who received a diploma May 4 at ��: Katie LaBuda

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Impacting students in family and consumer sciences

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School of Education ��. Teach Day gives high school students opportunity to ‘explore teaching in an interactive way’

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‘The Future Depends on Teachers’ campaign celebrates role educators play in shaping children ��. lives