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

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

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

Supporting campus community through the Dean of Students Office

Inspiring Graduate: Hanahh Eggum (’25)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What stands out about your �� experience?

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

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

How did your involvement on campus impact your experience?

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

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

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

New manager seeks to update campus store, increase traffic

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Dr. Kelly Droege Laura Reisinger

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

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

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

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

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

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

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

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

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

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

A widening gap

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

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

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

Understanding polytechnic universities

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

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

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

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

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

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

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

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

Real world relevance

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

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

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

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

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

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

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

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Enhancing Online Course Design to Strengthen Career Readiness

hugginsm — Mon, 15 Sep 2025 12:00:24 +0000

Enhancing Online Course Design to Strengthen Career Readinesshugginsm September 15, 2025

Reflecting on the 2025 Polytechnic Summit at University of Wisconsin-Stout

On May 21, 2025, at the Polytechnic Summit hosted by ��, a team (Laura Reisinger, Kristal Gerdes, Maria Stone, and Eli Aba) led by Kelly Droege presented their research that examined how polytechnic universities can leverage online course design to better prepare graduates for the workforce. The session highlighted the power of blending academic rigor with applied learning, while acknowledging challenges like declining enrollment and inconsistent online course quality.

Findings from the mixed-methods study revealed how instructors view quality online course design and offered practical, scalable strategies to align courses with industry needs, boost student engagement, and improve persistence.

Attendees left with actionable ideas for refining online programs to strengthen career readiness, enhance retention, and keep polytechnic institutions at the forefront of workforce development.

�� presented research that examined how polytechnic universities can leverage online course design to better prepare graduates for the workforce. 2025 Polytechnic Summit Welcome

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Willett presents at the International Conference on Critical Thinking

hugginsm — Fri, 12 Sep 2025 19:46:25 +0000

Willett presents at the International Conference on Critical Thinkinghugginsm September 12, 2025

Professor Lynne Willett, operations and management, presented at the 45th Annual International Conference on Critical Thinking hosted by the University of Louisville. In her session, "Embodying Critical Thinking in Leadership Practice," Willett used a personal example from her industry career, describing how she applied critical thinking theory and concepts to grow in her own leadership and evolved from "traditional" labor-management techniques in organized labor settings, moving from an adversarial approach to solving problems to a solution-focused collaboration between union leaders and management for the benefit of the entire organization.

Willett is one of four individuals in the nation to have earned a Level One certification from the Foundation of Critical Thinking and is currently fulfilling the requirements to be the first person to earn a Level Two certification.

Professor Willett presented at the 45th Annual International Conference on Critical Thinking. Lynne Willett Conference Presentation

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Wisconsin Apprenticeship partners with �� on new program

polingj — Mon, 18 Dec 2023 17:56:31 +0000

Wisconsin Apprenticeship partners with �� on new programpolingj December 18, 2023

Certificate allows students to apply coursework toward apprenticeship or college degree

The Wisconsin Department of Workforce Development announced a new program Monday, Dec. 18, in partnership with ��:

MADISON – The Wisconsin Department of Workforce Development (DWD) and the University of Wisconsin-Stout (��) are partnering on a first-of-its-kind program in Wisconsin to combine instruction at a four-year college with a Registered Apprenticeship program. The new Workforce Development Specialist Certificate program, also known as the Train the Trainer apprenticeship, started this fall to teach students about employment and training solutions that meet the needs of businesses and workers.

�� is the first four-year university collaborating with Wisconsin Apprenticeship since apprenticeship began in 1911 to offer classes that fulfill instruction requirements for a Registered Apprenticeship and could be credited toward an undergraduate or graduate degree program. The three-class online program teaches students ways to design, develop, implement, and evaluate training and development solutions.

Amy Pechacek, DWD secretary / DWD

"Wisconsin apprenticeship provides access to the training needed to pursue the high-quality, family-supporting jobs our residents need to be successful, and we are excited to partner with �� on this new opportunity," DWD Secretary Amy Pechacek said. "This is an example of how Wisconsin Apprenticeship applies innovation to meet workforce needs after more than a century."

�� Chancellor Katherine Frank said this apprenticeship aligns with the university ��. tenets of applied learning, career-focused education, and collaboration with business and industry, all with an aim to support state workforce development.

“As Wisconsin ��. ��, �� leads the way in building new partnerships with business and industry and identifying flexible pathways for students to both contribute to and build capacity within Wisconsin ��. workforce,” Chancellor Frank said. “The Workforce Development Specialist Apprenticeship program provides students with a direct pathway to bachelor's and master's degree program options and produces experts to help support professional development and advancement in the workforce."

"Apprenticeship continues its leadership as a proven and time-tested solution to meet the needs of employers and people seeking good jobs," said David Polk, Director of the Wisconsin Apprenticeship. "While traditional apprenticeship programs continue to grow, many other industries are finding value in apprenticeships."

Kelly Droege, �� assistant professor, director of the Master of Science in training and talent development / ��

�� Assistant Professor Dr. Kelly Droege, Director of the Master of Science Training and Talent Development program, noted the differences between traditional apprenticeships, which combine related instruction and on-the-job training in a formal skilled trades program, and this one.

"This apprenticeship moves beyond the trades. It may be the leading edge of a wave of nontraditional, online programs in which participants earn as they learn. The Workforce Development Specialist apprenticeship will prepare individuals to train and develop the workforce for critical jobs that many businesses across the country are having trouble filling or retaining top talent," Droege said.

About Wisconsin Apprenticeship

Wisconsin's Registered Apprenticeship program is an earn-while-you-learn model that connects apprentices with high-skill, high-wage employment with sponsors across the state. In addition to learning the hands-on skills of the occupation from the sponsoring employer, apprentices gain knowledge specific to the occupation through an area technical college or private training center. A key component of apprenticeship is employment, and there is no apprenticeship without a respective job opening.

Learn more: Workforce Development Specialist program or Wisconsin Apprenticeship

ABOUT DWD

Wisconsin's Department of Workforce Development efficiently delivers effective and inclusive services to meet Wisconsin's diverse workforce needs now and for the future. The department advocates for and invests in the protection and economic advancement of all Wisconsin workers, employers and job seekers through six divisions – Employment and Training, Vocational Rehabilitation, Unemployment Insurance, Equal Rights, Worker's Compensation and Administrative Services. To keep up with DWD announcements and information, sign up for news releases and follow us on Linkedin, Facebook, Twitter and YouTube.

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The Wisconsin Department of Workforce Development and �� are partnering on a first-of-its-kind program in Wisconsin. Kelly Droege

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DPI assistant director: More teachers of color needed

powersp — Thu, 07 Mar 2019 17:15:28 +0000

DPI assistant director: More teachers of color neededpowersp March 7, 2019

Sara Baird, �� alumna, featured as executive in residence

Sara Baird readily admits she knows she has white privilege.

The assistant director of the Department of Public Instruction ��. career and technical education division also knows that it ��. important to have more teachers of color to inspire students of color.

“It ��. not fair so few teachers of color are standing in front of students of color,” Baird said.

Baird spoke at �� recently as the 2019 Career and Technical Education Executive in Residence. February was career technical education month.

Baird, a University of Wisconsin-Stout alumna, also knows there needs to be more diversity in students studying career and technical education. Seventy-seven percent of the 89,600 high school juniors and seniors participating in career and technical education classes in Wisconsin are Caucasian.

Baird acknowledges equity is a problem, citing needs for more promotion of equity and diversity; more diversification of the teaching workforce; removal of barriers to access; and recognition of implicit biases.

“Being a leader in some ways to me is about being a quiet listener,” said Baird, who has two degrees from ��, a bachelor ��. in marketing and business education in 1997 and a master ��. in training and development in 2008.

Baird grew up in a two-parent family, with her family attending all her school events. When she was a sophomore in high school, one of her teachers encouraged her to become a teacher. In college, she began to realize she had privileges of being white and from a two-parent household. “I wasn’t aware how fortunate I was and there was a bigger world out there,” she said.

After graduating, she started teaching in Beloit, then went to Kenosha and South Milwaukee, all very diverse schools. She taught marketing education for about 10 years before joining DPI in 2006 as a consultant for marketing, management and entrepreneurship.

Gov. Tony Evers is very supportive of education, Baird said. “He ��. very tuned in to what ��. going on in state education,” she said. “I feel we have a friend in the next four years.”

Baird encouraged others to share their stories and to have students share their educational stories. “They are great brand ambassadors,” Baird said. “�� is a North Star for career and technical education teacher preparation. Most of the career and technical education teaching staff walked through these halls. That ��. pretty powerful. We value the work that happens at this campus. We think it ��. amazing. We support it.”

Deanna Schultz, director of the CTE master ��. program, said she values DPI ��. partnership. “I appreciate they recognize the work we are doing to support K-12 education by providing well-qualified teachers and leaders. I appreciate Sara talking about collaboration and working together. That is what we want to do.”

Professor Urs Haltinner, director of the CTE doctoral program, said �� . polytechnic education lives the spirit of career and technical education. “That ��. part of our story and history,” he said.

�� . bachelor ��., master ��. and doctoral CTE academic programs are outgrowths of one of the university ��. first majors, industrial education, dating to the early 1900s. The CTE master ��. program has been offered for 75 years, since the Graduate School opened in 1935. �� began offering a doctorate in CTE in 2013, the university ��. first doctoral program.

�� is Wisconsin ��. ��, with a focus on applied learning, collaboration with business and industry, and career outcomes.

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Sara Baird, 2019 Career and Technical Education Executive in Residence and assistant director of the Department of Public Instruction, says �� is a North Star for career and technical education teacher preparation. / �� photos by Don Steffen

Baird speaks with career and technical education students recently.

Deanna Schultz

Urs Haltinner

Sara Baird readily admits she knows she has white privilege. Bairdhero

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Hero Caption: Sara Baird, 2019 Career and Technical Education Executive in Residence and assistant director of the Department of Public Instruction, says �� is a North Star for career and technical education teacher preparation. / �� photos by Don Steffen

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State education executive, an alumna, to be featured Feb. 26

polingj — Wed, 20 Feb 2019 20:12:18 +0000

State education executive, an alumna, to be featured Feb. 26polingj February 20, 2019

Baird to speak for Career and Technical Education Executive in Residence

An alumna who works for the state Department of Public Instruction is the 2019 Career and Technical Education Executive in Residence at ��.

Sara Baird, assistant director for the DPI ��. career and technical education division, will speak from 4 to 5:30 p.m. Tuesday, Feb. 26, in room 110 of Jarvis Hall Science Wing. Admission is free.

As part of the CTE Executive in Residence program, Baird also will meet with students, faculty and staff throughout the day.

Baird has two degrees from ��, a bachelor ��. in marketing and business education in 1997 and a master ��. in training and development in 2008.

She will address:

How to expose youth to high need, high skill and high wage occupations
How to meet the future of work within an ever-changing, social, technological and political environment

“Sara is passionate and significantly involved in driving the initiatives across PK-12 academic and career fields through her position at DPI,” said Professor Urs Haltinner, director of �� . CTE doctoral program. “She works to help students see how their innate talent and learning passion intersect with career options.”

Baird taught marketing education for 10 years in southeastern Wisconsin before joining DPI in 2006 in marketing, management and entrepreneurship. She also has worked at DPI as a Career Pathways consultant.

Along with honoring graduates who contribute to the advancement of the field, the CTE Executive in Residence program helps expand “the vision of contributing to the business and industry supply chain of graduates who possess the skills, knowledge and aptitudes to meet the current, near future and futures of work that have yet to be envisioned,” Haltinner said.

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Sara Baird

An alumna who works for the state Department of Public Instruction is the 2019 Career and Technical Education Executive in Residence at ��. Sara Baird

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�� cybersecurity program ranks No. 14 in nation as students excel in cyber defense competitions

2026-02-25 ">February 25

With WIAC trophy in hand, Blue Devils hockey team readies for postseason run

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Career-connected learning: SkillsUSA brings nearly 400 middle, high school students to ��

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Commencement coordinator also takes part in the celebration

polingj — Sat, 15 Dec 2018 19:18:51 +0000

Commencement coordinator also takes part in the celebrationpolingj December 15, 2018

Miller plans, oversees ceremony at which she receives master ��. degree

At University of Wisconsin-Stout ��. commencement Saturday, Dec. 15, one graduate had the distinction of not only earning a degree but also planning the ceremony.

Britta Miller, �� new student orientation and commencement coordinator, graduated with a master ��. degree in training and human resource development. Miller has been planning commencements at the university since February 2015, although she has worked at the university 10 years.

“I say I am the bookends coordinator,” Miller said, smiling. “I see the students when they are first starting at Stout, and I see them when they are heading out and graduating.”

Miller plans the annual Blue Rah celebration, a large gathering for new students when they arrive on campus each fall. She then plans graduation, the last time that class is together. “It ��. fun to see the students for the first time when they are kind of scared but having fun, and then when they are sad they are leaving Stout but excited too,” Miller said.

Miller, who has a bachelor ��. degree in marketing communications from UW-River Falls, decided to earn her master ��. degree to help her better work with student employees to develop training programs and evaluate them. “I felt if I wanted to stay in higher education, I needed to get a master ��. degree if I wanted to move up or take on more responsibility,” said Miller, of Menomonie.

The mother of two sons, married to husband, Ryan, Miller took the stage to get her diploma in the first of two ceremonies at Johnson Fieldhouse. “My parents really wanted me to walk,” she said. “I am the first member of my family to graduate with a master ��. degree.”

Dean of Students Sandi Scott, who gave Miller a hug after she received her diploma, said initially Miller didn’t plan to take part in commencement. Scott urged her to participate.

“I also reminded her that just like hundreds of other students her parents were going to be there and wanted to see her walk, not just helping other December graduates and their parents,” Scott said. “She relented and agreed to participate. Britta knows how important and how special of a memory this day is for graduating students and their families. She ��. now one of those students for whom this memory will be very special.”

To complete her duties as commencement coordinator, Miller, as usual, was in the back of Johnson Fieldhouse and made sure she was in the wings should there be any issues that needed to be resolved. When Graduate School students were called to receive their diplomas, Miller had her robe on and marched past the crowd to join fellow graduates heading for the stage.

She received some surprised looks from faculty on stage who knew her as commencement director but didn’t know she had been studying for a master ��.. “It was fun to see some of the faces. There was a lot of camaraderie, high-fives and smiles,” she said, and there was a hug from Graduate School Director Renee Chandler.

The act of walking across the stage suddenly made the hard-earned accomplishment — 2½ years of classes, studying late at night and during lunch hours — more real to Miller. “I haven’t been nervous, and then when it was my turn it hit me, ‘I’m done.’ I kept telling people it was no big deal, but when I got on stage it felt like a big deal.”

It ��. all in the details

Scott said Miller does an exemplary job of coordinating the ceremonies, held in May and December each year. “There are literally hundreds of details that go into planning a successful commencement ceremony, and Britta ensures that every one of them exceeds expectations,” Scott said.

Neither rain nor snow shall stop graduation either, Miller said. “It is just like a wedding — the show has to go on,” she said. “The only thing I ever worry about is that we will run out of diploma covers. I get anxious, but I love planning large events. I love the adrenaline. I love being the person who made someone ��. day.”

During a commencement ceremony any number of things can go wrong, Miller said. One year, not enough chairs were planned for graduates and guests had to be moved to allow for more space. At another ceremony the ushers forgot to dismiss the graduates.

“It ��. balancing a lot of different personalities and expectations,” Miller said. “You have to be the person who says it is going to be OK and figuring out how we are going to fix it. People usually don’t know something has gone wrong.”

Names have been missed in commencement programs, Miller said. When it happens, she makes sure the affected graduates receive a corrected copy. But that day she urges the graduates to text their parents, so they know there is a mistake. She also checks to make sure tassels are on the correct side of mortarboards and to remind master ��. and doctoral degree candidates to carry their hood into the ceremony, where it will be awarded.

The hardest part of graduation is not planning the event but ensuring all of the names are correct and writing the actual program; it has the greatest margin for error, Miller said.

Miller has been asked if she followed the rules of being allowed only five commencement tickets, unless others are donated back. “I followed the rules just like everyone else,” Miller said, noting she got one extra ticket on a first-come, first-served basis after other students claimed theirs.

“I wanted to make sure there were enough tickets for the other students. I have had the chancellor come to me for extra tickets and I have told him no. I want all of the students to have a good experience and have all the opportunities to get the extra tickets.”

On average 75 percent of graduates attend commencement, meaning there are usually very few extra tickets available, Miller said. “I have had a lot of grandmothers call, and they want to know how they can get tickets for their grandson ��. or granddaughter ��. graduation and ask where to park,” Miller said.

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Photo

Britta Miller

At University of Wisconsin-Stout ��. commencement Saturday, Dec. 15, one graduate had the distinction of not only earning a degree but also planning the ceremony. Britta Miller

University Communications

2026-03-02 ">March 2

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