School
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E d u c a t i o n • V o l u m e 4, I ss u e 2 • S u m m e r 2009
index
UNIVERSITY OF WISCONSIN-STOUT
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Director’s Message
Multiculturalism as a value
Saving for Stout – an advocate for education
Small town to big world
Ashley Oppriecht following the family pattern
School psychology program receives approval
Innovation in education
Cegielski prepares students for reality
The Child and Family Study Center
First graduate in science education program
School of Education awards
Education students volunteer
Notable Notes
School of Education
Programs
UNDERGRADUATE PROGRAMS
Art Education
Career, Technical Education and Training
Early Childhood Education
Family and Consumer Sciences Education
Marketing and Business Education
Science Education
Science and Technology Education
Special Education
Technology Education
GRADUATE PROGRAMS
M.S. Career and Technical Education
M.S. Education
M.S. Industrial/Technology Education
M.S. School Counseling
M.S./ Ed.S. School Psychology
Ed.S. Career and Technical Education
TEACHING MINORS
Biology
Chemistry
Coaching
Economics
Health and Fitness
History
Mathematics
Physics
SPECIAL CERTIFICATIONS
Career and Technical Education Coordinator
Early Childhood through Middle Childhood, PK-6
Early Childhood Special Education
Reading Teacher
Traffic Safety
Technology Coordinator
ONLINE PROFESSIONAL DEVELOPMENT
FOR EDUCATORS
M.S. Education Graduate Certificate in E-Learning
and Online Teaching
Editorial Staff
Jackie Weissenburger
Hannah Flom
Director’s Message
W
elcome! Since January, I have been honored to serve as the
new director of the School of Education at the University of
Wisconsin-Stout. Our vision is to prepare teachers and other educators
to be reflective practitioners who engage in evidence-based practice.
This philosophy stems from the university’s long and distinguished
history as an applied learning institution that values teacher education
and is committed to practice based on research and evidence of student
learning.
Currently, the School of Education enrolls more than 1,000
undergraduate and graduate students. The SOE also houses our Child
and Family Study Center to which more than 80 children, ages 6 weeks
to 6 years, attend part-time and full-time and are provided with a
developmentally appropriate environment in which to learn. The CFSC
Jackie Weissenburger
serves as a laboratory school for professional development in teacher
education.
Since its founding in July of 2003, our School of Education’s mission has been to engage in exemplary
teaching, research and service to ensure our graduates become successful educators in PK-12 and
technical college settings. To achieve our mission, vision and goals, we work hard to model evidencebased practices, anticipate future societal demands and inspire innovation in this era of transformative
change. Our vision, mission, goals and values will lead us forward. Please join us and contribute. As
alumni, your input is essential to our continuous improvement and the future vitality of our School of
Education. If you wish to be involved, please contact me at weissenburgerj@uwstout.edu or at 715-232-1088.
Jacalyn W. Weissenburger, Ph.D.
Director, School of Education
FEEDBACK REQUESTED
The School of Education is hosting an accreditation visit by the National Council for Accreditation
of Teacher Education — NCATE — in the fall. Interested parties are invited to submit third-party
comments for review by the visiting team. Please note that comments must address substantive
matters related to the quality of professional education programs offered and should specify the party’s
relationship to the institution e.g., graduate, present or former faculty member or employer of graduates.
Written comments should be submitted to:
Board of Examiners
NCATE
2010 Massachussetts Avenue NW, Suite 500
Washington, DC 20036-1023
Or by e-mail to callforcomments@ncate.org
*Copies of all correspondence, which must be received by NCATE no later than two months prior to the visit, will be sent to
the institution for response. NCATE will not consider anonymous comments.
EVENT INVITATION
Come and join SOE alumni and friends for the “Sips and Scholarships” wine tasting and
dinner event to be held Friday, Oct. 2 of Homecoming Week. More information will
follow in the coming weeks.
Mission and Vision
The mission of the School of Education is: “The School of Education (SOE) faculty and staff will
engage in exemplary teaching, research, and service to ensure that graduates of the School become
successful professional educators.”
The vision of the School of Education is: “The School of Education (SOE) faculty and staff have the
vision of preparing teachers and other professional educators who are reflective practitioners and
engage in evidence-based practice.”
School
of
E d u c a t i o n • V o l u m e 4, I ss u e 1
Multiculturalism as a value
T of people, ideas and experiences. To
be specific, it values faculty diversity, respect
he School of Education values diversity
for differences and opportunities for teacher
candidates to learn from diverse populations.
“We are preparing professional educators to work
with an increasingly diverse student population,”
said Director Jacalyn Weissenburger.
a step toward “preparing all of our students to
understand real-world issues once they graduate
from the institution.”
The SOE’s additional foray into diversity
education is the two-year teacher certification
program at the Lac Courte Oreilles Indian
Reservation located in Hayward, Wis. Renee
Chandler, assistant professor of special
experience course. Their student population
of 269 is 24 percent Hispanic and 75 percent
African American with less than two percent
Caucasian and Native American. Twenty-three
percent do not speak English as their primary
language.
Multicultural opportunities are available
even further afield. Students can complete a
“I approached this teaching assignment as an exciting adventure
and I have not been disappointed.” — Renee Chandler
Accomplishing these goals is not so easy. Due education, teaches and is
to the university’s location, placing students in being taught in the program.
ethnically, culturally and linguistically diverse “I approached this teaching
classrooms takes effort. However, “We’re assignment as an exciting
looking every which way to infuse programs adventure and I have not
and curricula with increased diversity and been disappointed,” she said. multiculturalism,” Weissenburger said. Despite The needs of these students,
the challenge, the school forges ahead many of whom are mothers
and grandmothers, are
undaunted.
One important step was the hiring of unique. Most of the women
Dang Yang, the multicultural recruitment have two-year associate School counseling students participate in a class project at River
and retention coordinator. Yang’s charge is to degrees and have been Heights Elementary School
recruit individuals from the four traditionally teaching as paraprofessionals
underrepresented ethnic groups: Native in the LCO Head Start program. They bring portion of their preschool student teaching at
American, African American, Hispanic much experience to the classroom. “I think I early childhood centers in Australia through
American and Asian American. Presently, have learned more than the students,” Chandler an agreement with Southern Cross University
seven out of a total of 246 education students said.
located in New South Wales. Australia’s nursery
Public schools in the state and nearby schools are known for their excellence and
belong to the underrepresented groups. Yang
also works to recruit more males to the early in Minnesota are becoming increasingly innovative approaches to early childhood
childhood education program and women to ethnically diverse. In Wisconsin, percentages education. Education students also can take the
the technology education program regardless of these students have increased while overall summer Global Education Perspectives course in
enrollment has decreased. Due to changing Scotland and Ireland where they are introduced
of ethnicity.
Dang serves as guide and mentor by demographics, education students can student to different school systems by visiting and
offering academic, financial and social support. teach in culturally, ethnically and linguistically working in elementary-level classrooms.
Academically, he connects them with available diverse schools.
Additionally, this summer, assistant
At River Heights Elementary School in professors Carlos DeJud and Jill Stanton are
resources, such as the campus writing and math
labs, and the tutoring program. Financially, Menomonie approximately 16 percent of the leading a new study abroad program in Panama
he is striving to establish a scholarship for an student population is categorized as nonwhite for undergraduate and graduate students in the
outstanding diverse SOE student. Socially, Yang and more than half of the students receive a free fields of school counseling, school psychology,
creates opportunities for students to get involved or reduced-price lunch. Education students have education and special education. This four-week
in leadership and professional development. the opportunity to volunteer with the school’s program was designed to expose students to a
In April, Houa Lee, a sophomore majoring in after-school programs due to a partnership wide range of contemporary issues and theories
family and consumer sciences education, was between the university and elementary school. related to the impact of cultural and linguistic
appointed head counselor and co-coordinator These volunteering opportunities ensure diversity on the cognitive, social and emotional
for the summer 2009 precollege program. interaction with the school’s diverse population. development of children in the schools.
SOE places student teachers in other schools
Three other diversity students in pre-education
At home and abroad, the SOE, through
and education will be appointed as counselors. including the Lac Du Flambeau Grade School multiple efforts, strives to live up to its values
Appointments to positions of leadership are where Native Americans comprise more than and goals. According to Weissenburger, “The
designed to nurture and encourage interest in 95 percent of the student population, the Barron School of Education is committed to ensure our
teaching among students from traditionally School District where the Somali population is future teachers, school counselors and school
growing and Wausau Public Schools with an psychologists are prepared to provide all
underrepresented ethnic groups.
Another step was the SOE’s implementation Asian population of more than 22 percent.
students with the instruction and services they
For the first time, students have been placed need to become successful.”
of a Diversity Speaker Series. In February,
guest speaker Steve Birdine presented “Moving at the Sojourner Truth Academy, a K-6 public
your diversity dialogue from talk to action.” charter elementary school in North Minneapolis,
According to Yang, this lively presentation was to meet the requirements of a cross-cultural field
• P a ge 2 •
School
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E d u c a t i o n • V o l u m e 4, I ss u e 1
Saving for Stout – an advocate for education
“Naturally” — in other words, according to his
nature — “I like education,” said Katsina Darma,
who has returned to the university 24 years after
he graduated. He is presently a graduate student
in the career and technical education program.
Darma graduated from UW-Stout in 1985
with a B.S. degree in vocational education
and was accepted as a graduate student for the
industrial education program, but his funding
dried up. He returned to Nigeria planning to
save enough money to come back and further his
education at UW-Stout. This was no easy feat
due to fluctuations with the Nigerian and United States economies and
his growing family. In 1985 he had two children; in 2009 he has five. His
commitment to education and high regard for the university brought him
back, even though he could have studied at a university closer to home.
Darma was born in Katsina City in Northern Nigeria and is a member
of the Hausa tribe — the largest tribe in the country. As a student at
Kaduna Polytechnic University, he learned of UW-Stout through a friend.
His interest was piqued at word of a hands-on, polytechnic-leaning
university in a small American town, and with encouragement from his
father, he applied as a transfer student and was accepted. At that time, the
state of Nigeria and the Agency for International Development — AID
— was funding individuals from developing countries pursuing teaching
professions. He took advantage of the opportunity and made Menomonie
and UW-Stout his home.
In Kaduna, under the watchful eye of his father, Darma’s wife and two
young daughters waited for him. Twenty-four years later, these daughters
are professional women. The oldest is a medical doctor and the second is
in her final year of medical school. Darma, as his own family did for him,
advocates education for his children.
The importance of education was impressed on Darma at an early
age. His maternal grandfather was a doctor and his maternal uncles were
educated men. His parents, not formally educated past the required level,
encouraged Darma. In Nigeria, public education exists through secondary
Small town to
BIG world
Valerie Webster, a small-town girl,
has taken full advantage of the multicultural
opportunities available to her at the university.
Webster, graduate assistant in the
undergraduate early childhood education
program, graduated summa cum laude with a
B.S. degree in early childhood education in
2007 and is now pursuing an M.S. degree in
education with additional certification in early
childhood special education. During her time at
the university, she has studied in three different
continents. Since she was a child, “I have had a
goal of visiting every continent,” she said.
Webster, the first in her family to go to
college and to study abroad was raised in
the tiny — population of approximately 98
souls — unincorporated village of Conrath,
Wis. Webster’s first “continental shift” was to
Australia where she did her pre-school student
teaching during the summer of 2007. After this
school but not all families choose to send their children to school even
though it is available. Also, girls were not traditionally educated past the
middle school age level.
“Because I like education very much,” Darma has promoted education
for all of his children, daughters and sons. In addition to his oldest
daughters’ medical professions, another daughter is training to be a
pharmacist and his two older sons are college students. His youngest, a
son, is only five years old. He has pledged to send all of his children to
the United States to pursue advanced degrees.
After returning to Nigeria in 1985, Darma taught at the State
Polytechnic College in Kaduna and diligently saved money to return
to UW-Stout for an advanced degree. His college prepares teachers to
teach introductory classes in technology to primary and junior level —
middle school — students. Darma was granted a leave to study for an
advanced degree at UW-Stout. With this degree, he will be qualified to
train teachers to teach at the university level. In his community, Darma is
an ardent voice for education, stressing not only the personal benefits but
also the societal benefits of an educated populace.
Darma has fond memories of his experiences at UW-Stout 24 years
ago. He recalls Neal Prichard and Lee Smalley, two professors who were
strong influences. Chancellor Robert S. Swanson took a personal interest
in him and the other international students. During the time Darma was
an undergraduate student at the university, a large contingent of Nigerian
students attended. Today, few students from his homeland attend.
The university has undergone more than a few changes in the last 24
years, Darma observed. The campus and the student body have grown.
Computers were new; now the campus is fully computerized. Also the
name of the university has been adjusted to adequately describe it:
University of Wisconsin-Stout, Wisconsin’s Polytechnic University.
If all goes well, Darma may pursue an education specialist degree
at the university after obtaining his master’s degree later this year. If all
doesn’t go so well, he may return to Nigeria to earn enough money to
come back a third time.
experience, “I couldn’t wait to travel again,” she
said. In the summer of 2008, she participated
in the Global Education Perspectives class in
Scotland and Ireland. Due to her interest in
global education and her forays into different
educational systems, Webster is writing her
master’s thesis on global education.
For the third summer in a row, she is
immersing herself in a different culture,
although not in a different continent. She is
participating in the four-week Linguistic and
Cultural Immersion program in Panama. This
trip is different from the previous two; English
isn’t the dominant language. “I am the most
excited about this experience because it will be
my first time being the minority,” she said prior
to her departure. Webster is staying with an
English-speaking host family who are instructed
to communicate with her in Spanish only. “I’ll be
experiencing what ESL students feel when they
come to America,” she said.
Of the seven continents, she has four to go,
not too bad for this small-town girl.
• P a ge 3 •
• P a ge 3 •
Webster atop the Fairy Castle in Scotland
School
of
E d u c a t i o n • V o l u m e 4, I ss u e 1
Ashley Oppriecht following the family pattern
“I heard once that doing whatever
it takes to honor your word, care
for your family, make a difference
through your work and give hope
to the people around you are signs
of a leader. I am going to try to live
my life with these inspiring words in
mind.” — Ashley Oppriecht
ppriecht, from Sparta, Wis., aspires to be
such a leader. A junior at UW-Stout, she
is working toward an early childhood education
degree with additional certification in early
childhood special education.
Oppriecht joins her family in choosing to
attend UW-Stout. Her great grandmother —
then Ruth Jameson — attended Stout for one
year in the early 1930s and used to tell her of the
university. An older brother attended Stout and
brought his stories home; Oppriecht also heard
of the university from high school teachers who
were Stout graduates. UW-Stout was a familiar
topic long before she applied for admission.
The final decision was made after visiting her
brother on campus. Stout was the place for her.
As a high school graduate, Oppriecht ranked
10th in her class of 195 students, with a GPA of
nearly 4.0. Because her heart was set on Stout,
she didn’t apply elsewhere.
Now at Stout, she recounts its charms: “The
campus is small enough to walk from place to
place, yet it is big enough that you do not know
everyone,” she said. The students are not only
motivated to succeed but also friendly and fun.
She describes the faculty as being a group of
“welcoming and experienced professionals who
want to see everyone succeed.” Services are
efficient and easily accessed, such as academic
School psychology program
receives approval
university’s school psychology program which
T heincludes
the Master of Science degree in education
and the Education Specialist degree underwent a
rigorous review by the National Association of School
Psychologists and received full approval. The program
is one of the few fully approved programs in Wisconsin,
Minnesota and Iowa.
NASP’s program approval indicates a team of trained
reviewers agreed that the program provides students
with a comprehensive, quality education and extensive
supervised field experiences that lead to the acquisition
of specific critical competencies needed to work with
students, educators and families in today’s schools.
demonstrates leadership within the college
classroom setting in a caring and supportive
manner.” Merritt concurs, “She truly raises the
bar for the other students through her active
participation and level of commitment to her
work.” Two years into her program, Oppriecht
continues to be content with her choice. Her
education professors have influenced her greatly.
“They are so passionate and knowledgeable
about teaching children, it becomes contagious,”
she said. She has had many opportunities to be
in the classroom as a pre-student teacher, which
has been especially impacting. “Being able to
apply the knowledge we learn in the classroom
has helped me realize that teaching is the right
path for me,” Oppriecht said.
Even though the first blush of college life may
be gone —“I have to admit that it is challenging
to juggle the workload along with other aspects
of my life”— Oppriecht isn’t discouraged. She is
mature enough to see past today. “In the end it
will be worth it, because putting in all the work
now will make me an effective teacher in the
future,” she said.
After graduating, Oppriecht hopes to find
a teaching job far from home. “For my first
few years teaching, I want to move away to
gain more life experiences,” she said. She is
considering working in Alaska for more than
one reason. “I love the outdoors, so Alaska’s
landscape and wildlife have always been a huge
interest to me. Also, a lot of places in Alaska
offer great benefits for teachers,” Oppriecht
explained.
Her future students will benefit from this
young woman’s zeal and inspiration to make a
difference and to give hope.
Award Winners
O
advisement or employment on
and off campus.
Oppriecht appreciates the
opportunities for involvement
available at Stout. At present
she is the president of the
university’s Academic Honor
Society and the public
relations representative for the
Student Wisconsin Education
Association; next year she will
serve on the executive board as president of
the association. Through her involvement, she
has the opportunity to display and grow her
leadership skills at both the local and state level. Oppriecht also has taken advantage of the
university study abroad opportunities. She
went to Scotland and Ireland in the summer
of 2008 for the three-week Global Education
Perspectives program. “I have grown so much
from that experience that I recommend it to
everyone who has the chance,” she said.
Since her first semester at the university,
Oppriecht has received the Chancellor’s Award.
Her instructors give her an excellent rating.
“Ashley is an asset to my class, demonstrating
leadership and professional qualities that will
take her far as she pursues a career in education,”
said Nancy Platz, lecturer in the School of
Education.
Kari Merritt, program director in early
childhood education, said, “Ashley is a role
model of professionalism. She truly goes above
and beyond what is expected by becoming
involved in professional organizations,
volunteering her time and by seeking out any
opportunities to grow as a professional.”
Judy Gifford, director of the Child and
Family Study Center, and instructor in the early
childhood education program, said, “Oppriecht
Award winners at the state conference of the Wisconsin Association of Family and
Consumer Sciences, held March 27-28 in Stevens Point. (Left to right) Myranda Pittmann Officer Award; Kristin Thum - Leadership Award; Ashley Hall - Service Award
• P a ge 4 •
School
of
E d u c a t i o n • V o l u m e 4, I ss u e 1
Innovation in education
School of Education is busy doing the
T heuniversity’
s goal: provide students with
applied learning experiences.
In an innovative move, the undergraduate
program in special education implemented
a change in their program curriculum. Amy
Schlieve, professor and program director for the
B.S. degree in special education, explained that
to provide an authentic, realistic experience
the pre-student teaching requirement and
methods courses have been combined. Students
working for early childhood special education
certification also are included in this change.
In the past, students took their required
methods courses at one time and later, when
schedules permitted, signed up for the prestudent teaching hours. Some problems existed
with this arrangement. According to Schlieve,
“Students received a smidgen of realistic teaching
experience.” It also was a markedly inactive
arrangement; students were primarily observers.
This lack of realistic teaching experience was a
problem when students started their first bona
fide student teaching placement. Schlieve heard
too many tales of woe from inexperienced firsttime student teachers.
In light of this, a revamping took place, and
in the fall of 2007, was implemented. Four of the
required courses for all special education majors
were combined into two modules offered in a
five-hour block. Each module now includes
a pre-student teaching class and a methods
course. Vicki Dowell, who teaches these
modules and places the students in classrooms,
sees advantages to the new arrangement.
Students are sent out in pairs and are placed
in the same classroom for the entire semester.
Dowell works with the placement teachers by
visiting and getting feedback on the students
assigned to them. The students are no longer
sent out as observers but as student teachers
expected to practice what they learn in the
methods segment of the module. They maintain
a journal of their teaching experiences —
successes and failures — which they share with
Dowell for her support and feedback.
Both Schlieve and Dowell expect that
students will be better prepared when they have
their own student teaching classroom because
of this change in the curriculum.
Kelly Holzer
Work 101 – Cegielski prepares students for reality
C
raig Cegielski’s teaching philosophy:
classroom curriculum should replicate the
real world as closely as possible, especially the
world of work. Cegielski, who graduated from
UW-Stout in 1998 with a bachelor’s degree in
technical education, experienced firsthand what
the university is famous for: applied learning.
“Several of my lab classes at Stout gave me
the hands-on experience that I now use in my
teaching,” he said.
Since 2004, Cegielski, a Wisconsin native,
has taught technology education at Eleva-Strum
High School. In accordance with his teaching
philosophy and educational background, he has
brought the real world to his students with the
student-run business, Cardinal Manufacturing.
Cegielski implemented a similar program —
Red Robin Machinery — while teaching at
Antigo High School.
In the fall of 2008, eleven students
accepted the challenge of working for Cardinal
Manufacturing without leaving the classroom.
The two-credit class/business is offered through
the technology education program and is
housed in the high school machine shop. It
meets two periods a day for the entire year. The
students learn and practice everything involved
in working for and in running a business. They
punch in on a time clock, learn about customer
service, do invoicing, keep books, order
materials and tools as well as handle shipping
and receiving. Students learn manufacturing
of parts, quality control, maintaining shop
equipment and all other aspects of running a
custom machine shop. It is an understatement
when Cegielski said, “I teach more than just product line but rather a custom job shop and
metalworking skills in this class.”
work to the customers’ specifications,” he said.
An added dividend for the students is the
In Brenholt’s class, Cegielski and fellow
monetary reward; they get paid for their work. students built and designed parts. “This class
After taking care of expenses, profits go to brought together teamwork, engineering,
updating equipment and to the class workers. manufacturing and a lot of good problemAnother lesson is learned. “So the harder and solving skills,” he explained.
smarter the students work, the more they can
Cegielski sees a sunny future for this
profit. This shows the students that when we program, which benefits all involved. Not
make mistakes or take too long, profits are only are the students getting an excellent
smaller. When we work efficiently, profits are learning experience, but “the school gains
larger,” Cegielski said.
financial support to buy higher-end equipment
As program participants, Cegielski’s students for the technology education classes,” he said.
are prepared for a wide range of manufacturing Technical schools and colleges are also receiving
careers, such as machinists, welders, engineers, experienced well-trained students. Eventually,
quality control personnel, maintenance this will produce more skilled workers in the
professionals, production managers and other workforce.
fields in manufacturing. A goal for the program
is for each student to write a resume and undergo
an interview with the human resources
department of a local industry. The
class also is designed to lead into the
Wisconsin state youth apprenticeship
program.
This year marks the eleventh year
since Cegielski graduated from Stout,
but he hasn’t forgotten two professors
that impacted him: Scott Wisner
and Dave Brenholt. In an enterprise
practicum class taught by Wisner,
students developed their own class
company, including a manufactured
product, and sold it for a profit.
Cegielski’s Cardinal Manufacturing is
similar except that, “We do not have a Student makes custom parts on a lathe
• P a ge 5 •
• P a ge 5 •
School
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E d u c a t i o n • V o l u m e 4, I ss u e 1
The Child and Family Study Center – 83 years young
T
he Child and Family Study Center
caters to the young and lively but it
is not exactly young. This year it will
celebrate 83 years of existence, and like all
living things it continues to change and grow.
The center hired a new director, Judy
Gifford, in the fall of 2007. “It felt like coming
home,” she said. Gifford, not a newcomer to the
university, was a head teacher at the center for
13 years and is a familiar face to some of the
parents of the children now at the center. Once
upon a time, these parents learned and played there.
Gifford loves her job, or to be more accurate,
her jobs. She serves as half-time director of
the center, teaches two courses in the early
childhood education program and acts as
supervisor of student teachers in the program.
In addition to a change in directors, the
center has joined the Menomonie School
District as part of Menomonie Area Partners
in Early Learning — MAPEL — also known
as 4-year-old kindergarten. The center is one
of 10 sites in the area housing such a program.
This is a change from the past when classes
included students of different ages. Now, every
morning for four hours the 4-going-on-5-yearold children are in a class with a Department
of Public Instruction approved curriculum. The
3-year-old children are in a class of their own.
The center’s curriculum is thematic and
integrated with the activities of the day. By
integrating a theme throughout, the concept
becomes cemented in the children’s minds,
Gifford explains. The curriculum also is
based on the children’s needs, abilities and
interests. In the spring, an occupations theme
was introduced; the children met the real
McCoy, such as a semi-truck driver and glass
manufacturer; and practiced doing the job, for
example as news casters and weather people in
a setup news station replete with weather map. labs being in one building. It would be ideal,
They also heard stories about different careers, they agreed. They also commented on new
wrote about their own dream job and went on trends emerging in childcare, such as a change
field trips associated with different occupations. in playground philosophy. A playground is not
The basics today, as in the past, have not just a place to develop body muscles although
changed. The center continues to operate that is important, but has become an extension
as a laboratory for students in the School of of the classroom. The outside area for the 4 and
Education’s early childhood education program 5 year olds includes a sensory area, wind chimes,
and related majors. There are two labs, one and during the summer, a vegetable garden
for infants and toddlers housed in the Home planted by the students.
As long as there are new shoots to tend, the
Economics Building, and the second for 3 to
5 year olds housed in a separate building on center will do what it does best, tend.
campus. The center continues its commitment
to excellence in education and to
evidence-based practices. It also is
the only preschool in Menomonie
approved by the National Association
for the Education of Young Children.
The center remains committed
to providing child care assistance for
university students. Its goal is to enroll
up to 70 percent of children whose
parents are university students. The
center also collaborates with other
departments on campus. Students in
the dietetics program are involved
with meal preparation and students
in English classes come to the center
to read to the children. Graduate
students in school psychology and
school counseling also use the center to
complete requirements such as the play
therapy course.
The demand for quality childcare
is as strong as ever. A healthy waiting
list exists, especially for the infant lab.
When asked about the center’s future,
Gifford and Linda Vanderloop, the
center’s busy and competent office
manager, said they dreamed of both The gardening center
Science education program graduates first student
B
rian Blaskowski is the first, but not the last, student to toss his cap after completing the School of Education’s
new science education certification program. Students in this program choose one major certification
from broadfield science, biology, chemistry and physics, and one minor certification from biology, chemistry
and physics.
Technically, Blaskowski, from Chippewa Falls, graduated in May with a bachelor’s degree in applied
science with a concentration in science education, a major teaching certification in broadfield science and
a minor teaching certification in biology. His degree and certification equip Blaskowski with a powerhouse
of science education. He will be certified to teach science courses in grades five to 10 and biology courses
in grades 11 and 12. During the summer while looking for teaching jobs, Blaskowski is adding on one more
certification in chemistry.
Graduation is a time for students to not only look ahead into the future but back into the past. As Blaskowski
reflected on his time at Stout, he said, “UW-Stout is a very friendly university with personable professors and
advisers. Everyone was willing to work with me in order to help me achieve my goals in a timely manner,
everywhere from substituting courses to overloading classes. It was a great experience.”
• P a ge 6 •
School
of
E d u c a t i o n • V o l u m e 4, I ss u e 1
School of Education awards
Jax Teaching Excellence Award, established April 2004
Robert A. Sedlak Spirit of Community Award, established
April 2007
Donors: Friends and university colleagues of Robert Sedlak.
Award: $300
Purpose: To recognize a School of Education — or related unit
within the university — faculty or academic staff member who has
demonstrated the same commitment and leadership that Robert Sedlak
exhibited in his career at the university. Robert Sedlak died Nov. 7, 2006.
Why they gave: Robert Sedlak served the community of UW-Stout
and the School of Education for 23 years. He served the School of
Education in many ways, most importantly as a model of leadership
emphasizing personal responsibility, interdependence, collaboration,
trust, foresight, listening and putting the needs of the organization
ahead of personal interests. His work will serve as a constant reminder
that service to students and colleagues is to be valued more highly than
personal gain and that learning is our life’s work.
Donors: Judy and Joe Jax of Menomonie. Judy Jax received her B.S. and
M.S. degrees at UW-Stout and a Ph.D. from the University of Minnesota.
Prior to her retirement in 2007, she taught in and served as dean of the
School of Education. She is presently dean and professor emeritus of the
university. Joe received his B.A. degree from UW-La Crosse and M.L.S.
degree from UW-Madison. Joe, now director of the library emeritus, was
a faculty member and director of the university library for 44 years until
his retirement in June 2003.
Award: $500
Purpose: To recognize School
of Education faculty and staff
career achievements in teaching.
Why we gave: “We have
always valued the work of
teacher education faculty and
academic staff at the University
of Wisconsin-Stout. This annual
award is a way to recognize
the work and achievements
of faculty and academic staff
who have given generously
to students majoring in a
teacher education program at
the university. The award is
designed to provide professional
development opportunities to
keep the School of Education on
the forefront of new and innovative educational teaching strategies that
enhance student learning for a better society.” — Joe and Judy Jax
Education students
volunteered at “3rd Grade
Fun Night,” held April 20 at the university.
Stout’s Student Wisconsin Educator’s Association
— StWEA — of which all the students are
members, received an $845 grant for the fun night.
Third grade children from Menomonie public
schools were invited for bowling, games and
windsock making.
The volunteers are
1st row: Larissa Rittenberry, Kayla Madsen, Trent Nelson,
Krista Beaver, Amanda Mitchell. 2nd row: Erik Collins,
Sarah Broberg, Alicia Gadient, and Chloe House. 3rd row:
Kristin Kahler, Jenna Cox, and Ashley Jeske. Not pictured
are Ashley Oppriecht and Lisa Manore.
• P a ge 7 •
• P a ge 7 •
School
Notable Notes
FACULTY:
Alan Block, professor, wrote “Pedagogy, Religion,
and Practice: Reflections on Ethics and Teaching,”
published by Palgrave Macmillan, September 2007.
The work explores the contemporary discourses of
education, scholarship and learning and offers a strong
argument for the centrality of ethics in curriculum,
scholarship and the classroom, and presents a
powerful argument against the present emphasis on
standards and quantitative accountability.
Carlos DeJud, assistant professor, received the
PsychCorp Annual Trainers of School Psychology
Professional Development Scholarship 2009 Junior
Faculty award in collaboration with Trainers of School
Psychologists. He attended the 41st Conference of
the National Association of School Psychologists and
the Trainers of School Psychology meeting where he
received the award. The conference was held Feb. 24,
in Boston.
Ruth Harris, adjunct professor and director of
Northwest Reading Clinic, Ltd. in Eau Claire,
celebrated her 40th year serving students in the
Chippewa Valley.
Diane Klemme, professor, presented “AAFCS Journal
Snapshot: The Last 100 years” at the Wisconsin
Association of Family and Consumer Sciences conference held March 29 and 30, in Stevens
Point. She also served as a merit reviewer for the
Energy Education Resource Grants awarded by the
Wisconsin Environmental Education Board held in
April at Stevens Point. Klemme was also selected by
student vote for the UW-Stout Outstanding Teaching
Award for 2008-09.
Howard Lee, professor, was selected as the 2009
Wisconsin Region III Award of Merit Recipient when
the Wisconsin Association for Career and Technical
Education Board of Directors met in April. Lee was
of
E d u c a t i o n • V o l u m e 4, I ss u e 1
selected for his support of the association and his
outstanding leadership efforts in career and technical
education at the local, state and national level. The
award will be presented at the ACTE Convention
Region III Business Meeting to be held in Nashville,
Tenn. in November.
Kari Merritt, program director of the B.S. degree in
early childhood education, was selected by student
vote for the UW-Stout Outstanding Teaching Award
for 2008-09.
Jill Stanton, assistant professor, and Juli Taylor,
assistant professor, presented “UW-Stout’s Technical
College Certification Immersion Program” as a panel
with School of Education student and instructor at
Madison Area Technical College Paul Short at the
Wisconsin Association for Career and Technical
Education conference held in Appleton, Wis. in
February. Taylor also facilitated a panel discussion
titled “Wisconsin Career Clusters Update” with
partners from Moraine Park Technical College, Fox
Valley Technical College, and CESA 3.
David Stricker, associate lecturer, presented “A Case
Study: Teaching Engineering Concepts in Science” at
the National Center for Engineering and Technology
Education pre-International Technology Education
Association Conference meeting, held March 17,
in Louisville, Ky. Stricker’s article “Thinking Small:
Nano Small” was published in the March 2009 edition
of Technology and Children, a journal for elementary
school technology education.
Sylvia Tiala, assistant professor and program director
of the B.S. degree in technology education, received
the TECA Distinguished Advisor Award. This award
is given to individuals for exhibiting dedication
to TECA and the field of technology education by
displaying a high degree of involvement in college
student affairs and meeting professional standards.
Student and alumni news:
Larry Graves accepted the position of registrar at
UW-Stout where he has been employed since 1998.
Graves graduated in 2001 with a B.S. degree in
technology education.
Jamie Nord received the Graduate Faculty and
Graduate Student Cooperative Achievement Award
during Research Week held in April at the university.
Nord has an M.S.Ed. in school psychology and an
EdS. in school psychology, both from UW-Stout.
Kelly Risberg, early childhood education, was
elected to serve as state president of the Student
Wisconsin Educators Association.
Susan Turgeson, Menomonie High School food and
nutrition instructor, has been named the American
Association of Family and Consumer Sciences national
teacher of the year. Turgeson has a B.S. in family and
consumer sciences education and an M.S. in home
economics from UW-Stout.
Campus events:
Rube Goldberg Machine Contest was held on
campus Tuesday, March 10. The contest was run
entirely by university students: Andrew Behnke,
contest coordinator, student members of the
university’s Technology Education Collegiate
Association — TECA — and students in the marketing
and business education program. Team T-shirts and
promotional brochures were printed by the Stout
Typographical Society, another student organization.
The Early Childhood Education Conference
hosted by the School of Education and Outreach
Services held its 31st annual conference April 2325, on campus. The yearly conference includes a
wealth of developmentally appropriate curriculum
ideas for children, from birth to eight years of age.
Approximately 12 SOE faculty members including
emeriti presented at the conference with more than
1,700 attendees.
We welcome your inquiries and comments
Phone: 715/232-1088
Fax: 715/232-1244
www.uwstout.edu/soe
SCHOOL OF EDUCATION
267 Home Economics Building
University of Wisconsin-Stout
Menomonie, WI 54751
For more information contact:
SCHOOL OF EDUCATION
267 Home Economics Building
University of Wisconsin-Stout
Menomonie, WI 54751
NON-PROFIT
ORGANIZATION
U.S. POSTAGE
PAID
PERMIT NO. 3
MENOMONIE, WI 54751