The University of Wisconsin–Stout is a member campus of the University of Wisconsin System. The school was founded in 1891 in Menomonie, Wisconsin and enrolls more than 9,200 students. It is named in honor of its founder, lumber magnate James Huff Stout, and is one of two universities in the UW System not named for the city in which it is located, the other being UW-Parkside. Stout is also the base of operations for a studio of Wisconsin Public Television, where WHWC-TV is licensed from, and is home to the studios for WVSS and WHWC as part of the Wisconsin Public Radio network.Since 1971, UW–Stout is one of only two special mission universities in the UW System: it provides focused programs "related to professional careers in industry, technology, home economics, applied art and the helping professions." UW–Stout's programs prepare students for productive careers in industry, commerce, education, and human development through the study of technology, applied mathematics and science, art and design, business, industrial management, human behavior, family and consumer science, and manufacturing-related engineering and technologies. UW–Stout offers 44 undergraduate majors, and 20 graduate majors, including two advanced graduate majors. The university is one among a small group of polytechnic universities in the United States which tend to be primarily devoted to the instruction of technical arts and applied science. In 2013, UW-Stout was approved by the University of Wisconsin Board of Regents to offer its first doctoral degree, a doctor of education in career and technical education.On March 9, 2007, Stout was designated "Wisconsin's Polytechnic University" by the UW-System Board of Regents. Wikipedia.
News Article | April 17, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has determined the best online colleges and universities in Wisconsin for 2017. The list recognized 23 four-year schools, with University of Wisconsin Madison, Concordia University Wisconsin, Viterbo University, Marquette University and Edgewood University scoring as the top five schools. Of the 13 two-year colleges that also made the list, Milwaukee Area Technical College, Lakeshore Technical College, Fox Valley Technical College, Western Technical College and Mid-State Technical College were the top five. “The schools on our list offer outstanding online educational resources in the state of Wisconsin,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “These certificate and degree programs offer online students the same high-quality education as traditional students, with the added bonus of flexibility that online education provides.” To earn a position on Wisconsin’s “Best Online Schools” list, colleges and universities must be accredited, public or private not-for-profit institutions. Each college is also evaluated based on additional metrics which include financial aid availability, student services, academic counseling resources, student/teacher ratios and graduation rates. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Wisconsin’s Best Online Four-Year Schools for 2017 include the following: Cardinal Stritch University Concordia University-Wisconsin Edgewood College Lakeland College Maranatha Baptist University Marian University Marquette University Ottawa University - Wisconsin University of Wisconsin-Eau Claire University of Wisconsin-Green Bay University of Wisconsin-La Crosse University of Wisconsin-Madison University of Wisconsin-Milwaukee University of Wisconsin-Oshkosh University of Wisconsin-Parkside University of Wisconsin-Platteville University of Wisconsin-River Falls University of Wisconsin-Stevens Point University of Wisconsin-Stout University of Wisconsin-Superior University of Wisconsin-Whitewater Viterbo University Wisconsin Lutheran College Wisconsin’s Best Online Two-Year Schools for 2017 include the following: Fox Valley Technical College Gateway Technical College Lac Courte Oreilles Ojibwa Community College Lakeshore Technical College Mid-State Technical College Milwaukee Area Technical College Moraine Park Technical College Nicolet College Northcentral Technical College Northeast Wisconsin Technical College Southwest Wisconsin Technical College Western Technical College Wisconsin Indianhead Technical College ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
News Article | April 17, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has ranked the best colleges in Wisconsin for 2017. Of the 35 four-year schools who made the list, University of Wisconsin Madison, Marquette University, Saint Norbert College, Viterbo University and Lawrence University ranked the highest. 16 two-year schools also made the list; Chippewa Valley Technical College, Mid-State Technical College, Fox Valley Technical College, Lakeshore Technical College and Western Technical College were determined to be the best five. A full list of all schools is included below. “Strong economic benefits can come from having a highly-educated workforce,” said Wes Ricketts, senior vice president of LearnHowToBecome.Org. “These Wisconsin schools not only offer quality degree programs that show the value of higher education, they also have demonstrated a commitment to ensuring their students’ post-college success.” To be included on the “Best Colleges in Wisconsin” list, schools must be regionally accredited, not-for-profit institutions. Each college is also appraised on additional data that includes annual alumni earnings 10 years after entering college, career counseling services, student/teacher ratio, availability of financial aid and graduation rate. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Wisconsin” list, visit: The Best Four-Year Colleges in Wisconsin for 2017 include: Alverno College Beloit College Cardinal Stritch University Carroll University Carthage College Concordia University-Wisconsin Edgewood College Lakeland College Lawrence University Maranatha Baptist University Marian University Marquette University Milwaukee Institute of Art & Design Milwaukee School of Engineering Mount Mary University Northland College Ottawa University-Milwaukee Ripon College Saint Norbert College Silver Lake College of the Holy Family University of Wisconsin-Eau Claire University of Wisconsin-Green Bay University of Wisconsin-La Crosse University of Wisconsin-Madison University of Wisconsin-Milwaukee University of Wisconsin-Oshkosh University of Wisconsin-Parkside University of Wisconsin-Platteville University of Wisconsin-River Falls University of Wisconsin-Stevens Point University of Wisconsin-Stout University of Wisconsin-Superior University of Wisconsin-Whitewater Viterbo University Wisconsin Lutheran College The Best Two-Year Colleges in Wisconsin for 2017 include: Blackhawk Technical College Chippewa Valley Technical College Fox Valley Technical College Gateway Technical College Lac Courte Oreilles Ojibwa Community College Lakeshore Technical College Mid-State Technical College Milwaukee Area Technical College Moraine Park Technical College Nicolet College Northcentral Technical College Northeast Wisconsin Technical College Southwest Wisconsin Technical College Waukesha County Technical College Western Technical College Wisconsin Indianhead Technical College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ENGINEERING EDUCATION | Award Amount: 454.06K | Year: 2015
This project explores how engineering and technology students experience service learning during their undergraduate programs. One example of service learning is Engineers Without Borders (EWB) USA, which seeks to find practical solutions to community concerns, such as clean water or sustainable sewage systems. Many universities and colleges offer such experiences to their students and believe they are contributing a valuable service to developing communities. However, service learning projects are often compromised because students graduate, and/or faculty leaders move to other institutions, and community ties are lost. The project seeks to find best practices for university/college-based service learning for all stakeholders in these enterprises. This project is a collaboration between Engineers Without Borders USA and University of Wisconsin-Stout researchers, teachers, and students. The project will unfold over four years and includes both engineering and social science students in the work. Student attitudes, beliefs, and goals about community involvement are explored in a cross-institutional way: In addition to studying the UW-Stout EWB chapter, the project looks at data collected by Engineers Without Borders USA, and examines trends and practices throughout chapter projects.
A wider understanding of how to balance the needs of students and communities could be broadly applied to service learning projects outside of the STEM fields. More specifically, community development, economic development, and applied anthropology projects might benefit from this research. Finally, third party stake holders such as employers of STEM students are able to employ students who are better prepared to operate in the global workplace due to their participation in well-formed service learning opportunities. In summary, This work contributes to the development of an economically competitive STEM workforce by providing a guiding structure for effective and ethical service learning initiatives for STEM education. The overall project outcomes are disseminated publicly through a project website, traditional and lay publications and presentations, and the development and delivery of workshops. Further, project outcomes that specifically target the operation of EWB-USA projects are incorporated into the guidelines that are followed by EWB-USAs membership, which includes more than 14,000 individuals.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 176.82K | Year: 2012
The project is transforming biology undergraduate education at the University of Wisconsin-Stout to include potentially publishable original research as an integral part of introductory laboratory courses for all students taking such courses, both science majors and those majoring in other disciplines. The intellectual merit lies in their choice of a local problem as the basis for the research. Both the intellectual merit and broader impacts are enhanced by the documentation of student cognitive, personal, and professional development in classrooms featuring a research approach compared to these outcomes in students who are involved in apprenticeship style research activities. The initial research problems being introduced are investigation of the high phosphorus content of a nearby lake affected by agricultural runoff and the effects of implementation of remediation efforts. It is estimated that over 1000 students will be exposed to classroom research approaches during the course of this project.
This project is being jointly funded by the Directorate for Biological Sciences, Division of Biological Infrastructure and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts toward Vision and Change in Undergraduate Biology Education.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 39.34K | Year: 2015
This project, acquiring a shared state-of-the-art JACO-2 robot arm for collaborative research in assistive and rehabilitation robotics, aims to improve the quality of life of individuals with disabilities and the elderly by increasing their independence and community reintegration. It supports research in three areas:
- Assistive technology and vocational rehabilitation systems;
- Robotics and control systems; and
- Health monitoring systems.
In these areas, the participating researchers will use the equipment collaboratively on diverse research projects. In addition, the award should facilitate development of assistive robotics research and training across multiple departments.
This novel instrument enables access by the research community to an instrument that will accelerate research in assistive robotics, vocational rehabilitation, health-care and monitoring, and home care. The proposed projects introduce a simple robot arm manipulation scheme for enabling the incorporation of robotic systems into home environment, thus enhancing the independence and autonomy of individuals with disabilities, and minimizing the necessity for a caregiver. The research projects will also contribute to assisting the elderly and persons with disability to manipulate and communicate with the robot in complex unstructured environments, thereby enhancing safety and reliability of the robotic system, especially for people with lower or upper limb limitations or both lower and upper limb limitations to perform tasks in a more complicated workplace.
Agency: NSF | Branch: Standard Grant | Program: | Phase: POP & COMMUNITY ECOL PROG | Award Amount: 550.00K | Year: 2013
Many natural areas persist as habitat patches within a larger developed landscape. Species communities in these patches fluctuate over time as a consequence of local extinction, dispersal between patches, and interactions between species. Metacommunity theory is an organizing framework for understanding how networks of communities assemble and change, and can help resource managers make decisions about habitat and species conservation. There is a strong need to test metacommunity theory, though, at field scales relevant to conservation questions. This project examines forested vernal wetlands, which provide ideal systems for testing metacommunity theory. Vernal wetlands may flood in the spring and dry completely each year and frequently contain species adapted to these unique environmental conditions. They tend to be small and difficult to detect on the landscape, but they provide critical breeding habitat for amphibians and aquatic insects. Insects, amphibians, plants, and water chemistry will be studied in sixty wetlands within Wisconsins Chippewa Moraine region over five years in order to capture the effects of environmental variability on community structure. The role of more permanent wetlands as sources of organisms for vernal wetland communities will also be evaluated. Finally, field experiments will provide insight into how community history affects species presence and abundance. These studies will help determine the relative contributions of environmental variation, species interactions, community history, and landscape position on community composition.
Conserving forested vernal wetlands is a priority in efforts to protect aquatic biodiversity, and understanding how metacommunities function in these unique systems is critical to protecting them. Research findings from this project will be incorporated into ecological landscape management plans for use by forest managers. The project will involve numerous undergraduates in research experiences and will increase the number of under-represented groups and first-generation college students pursuing STEM fields.
Agency: NSF | Branch: Continuing grant | Program: | Phase: RSCH EXPER FOR UNDERGRAD SITES | Award Amount: 281.99K | Year: 2014
This project brings together a dynamic and creative group of faculty from the University of Wisconsin-Stout to create an 8-week interdisciplinary REU site targeting first generation and underrepresented minority students. Students and faculty engage in a holistic apprentice-style training model with the overall theme of studying phosphorus pollution in a highly impacted Wisconsin watershed. The team studies inclusive decision-making, social networks among farmers, responsive policy implementation, economic impacts, land-use effects on phosphorus run-off, remediation strategies, and sediment geochronology. Data are integrated into a comprehensive strategy for economically sustainable phosphorus use. Students and faculty participate in professional development programming, interdisciplinary data sharing, and original research activities designed to empower and prepare students for science
careers. Ultimately, this investment in human capital will help produce a workforce trained in interdisciplinary and collaborative thinking necessary to solve 21st century problems.
Intellectual Merit :
This work offers significant intellectual contributions by improving student learning and development in response to research experiences, creating innovative approaches to manage the training and professional development of students and faculty in interdisciplinary research, and understanding the complex processes contributing to phosphorus pollution while developing
sustainable solutions. These efforts dovetail nicely with an ongoing NSF-funded project at UW-Stout to study classroom-based research. The research results are broadly disseminated via student presentations, peer-reviewed literature, local media outlets, and policy stakeholders.
Broader Impacts :
The proposed project is ecpected to result in lasting impacts for students, faculty, and community alike. The PI-teams efforts at synthesizing different research projects centered on the same substantive problems have improved their effectiveness in collaborative problem solving and in teaching undergraduates an interdisciplinary approach to research. The team expects an increase the retention and success of underrepresented groups and their pursuit of advanced science degrees. By sharing results with civic leaders
and government regulators, their new knowledge will impact public policy, the local economy, and regional water quality. This should have a significant impact on developing a more competitive workforce in the social and natural sciences in the US, increasing participation of underrepresented minority groups and women in the sciences, improving undergraduate education in the social
and natural sciences. Most importantly, this project whould have a positive impact on public scientific literacy.
Agency: NSF | Branch: Standard Grant | Program: | Phase: RSCH EXPER FOR UNDERGRAD SITES | Award Amount: 230.40K | Year: 2016
REU Site: Interdisciplinary Research Experiences in Robotics for Assistive Technology
This Research Experiences for Undergraduates (REU) Site award funds a new REU site focused on Robotics in Assistive Technology at the University of Wisconsin-Stout. Robotics has potential appeal across a wide range of disciplines, especially as robots become increasingly integrated into society, performing useful tasks in the home and elsewhere. The REU site will provide 8-week interdisciplinary research experiences in robotics targeting first generation, underrepresented students, and students from institutions with limited research opportunities. Students and faculty will participate in professional development, interdisciplinary data sharing, and research activities designed to empower and prepare students for advanced degrees and careers in engineering. This project will make a meaningful impact in how we apply robots in enhancing our quality of life. It is imperative that we provide a larger pool of individuals trained in the field of robotics to address the increasing number of national needs.
This is a new REU proposal in the area of assistive robotics. The proposed research projects for participants focus on several areas such as dynamic model design, control, human-machine communication, teleoperation, and wireless control. The proposed comprehensive three stage program touches all components of an REU site from introductory workshops for the basic concepts to the preparation of their final research report that could lead to a publication. The PI is an expert in the area of assistive technologies and the other faculty members are experts in the areas of rehabilitation, robotics, and bio-sensing. This REU site provides modern facilities and professional mentors to guide undergraduates in explorations of real-world problems related to robotics in assistive technology. Students will learn how to use current tools and techniques to solve those problems through exciting research projects across a wide range of research topics. The goal of the site is to increase participation of first generation, underrepresented minorities, women and persons with disabilities, and provide opportunities for students from schools with limited research opportunities. The students will participate in research and professional development activities all designed to achieve the goals of retaining and graduating undergraduate students in engineering and increasing recruitment of students into graduate programs.
Agency: NSF | Branch: Standard Grant | Program: | Phase: SPECIAL PROJECTS - CISE | Award Amount: 298.43K | Year: 2016
This project, acquiring a 3D photogrammetric light stage instrument with automatic synchronization and registration for instantaneous scanning of 3D shapes with submillimeter accuracy, motion capture, and capture reflectance properties, aims to capture image samples up to 128 viewing angles and 156 lighting angles simultaneously. It will afford the instantaneous scanning of 3D shape with sub-millimeter accuracy in a range of sizes from a few cm up to several meters and will also afford capture of motion over time. Unlike most other photogrammetry systems, the device can also capture reflectance properties giving rise to accurate appearance. This instrument would contribute to a wide range of interdisciplinary projects and research (both at Stout and at neighboring Ph.D. granting institutions) as well as broader enrichment of the public through partnerships with art and history museums and non-profits. Photogrammetry-based systems acquire information about an object?s shape and appearance via images of the object from multiple angles. With a proper array of cameras the object can be captured in a fraction of a second and no markers or modification of the material of the object is necessary. Moreover, the precision and density of the data is comparable to laser scanning devices. Even more compelling is the similarity of this data to that captured by more complex and custom light stages used in computer graphics light field research. However, a gap still exists between these areas that this instrument, and the research it enables, will endeavor to eliminate. This instrument will support collaboration with photographers at the Minneapolis Institute of Art and with the director of the Goldstein Museum of Design. These museums are open to the public and have a common desire to spread their works into the wider community. This instrument will also contribute to the work of the company Xan Scan that seeks to capture objects of significant historical value (including Native American and ancient Chinese artifacts) from smaller public museums. Xan Scan shares these scans with schools providing broadening the access of students that would otherwise not be able to visit these museums in a very cost effective manner. The instrument will be used in several courses at the institution to enhance education of undergraduate students in design, computer science, and digital humanities. Students will have access to the facility and be better trained for research in these areas. The impact should spread further.
Due to the difficulty of entry into this area, commercial photogrammetry software and hardware has not realized the potential to connect to light field rendering research. The work enabled by this instrument seeks a remedy and provides an open standard for representing, rendering, and sharing this data. Some project examples are discussed, including work with designers to introduce photogrammetry based objects into the design process and museum curators, to scan objects for advanced archeological and historical research, as well as the development of digital exhibits for wider access to their artifacts. Despite the usefulness, photogrammetry has not been embraced by the archival preservation group, possibly because of insufficient understanding of the data and format and storage standards. Hence, archivists and historical personnel will be involved specifically with the goal of addressing these issues and establishing or expanding standards for metadata, photogrammetry images and 3D models.
Agency: NSF | Branch: Standard Grant | Program: | Phase: RES IN DISABILITIES ED | Award Amount: 414.81K | Year: 2012
Soft Skills - Hard Science: A Study of the Impact of Soft Skills Development on Employment Outcomes for STEM Students with Disabilities is based on the Social-Relational Model of Disability, an extension of the Social Model of Disability. The PI and his team hypothesize that direct intervention of soft skills development among individuals with disabilities will lead to greater rates of employment, thus increasing the number of STEM professionals with disabilities. Thus the hypotheses of this study are:
H1: Post-secondary students with disabilities who receive soft skills training will have higher rates of success in obtaining employment in STEM-related professions or being accepted into a related graduate program than those who do not receive such training.
H2: Post-secondary students with disabilities who receive soft skills training in combination with work-based learning and use of a mentor will be perceived by employers as more prepared for the demands of competitive employment in STEM-related professions.
The project addresses two research questions:
RQ 1. Does direct training in soft skills increase employment rates of college graduates in STEM-related professions?
RQ 2. Does participation in a formal mentor-protégé relationship prior to college graduation increase employers perceptions of individuals soft skills?
A quasi-experimental design is used to investigate the effect of the intervention, which has three parts:
1. Disability-specific job seeking/ preparation learning modules addressing critical thinking, interpersonal effectiveness, work personality and social networking;
2. Experiential learning through co-op/internship experience with a STEM employer; and
3. Assignment of a STEM-employed mentor with a disability who will provide guidance and feedback to participants throughout their senior year.
A sample of 80 STEM students with disabilities who attend University of Wisconsin-Stout are participating in the study. Data collected included soft skills development, placement rates and employment outcomes. Independent variables are: participants awareness of the specific soft skills needed for successful employment, as measured by The Soft Skills Assessment Survey (SSAS), and personal appraisal of appropriate use of identified soft skills based on expert feedback, a self-report measure. The Career Services Department at UW-Stout facilitates tracking employment and placement data.
The dissemination plan includes the Association on Higher Education and Disability as a key player in disseminating to the audience of college disability service professionals and others who support students with disabilities. All documents, including how-to replication manuals, created through this project are available on the project website.
The project is evaluated by an external evaluator who has a separate award to conduct evaluation for RDE-funded research projects.
Individuals with disabilities continue to be underrepresented in STEM professions. Past efforts to increase workforce participation in STEM fields have largely excluded recognition of bio-psychosocial factors and intrapersonal skills building to obtain and maintain employment. The project is contributing to the knowledge base related successful transition to the STEM workforce and success in STEM employment.