Reminder: The Phoenix Club serves bagels and cream cheese

Personnel at The Phoenix Club, Green Bay Campus, are excited to announce a partnership with Lox, Stock ‘N Bagel to offer fresh bagels and cream cheese at the Club. Bagels are now available Monday through Friday starting at 9 a.m. and until supplies last. Bagels will only be $1 each on Mondays.

Bagels for $1.50:

  • Plain
  • Asiago Herb
  • Pizza
  • Sun Dried Tomato
  • Blueberry
  • Chocolate Chip
  • Seasonal: Pumpkin Spice

Cream Cheese for $0.50:

  • Plain
  • Strawberry
  • Jalapeno Cheddar
  • Chocolate Chip
  • Vegetable
  • Chive, Onion and Garlic


Press-Gazette coverage: ‘Cat Grandpa’ goes viral at pet shelter owned by UW-Green Bay alumna

Safe Haven Pet Sanctuary and Cat Cafe in Green Bay, owned by UW-Green Bay alumna Elizabeth Feldhausen ’15 (Psychology and Human Development), has gone viral due to one volunteer that has been dubbed “The Cat Grandpa.” Photos showing De Pere resident Terry Lauerman, 75, sleeping while surrounded by cats have taken the media storm. Read the story from Green Bay Press-Gazette.

Fox 11 reports on upcoming Brown County library event featuring UW-Green Bay professors and dean

The Brown County Central Library’s third annual family-friendly Library Comic-Con® will be held Saturday, Sept. 29, 2018 from 10 a.m. to 4 p.m. UW-Green Bay will be well represented at the event with Prof. Ryan Martin (Psychology), Associate Prof. Bryan Carr (Communication) and Dean Chuck Ryback (College of Arts, Humanities and Social Sciences) holding a discussion on the psychology of villains. Fox 11 has the story

UW-Green Bay’s Cat Island Restoration Project discussed with Audubon, Congressman Mike Gallagher

The Cat Island Restoration Project was recently discussed among members of the Northeastern Wisconsin Audubon Society and with Congressman Mike Gallagher (WI-8). The project focuses on reconstructing three islands in the lower bay. UW-Green Bay faculty, students, graduate students and alumni have worked closely with the project. Alumnus Tom Prestby ’16 (Environmental Science and Policy) can be seen in the photo wearing a UW-Green Bay shirt.  Read the full story at Audubon Great Lakes

Free saxophone recital to take place at Weidner Center on Monday, Oct. 8

Anna Marie Wytko, soprano and alto saxophones, will be performing at the Weidner Center on Monday, Oct. 8, 2018 from 7:30 p.m. to 8:30 p.m. Wytko has performed worldwide and has presented extensive concerto, solo and chamber music performances throughout Europe, North America, South America, Mexico and Canada. This performance is free. Learn more.

Anna Marie Wytko, Photo
Anna Marie Wytko

Plymouth Cohorts

Back to School

Plymouth School District and UW-Green Bay celebrate decade-long continuing education partnership

UW-Green Bay and the Plymouth School District marked a milestone in May 2018 — a unique, mutually beneficial relationship that has supported educators for nearly a decade.
At a time when many teachers reach into their own pockets for materials to enhance the learning for their students, and districts are looking to stretch or trim operating budgets, the Plymouth Joint School District continues to promote and fully fund tuition and textbooks for its teachers who participate in UW-Green Bay’s master’s program for Applied Leadership in Teaching and Learning.

Rare collaborative opportunity

“It’s extremely rare for a school district to be so supportive of a program like this,” said Tim Kaufman, chair of the UW-Green Bay graduate program in Education. “Everyone in the Plymouth district, from administration to the school board has been committed to this from the beginning. It’s only grown stronger over the years.”

“We believe strongly in collaboration,” said Dan Mella, assistant superintendent for the district. “This arrangement allows us to bring the rigor of a master’s-level program to our campus and tailor it to the needs of our educators.” Open to pre-K to grade 12 teachers, registration is limited to a cohort of 20 students with six-hour classes on Saturdays, over a two-year period. “The educators meet the credit-hour requirements of the University’s graduate program; and we’re able to deliver it in a convenient and collaborative way,” Mella says.

That collaborative attitude carries into the structure of the classroom itself, where classes are co-taught by faculty from UW-Green Bay and Plymouth.

“In many settings, whether it’s a classroom or a boardroom, you would anticipate the environment to be a bit chilled by the presence of ‘the top brass,’” said Kaufman. “In this case, the culture is so collaborative, so empowering of frontline employees, that there’s no chilling effect at all.”

Win-win for Plymouth schools and UW-Green Bay

Don’t think for a minute that the district’s commitment stems from pure altruism. Mella says it gets at least as much as it gives. “Educators work in teams. We don’t direct them, but we ask that their work benefit the children in our district. We share it so it becomes part of the broader curriculum. That makes us all better teachers. And that produces better students.” The program, Mella says, is also used as a selling point to new candidates and is a “major plus in climate studies.”

“The most valuable thing to me was working with fellow Plymouth instructors to create something that was valuable to my own teaching as well as to our district,” said Beau Biller, technology education instructor. He was one of three teammates to research and develop a new technology-focused math course aimed at students not headed for four-year universities.

“There are excellent math course offerings at Plymouth for students who plan to enter a four-year university,” explained Darren Munson, a math instructor. “We felt there weren’t adequate math courses to meet the needs of students who would be pursuing career, military or technical college options.”

“And this was another collaboration,” added Jack Daniels, a math and computer sciences instructor at Plymouth and the third member of the team. “Through the process of implementing the new courses, we were able to collaborate with Lakeshore Technical College to offer these new courses for technical college math credit.”

Language Arts teachers Sarah Paff and Keely Mey, have had similar experiences with the program.

“Keely and I have both benefited personally and in our careers from the process of reflection,” Paff says. “As partners in the program, we wondered if reflection would help our students to develop critical thinking skills and the ability to learn from their experiences in and out of school. We did some research and found there was little out there about student reflection at the fifth-grade level,” said Mey. “We developed a journal-based, self-reflection program based on teacher-led questions around student motivation, student-teacher relationships, future focus, healthy lifestyle, social skills, self-worth, self-knowledge, relationships and academics.”

“Now we have teachers at multiple grade levels incorporating reflective practices into their classrooms,” said Paff. “It looks different from classroom to classroom, but we have many students in our district developing critical thinking skills through reflection.”

Room for replication

Kaufman said the Plymouth model could be replicated in other districts. In fact, some districts use part of the curriculum, but no one has the level of commitment that Plymouth has. “This program develops leadership within the teachers,” he said. “That plays out in the classroom and elsewhere. Some administrations would feel threatened by that, but Plymouth embraces it. They’re secure enough to empower teachers to take risks. So far, they feel that’s paying off.”

“And for me,” Kaufmann reflects, “it’s my best experience as an educator.”

See photos of the UW-Green Bay and Plymouth School District 10-year partnership celebration.

This story by Jim Streed ‘05 originally appear in the Spring/Summer issue of Inside Magazine

Diagnosis? Success.

Pictured above: Matt Torbenson is grateful for the UW-Green Bay MCW Green Bay partnership that made his transition from college student to medical student seamless. In back: left to right, UW-Green Bay Prof. James Marker, MCW Associate Dean Craig Hanke, UW-Green Bay’s Prof. Uwe Pott and Associate Dean Amanda Nelson.

Collaboration between UW-Green Bay and the Medical College of Wisconsin meets regional demand for doctors

The idea of being a doctor starts simply with the desire to help. Yet, the path to get there — undergrad, medical school, residency and possible fellowship — can be daunting.
For the past three years, UW-Green Bay’s College of Science, Engineering and Technology in partnership with the Medical College of Wisconsin (MCW), has been working to help local students realize their dream of becoming a physician — right here in Northeast Wisconsin. This unique collaboration between public and private institutions celebrated a milestone in June, the first graduating physician class of MCW – Green Bay, including UW-Green Bay alumna, Julia Shariff ’15. (See page 10 of Inside Magazine.)

Physicians needed

This success story couldn’t come at a better time. Rural Wisconsin is experiencing a shortage of primary care physicians. In 2011, the Wisconsin Hospital Association predicted a shortfall of more than 2,000 physicians by 2030 if immediate action wasn’t taken — namely, producing 100 new physicians every year.

Armed with this data, MCW developed satellite programs in Green Bay and central Wisconsin “…with the intent to train and increase the number of primary care physicians that can serve the northern and central areas of Wisconsin,” states Craig Hanke, Ph.D., associate dean of curriculum for the MCW-Green Bay campus. The Green Bay campus was chosen in large part because of UW-Green Bay’s wealth of highly trained faculty in the biomedical sciences, who have a strong passion for sharing their knowledge.

UW-Green Bay’s track record is strong

When Shariff graduated in June of 2018, she was be the first in a growing line of students who were prepared for a medical path at UW-Green Bay. She will be followed by Matt Torbenson (pictured) and Angela Smet, each in their second of three years at MCW and 2018 UW-Green Bay graduates, Brittany Djurhuus and Nigel Tourdot. An impressive streak from a program that accepts candidates from across the nation.

So, what’s in it for the UW-Green Bay faculty? Professors teaching the MCW curriculum spend additional time preparing for higher level classes and team-teaching with physicians and other researchers. This additional gathering and sharing of content provides “preparation on steroids” for undergraduates.

UW-Green Bay Associate Prof. of Biology, Brian Merkel chuckles as he describes his time working with MCW. “It’s like Candyland for us,” he says. “So many of us at UW-Green Bay are passionate teachers, and part of that passion is not only our love in working with students, but we are huge fans of our content areas.” Merkel’s classes are essential to MCW’s curriculum. “I’m completely fascinated with microbiology and immunology and am excited to have the opportunity to teach this material to medical students, and then pass along the information to undergrads.”

Their dedication shows. Merkel and colleague, Associate Prof. Uwe Pott were named among MCW’s Outstanding Medical School Teachers for 2016-2017.  The UW-Green Bay/MCW partnership has also changed the way undergraduate students are advised, creating better outcomes and often acceptance into medical school. “It’s still incredibly tough to get into medical school,” says Amanda Nelson, associate dean for the College. But the partnership influences what professors teach undergrads to better prepare them for medical school. “We want our best and brightest (students) to stay in the region and continue to practice for 20-30 years,” says Nelson.

UW-Green Bay/MCW allows intellectual reach beyond regional borders

While MCW students in Green Bay participate in lectures from UW-Green Bay professors, their counterparts in Wausau and Milwaukee watch on live stream. “The institutions mutually strengthen one another,” says Hanke. “Collaboration has expanded the capacity of all the biomedical science faculty, giving everyone a chance to work with each other in terms of professional development.”

A prime example is UW-Green Bay Associate Prof. of Chemistry, Deb Pearson. Her wealth of knowledge in nutritional sciences is an area MCW hopes to expand. “MCW was interested in adding a nutritional aspect to the curriculum,” states Hanke. “Deb (a nutritional biochemist) has given lectures to improve the nutrition piece of our medical school.”

Keeping it local

The hope is that these highly trained physicians return after residency to Northeast Wisconsin to practice medicine. The MCW-Green Bay campus acceptance criteria requires that students express a strong interest in staying local and completing their residency in a Wisconsin/Midwest setting.

This story by Kristin Bouchard ‘93 originally appear in the Spring/Summer issue of Inside Magazine

Not a Research Institution? We Beg To Differ.

It’s high stakes for the next generation of problem-solvers. UW-Green Bay student researchers are ‘all in’

Hollywood has a way of framing how we should view the world. University scholarship and research are not immune, with most people seeing research as something done in a lab, under a microscope, by a mad scientist-looking-guy resembling Doc Emmett Brown in the movie “Back to the Future.”

Yet, spend any amount of time with today’s academic leaders and students and you will quickly discover that today’s research is an entirely different game altogether, a creation of knowledge that is vital to both the student experience and business and community transformation.

“Research isn’t just for faculty and graduate students anymore,” says UW-Green Bay Interim Dean of Business (formerly Associate Vice Chancellor for Academic Affairs and Director of Graduate Studies), Mathew Dornbush. “Research and related creative activities are now central to the way we educate all of our students, and it’s everywhere across the University. Students don’t come into college thinking of these experiences as an add-on. They expect to engage in research and to have it fully integrated into their college experience.”

For the most part, all universities operate under a similar and fairly straightforward definition of research: “the process of taking faculty, staff and student expertise and applying it to a problem.”

The complexity and fast pace of today’s world means there’s no shortage of problems to go around, providing plenty of opportunities for discovery for faculty and students at universities of all sizes. Community and industry connections are critical, both in helping to identify problems and invest in the research.

From psychology to biology to business administration to social sciences, research is everywhere on campuses of every size. While R1 research institutions command much of the attention when research is discussed, mid-size comprehensive universities like UW-Green Bay are also all in.

“Research conducted at institutions like UW-Green Bay surprises many in that it is taking place, is high quality and it applies faculty and student expertise to address problems and questions. Both basic and applied research is conducted on our campus, and both are equally valuable,” Dornbush notes.

Historically research was small-group based and done outside of curriculum. Now it’s being pulled into the curriculum and the student experience. Faculty are continually asking themselves “how do I restructure classes to include the research component?”

Dornbush, himself a researcher, says the process can be contagious. “It’s not uncommon for the passion of our faculty to inspire our students. When it comes to research, faculty are more like independent business people. They are hustling to fund their passions by applying for grants that allow them to study and explore really interesting and important questions. This in turn creates opportunities for our students and benefits external partners. It’s a fascinating process.”

May 2018 graduate Amber Collegnon and UW-Green Bay senior Samantha Alger-Feser agree. The two (featured on the cover of Inside Magazine) partnered with UW-Green Bay Psychology Prof. Regan Gurung over the last year to research the growing field of brain games and their effect on memory or cognitive performance. Their research question: Does playing games have an effect on the cognitive performance of students?

Their hypothesis: Students may study endlessly for an exam, but what if the actions they take in the ten minutes immediately before an exam can affect their exam performance? Could playing games improve learning? Previous research has shown that many classrooms are starting to incorporate game playing into their lessons to facilitate learning. But could playing non-educational games, such as Candy Crush, affect learning? The two hypothesized that students who play their own games would subsequently perform better on a quiz.

“We predicted that people who played games would be cognitively ‘warmed up’ and that’s why they would perform better but that is not what we found,” says Collegnon. “Instead, we found that those who scrolled through social media performed the best. Even though we may not completely understand why that is true, the data still shows that playing on your phone was significant over playing games on impacting performance. We believe this may just be what students are used to doing before a test and so they were the most comfortable and therefore performed at their best.”

Not only is research like Collegnon and Alger-Feser’s important for parents and educators who are looking to balance the use of technology at home and in the classroom, it’s also beneficial for student researchers and their future employers.

The ability to identify and provide creative solutions to problems is a universally accepted requirement in today’s job market. Research experiences take students from concept to completion. Because of the group/cohort model used in the research process, research also creates communities, which is important to the research process.

Patrick Forsythe and students tagging a northern pike.
Environmental Science and Biology students had a field day monitoring fish at a restored wetland on the west shore of Green Bay. The students, under the direction of Assistant Prof. Patrick Forsythe, analyze, measure and tag fish, as well as conduct experiments to measure fish egg mortality. The Wisconsin Department of Natural Resources, Fish and Wildlife Service, Ducks Unlimited and The Nature Conservancy are regional partners. See more.


“There are few things more rewarding than creating your own study, collecting data and finding significance during data analysis,” says Alger-Feser. “You can’t lose because no matter what the data says, you will learn something. The outcome might not always be what you hope for, like Brain Games, but nonetheless, we learned something.” Alger-Feser, a Psychology major, plans to graduate from UW-Green Bay in December 2018. She aspires to be a school psychologist.

“The way we integrate research with the student experience is important and will only grow,” Dornbush says. “The economic development people we work with get it. They see that graduates are better prepared and trained if we provide this kind of experience, but it requires a shared investment to make it happen.”

Ryan Currier and students observe wax and gelatin simulation of magmatic intrusions
Professors Ryan Currier and Patrick Forsythe lead Environmental Science students through an experiment using gelatin to create “scaled down magmatic intrusions” (think volcanoes and the like) that mimic magmas from Earth. See more.

Inquiring Minds

Problems in the corporate, health care, supply chain, agricultural, government and nonprofit sectors were explored through UW-Green Bay faculty/student research this year, including:

  • Do negative stress events and coping affect memory of both mid-life and older adults?
  • Can identifying and categorizing the microbial content of soil serve as a helpful tool to Midwest farmers?
  • What new energy saving opportunities can a leading regional healthcare provider deploy to improve the sustainability of its campus and reduce its carbon footprint?
  • Does gender moderate the relationships between shipping and return-shipping costs and subsequent purchasing intentions?
  • Are university efforts to reintroduce wild rice as a native aquatic plant into Green Bay taking root?
  • What funding alternatives can Wisconsin use to address its infrastructure crisis?
  • Is the Boys & Girls Club Teens2Work program having an impact on homelessness and financial stability, and educational success of area teens?
  • Can the support system of a student athlete impact their psychological well-being while in college?
  • What effects does traumatic brain injury have on cardiac function?

This piece originally appear in the Spring/Summer issue of Inside Magazine.