Photo of the NWTC, Marinette mascot the "Eagle" posing with the UW-Green Bay, Marinette mascot, the "Buccaneer" at the UW-Green Bay, Marinette campus.

Video: Marinette Area Higher Education Coalition Mascots

UW-Green Bay, Marinette Campus and NWTC, Marinette have been working collaboratively to provide higher education opportunities to the Marinette region through the Marinette Area Higher Education Coalition. Through the coalition, you can seamlessly transfer an NWTC associate degree into a UW-Green Bay bachelor’s degree program in five career areas: electro-mechanical technology, human services, nursing, business management and health information. Find out more: https://www.nwtc.edu/coalition or https://www.uwgb.edu/coalition 

Video Transcript – Marinette Area Higher Education Coalition Mascots: We are lucky to have two colleges right here in Marinette, which is why NWTC-Marinette and UW-Green Bay, Marinette Campus share a similar mission and we’ve come together to create the Marinette Area Higher Education Coalition. The best part is students wanting a bachelor’s degree can save thousands starting at the NWTC-Marinette campus and finishing at the UW-Green Bay, Marinette Campus. 

Peshtigo River

Green Bay fall wild rice seeding planned for late October

Small teams of conservation professionals and volunteers from UW-Green Bay, Ducks Unlimited, U.S. Fish and Wildlife Service, Wisconsin Department of Natural Resources, UW-Madison Division of Extension, and others will seed 2,000 lbs. of wild rice at coastal wetlands in the bay of Green Bay during the week of October 26-30, 2020.

This year marks the fourth year of seeding effort as part of the restoration projects, informed by UW-Green Bay aquatic vegetation research in lower Green Bay. See past efforts. Wild rice or “manoomin” holds important traditional, economic, and spiritual value in the region for Wisconsin’s First Nation tribes.

Wild rice also benefits waterfowl as an important food source during fall migration and contributes to fish nursery habitat and ecological diversity in coastal wetlands. Historical records suggest the wetland grass occurred in the waters of the bay of Green Bay; however, rice has been uncommon to rare in coastal wetlands and tributaries in recent decades. UW-Green Bay graduate student research helps conservation partners learn more about wild rice seeding success and environmental conditions impacting aquatic vegetation.

Rice re-establishment is one of a series of restoration projects in lower Green Bay and along the Green Bay west shore to enhance coastal wetland habitat for fish and wildlife and improve the health of the bay. Participants will hand seed the rice at 6 sites in lower Green Bay and along the Green Bay west shore on the following dates:

  • Monday, Oct. 26: Green Bay west shore: Seagull Bar State Natural Area and Oconto Marsh Wildlife Area & Oconto Sportsmen’s Club Tuesday
  • Tuesday, Oct. 27: Lower Green Bay: Duck Creek and Ken Euers Nature Area
  • Wednesday, Oct. 28- Suamico: Sensiba Wildlife Area & Barkhausen Waterfowl Preserve
  • Thursday and Friday, Oct. 29 and 30, Weather make-up days

Media members may view seeding from an observation point on land at most locations. All participants and observers will be expected to follow COVID-19 safety guidelines. For more information about the project or the seeding effort, contact Green Bay Restoration Project Coordinator Amy Carrozzino-Lyon (carrozza@uwgb.edu, 920-465-5029).

UREC Kayaks and Paddle Boards

Safe sports: UREC has paddleboards and kayaks for rent

Looking for safe outdoor activities? How about paddleboarding and kayaking, or camping?! UREC has sanitized equipment for rent including paddle boards, kayaks, canoes and everything you need for a weekend camping experience. Members of the UW-Green Bay campus and greater community are welcome to rent at this time, and you can learn safely in the “Intro to Stand-up Paddleboard (SUP) and Kayak course. “Learn how to set up and use your SUP by practicing fin placement, basic paddle strokes, and how to enter/exit the water effectively. Become a better kayaker by learning how to pack your kayaking equipment effectively and by practicing kayak-specific paddle strokes.” Everything you need to know including how to rent is on the UREC website or e-mail Ethan Harvey, harveye@uwgb.edu.

 

Rozalyn Stoa diving into the water during a Feb. 2019 swimming and diving team meet at the Kress Events Center pool.

Rising Phoenix: This UW-Green Bay Alumna dives into graduate school with National Sorority Award

UW-Green Bay Phi Kappa Phi alumna Rosalyn Stoa received great news this summer. She was selected for the National PKP Fellowship Program for 2020. This award was given to graduate students only and Stoa was the chapter nominee for UW-Green Bay.

The application included a summary of her accomplishments, a personal statement, an example paper that she wrote, a transcript, and letters of recommendation. Compared to her grad school applications, she said this was a piece of cake.

“I actually had forgotten that I applied to this scholarship (‘COVID and all made time abstract’). It was awesome to hear and I was over-the-moon ecstatic when I got the news. I’ve applied for UW-Green Bay awards and scholarships, but nothing at the national level before, so it felt like I was breaking out of my little Green Bay shell,” said Stoa.

Rosalyn Stoa
Rosalyn Stoa

The former Green Bay Phoenix swimmer and local Preble High School graduate was also a student researcher in Psychology. Due to COVID-19, she celebrated her Spring 2020 graduation by participating in Dive-Thru Commencement.

She recommends that students apply for any scholarships or internships that come their way and get involved in things that interest you.

“I would say that getting involved with a variety of things, such as research, club leadership, community service and having a good working relationship with your professors gives you a leg up. Communicate with your professors and have them look over application materials. Being open to new opportunities, even if they seem outside of your wheelhouse is extremely beneficial. If it doesn’t work out, you’ve at least learned something.”

She will receive an award of $8,500 for graduate school and is attending Colorado State University in Fort Collins, Colorado to pursue a Ph.D. in Industrial Organizational Psychology.

Story by Charlotte Berg, intern, Marketing and University Communication

Noel Craig

In his element: A Phoenix soars worldwide because of his Chemistry career

After graduating from UW-Green Bay with a Chemistry degree and laboratory experience in 2016, Noel Craig is in his element at SEAL Analytical—a world leader in design, development and the manufacturer of equipment that aids in analyzing of materials and compounds specifically for environmental applications.

It was perhaps a bit nostalgic for Craig to be back at his alma mater recently, helping to set up new equipment in some of the same lab spaces he worked at while he was a student. His return was to install a new water analyzer and train students how to use it in Assistant Professor Mike Holly’s (Water Science) labs.

Craig’s story is not unlike other students who attend. He had different ambitions when he started at UW-Green Bay…

“I actually wanted to be a dentist! I had a chance to shadow some dental students and I didn’t fare too well. Fortunately, I was taking Organic Chemistry during that semester and fell in love with it. I loved the challenge of balancing an equation and solving the pathway of a mechanism.”

He had many opportunities to explore his new-found passion.

At UW-Green Bay, Craig worked alongside Prof. Kevin Fermanich and a graduate student to collect freshwater samples. “The samples collected were from freshwater streams in the Green Bay Watershed via automated samplers,” he said. “Commonly the water would become very turbid due to rain and we wanted this to test for Total Phosphate. The Total Phosphate was found by performing a Kjeldahl Acid Digestion on the samples and analyzing them colormetrically—which is what it sounds like: the more phosphate in the sample, the more color that would be formed during the analysis.”

After a couple of months, he was able to assist graduate students with their research. He started his own research project, finding the different levels of Water Extractable Phosphorus in soils from different types of tilled farm fields.  He found a relationship between less tilling and less water extractable phosphorus.

Craig says he can’t thank Prof. Fermanich enough for the opportunity and experiences he gave during his time as a laboratory technician. And it certainly helps him with his current role at SEAL—helping customers with the work they do in their labs, troubleshooting their chemistry and instrumentation over the phone or e-mail. This can sometimes take just a couple of minutes or it will take all day. When the questions are a bit more complex, it makes this part of the job extremely rewarding.

During the pandemic he also leads installs and trainings virtually.  The instrument for UWGB that was manufactured by SEAL Analytical is shipped to the customer’s lab and a virtual training is scheduled for one to three days depending on the customer’s prior knowledge.  The first day is spent unpacking the instrument, installing the software, running diagnostic testing, and giving an overview of the hardware.  The next couple of days are spent going over what they would like to analyze like Nitrate, Phosphate, and others.

Craig wanted to work for SEAL for many reasons.

“My drive to constantly challenge myself and work for a company where I’m recognized as a person and not just a number,” he said. “The travel that I’m able to do for installations and trainings is a great perk. Before starting at SEAL, I hadn’t even left the country. Now, I have traveled to Germany, Australia, New Zealand, and almost every state.”

“I never stop learning! I’ve learned so much about engineering.  A majority of my work is with chemical instrumentation.  This instrumentation requires an understanding of electronics, physics, software, and chemistry.”

His advice to current students is to take advantage of the opportunities and resources that are available at the University, including clubs. While it was difficult to push himself to join the clubs that were available on campus, they led to leadership opportunities, which he says kick-started the skills he uses daily. They also led to friends that he will have for the rest of his life.

Story by Charlotte Berg, intern, Office of Marketing and University Communication

Students in Assistant Professor Kelly Deuerling's Geochemistry of Natural Waters' outdoor lab use a field instrument to test the water at the mouth of the Mahon Creek in the Cofrin Memorial Arboretum at the University of Wisconsin-Green Bay campus.

Photos: Geochemistry of Natural Waters Outdoor Lab

Students in Assistant Professor Kelly Deuerling’s Geochemistry of Natural Waters’ outdoor lab learn about the instrumentation at the stream gauging station and use a field instrument to see where the waters from the bay of Green Bay start to influence the composition of Mahon Creek in the Cofrin Memorial Arboretum at the University of Wisconsin-Green Bay campus.

Click to advance slideshow or view the album on Flickr.

Geochemistry of Natural Waters Outdoor Lab

– Photos by University Marketing & Communication Intern, William S. Throndsen.

A large crane installs An Intermodal Earth Flow composting steel vessel outside the University Union delivery area.

Photos: Earth Flow Composter Installed

It’s a student-funded project that has been in the works for awhile—an Intermodal Earth Flow composting steel vessel was installed outside the University Union delivery area, recently. The composter will handle organic food waste from the University Dining, as well as food waste from plates, and dining operations on the UW-Green Bay Campus. The post-mix will be taken to a site on-campus to cure for between 2-4 months which will then yield compost that can be used. The composter has a minimum processing capacity of At least 2,000 pounds of raw organic waste per 7-day period or 660 gallons.

Click to advance slideshow or view the album on Flickr.

Earth Flow Composter Installed

– Photos by Grant Winslow

 

Faculty members spent much of summer preparing for teaching during pandemic

Instructors challenged to rethink virtual teaching and reach students online 

When UW-Green Bay instructors began planning their teaching for fall 2020, their focus was on learning, especially in the context of the online environment forced on colleges and universities by COVID-19.

A good portion of their summer was spent learning the software needed to present information, but also on teaching online in stressful times, said Caroline Boswell, associate professor in Humanities and History, and director of the Center for the Advancement of Teaching and Learning (CATL). Funded in part by money from the Coronavirus Aid, Relief and Economic Stimulus (CARES) Act, and in part from a grant from the University of Wisconsin Systems Online Learning Initiative, the training helped instructors adapt to the new normal of teaching during a pandemic.

The new training, she said, focused not just on the pedagogy of how to teach a course, or even the nuts and bolts of how to deliver a lesson online, but on how instructors can reach students when their presence is mainly digital.

Boswell said nearly 130 instructors participated in the two sessions. The first session trained instructors on how to use Canvas, the learning management system for the University.

“We want to ensure that faculty feel confident using Canvas and know how to use it to communicate with our students,” she said.

The second, more advanced training was a two-week course in which instructors learn about how they can reach students—either by breaking up their online lectures, or creating online group assignments or even redoing their lessons to ensure that all students have access to it.

“The second part of the training was to help faculty think about how we can create full course citizenship for all of our students including students who may not be able to attend for a certain period of time because they are ill or they need to take on caregiving (for a family member or loved one), or that they’ve had to move back home, and their job schedules have changed. We have to be responsive to that,” she said. “And it’s also asking them to think about how issues around equity, inclusivity, and accessibility that are exacerbated within this context. Many students entered the semester online or having classes that are both in person and online, and they may be less familiar with learning in that environment. If our principle presence is digital, how do they know that we’re there for them and that we understand?”

The training takes into consideration everything from keeping students engaged in classes, to facilitating learning across a broad array of pandemic related situations by allowing groups of instructors learn from and work with one another to come up with solutions.

Jessica Van Slooten, associate professor in English, Writing Foundations, Women’s and Gender Studies, Humanities, and the co-chair for Women’s and Gender Studies program, said she was re-evaluating everything in terms of what could engage her students and make them successful.

“The way I would usually teach is face-to-face in a classroom…(using) a lot of active learning techniques and group work and students stopping to write some things,” she said. “I wanted to think about how I could translate those things into this online format. I was most concerned about my first-year writing class because these are all brand new college students, and they come with a wide variety of writing abilities and experiences. I just wanted to create a class that would allow all of them to be successful.”

To do that, she eliminated traditional methods, like selecting a book for the class to read and use to generate writing prompts, and replaced it with shorter writings, TED talks and podcasts for her students to consider. Additionally, she said, she would assign four main papers, and a variety of shorter pieces, that they will be able to select from to turn into a larger, much more developed piece at the end of the semester.

“They could turn it into a letter or podcast or even a video,” she said. “I just want to get them to think that writing has a lot of uses, in the broader world. And, hopefully that will also make it more relevant for them. So, I felt like that really translated well into an online format.”

In order to help students be successful, she said, it was important to be flexible.

“One of the resources that we shared in our trainings over the summer was this document that mapped out different kinds of learning activities along bandwidth requirements,” she said. “It really encouraged me to think about making sure that most of the activities I do are low bandwidth. Because we have a lot of students who don’t have great access for one reason or another, and I want them to feel like they can complete the class.”

Understanding that students are struggling with disruptions—from jobs and family to having to drive to a Starbucks in order to get internet access—helped Alan Chu, assistant professor in Psychology and chair of the Sport, Exercise, and Performance Psychology masters program, to consider equity when designing his class.

“I think the equity is a big piece that we’ve been talking about because not everyone has the same access at home,” he said. “Back in the spring when everything got moved online, some of my students told me that they had to drive to a parking lot next to a Starbucks just get the WiFi to do their homework. And I heard about some other students having to use their cell phone to write a whole paper. So, I did quite a bit of thinking and planning, to lay out some of the ways I could make my class more equitable.”

Chu also attended several conferences to learn more about using what he already knows about psychology to help his students.

“In the spring, I was including some of the positive psychology concepts into my classes,” he said. “In the discussions before class begins, I will ask them to list three things that they are thankful for before we go into the detail about the chapter discussions. And the students said it was great for them to be able to connect with other students in a way that is not about the course, but about life in general… some of them said it was helpful for them to be more positive in that and in other life challenges that they were experiencing.”

The advanced training also covered how to make information accessible for students by captioning videos, or making videos of classes that students could access on their own time frame. Instructors also worked on adapting how students can complete their assignments in order to not create more barriers to success.

And while the changes to the courses designed over the summer may be applicable to life during the pandemic, Boswell said she sees the changes to a more student-centered approach to learning to be something more permanent.

“When instructors put together their classes, they were also thinking about the positionality of their students. They are thinking about deadlines and whether or not they actually make sense in the context,” Boswell said. “Are deadlines absolutely necessary, or are they kind of creating a barrier for students who might not be able to meet a deadline, for example, because their Internet isn’t working that day… or they have to share a computer with their siblings, and they didn’t get to choose who wins in those sorts of things. I think that a lot of that kind of thinking—about how the world structures your class—will definitely have long-term implications.”

Story by freelance writer Liz Carey