The Newsletter of the Wisconsin Society of Science Teachers
WSST Conference 2026
The Journey Continues...
By Kristin Kyde and Terry Schwaller
After over a 10-year absence, the WSST Conference returns to Appleton! We look forward to hosting you in the “Heart of the Valley,” and cannot wait to join you on your journey. Our conference committee is hard at work planning a great event.
This year we are planning several fantastic field trips. A few that we have in the works include visits to the Hydroponics Lab at Neenah High School, a trip to Bubolz Nature Center, and a tour through the Museum at the Castle. We are also working on a guided tour of the
From the President
WSST President, Dennis Rohr
Here we go! By the time you read this, we will be well into the start of a new school year! I hope you had a productive summer, and if you are like me, I hope you have been able to tackle some of those big and little jobs around your home that time does not allow you to get done during the busy school year. The big project at my house this summer was putting in new windows to replace the 51 year old Andersen casement windows with some new ones through our small local building supply. It is amazing how nice it is to finally be able to open all the windows all of the way, instead of partly or not at all. We also spent time with our two adult daughters who were able to go
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Foundation Grants
Elementary Book Study
Page 14-15 Where was WSST this summer?
Page 16
Summer Field Trip
Page 17-25 WSST News and Member Submissions
Page 26-27
Night Sky Notes
The Wisconsin Society of Science Teachers
Our Mission: WSST provides a welcoming collaborative network, useful resources, and professional learning to support all Wisconsin science educators in delivering high quality instruction.
Our Vision: All Wisconsin students engage in meaningful and relevant three-dimensional science learning that prepares them to use valid evidence to make sense of the world and solve current and future problems.
WSST Newsletter Archive
Visit www.wsst.org/newsletter to download past issues of the WSST newsletter. Available from WSST’s founding in 1958, newsletters are as PDFs.
Dennis Rohr, President president@wsst.org
Terry Schwaller, President-Elect tschwaller@wsst.org
Stephaine Baker, Secretary secretary@wsst.org
Kevin Niemi, Chief Financial Officer cfo@wsst.org
Chad Janowski, CFO (in training) chad@einsteinproject.org
Andy Pokwinski, District 1 (CESA 11 & 12) district1@wsst.org
Thomas Davies, District 2 (CESA 9 & 10) district2@wsst.org
Sarah Klingbile, District 3 (CESA 7 & 8) district3@wsst.org
Megan Sprague, District 4 (CESA 3 & 4) district4@wsst.org
Patrick Mootz, District 5 (CESA 2 & 5) district5@wsst.org
Teri Dillenberg, District 6 (CESA 6) district6@wsst.org
Stacey Strandberg, District 7 (CESA 1) district7@wsst.org
WSST Committees
Awards/Recognition
Miranda Dahlke (co-chair)
Laura Ramthun (co-chair)
Tom Davies Stephanie Bartels
Michelle Howe Jennifer Bault
Karen Messmer Sue Whitsett
Megan Sprague
Document Review
Stacey Balbach (chair)
Dave Bergerson Sue Whitsett
Chad Janowski
Elementary Education
Shelly Petzold (co-chair) Leah Aubert (co-chair)
Melissa Wimmler Teri Dillenberg
Leah Aubert Dawn Brenner
Equity and Access
Kevin Anderson (co-chair)
Claire Bernatz (co-chair)
Zach Pratt Kristin Michalski
Lalitha Murali Karen DeShong
Karyl Rosenberg Sara Krauskopf
Kelly Steiner Leigh Kohlmann
Sarah Ratelis
Finance
Kevin Niemi (chair)
Matt Lindsey Terry Schwaller
Sue Whitsett
Foundation
Brian Bartel (President)
Denise McCulley (1st Vice-President)
Carol Ochsner (2nd Vice-President)
Dale Basler (3rd Vice-President)
Tracy Swedlund (Treasurer)
Ray Scolavino (Secretary)
Higher Education
Adam Schafer (chair)
Ray Scolavino Joel Donna Mark Olson
Membership
Michelle Griffin-Wenzel (chair)
Ray Scolavino Tracy Swedlund
Deanna McClung Matt Lindsey
New Teacher Network
Jamie Lauer (co-chair) Sonja Gasper (co-chair)
Stephanie Ruder Megan Sprague
Terry Schwaller Sara Renish
Rebecca McDermid Darsha Olsen
Nominations and Elections
Marcia Gardner (chair)
Professional Development
Jamie Groark (chair)
Kevin Anderson Shelley Petzold
Stacey Strandberg Andrea Christianson
Sonja Gasper Tom Davies
Communications
Brian Bartel (co-chair) - Newsletter Editor
Julie Fitzpatrick (co-chair) - Website
Sarah Adumat (Copy Editor)
Karyl Rosenberg (Historian)
Tracy Swedlund Dan Nelson
Strategic Planning
Kevin Anderson (chair)
Dennis Rohr Ray Scolavino
Kevin Niemi Kristin Michalski
WESTA
Shannon Previte (chair)
Dennis Rohr Chad Wilkinson
Michael April Jonathan Baker
WSELA
Kevin Niemi (co-chair) Kevin Anderson (co-chair)
WSST Conference Director Ray Scolavino
WSST Vendor Coordinator Rodney Dymesich
WSST Conference Chairs
Terry Schwaller and Kristin Kyde Appleton - 2026
Dennis Rohr and Chad Janowski Green Bay - 2027
Jamie Lauer and Megan Sprague Middleton - 2028
Conference continued from page 1 President continued from page 1 camping with us. But now the camper is all tucked into our barn, covered with plastic, water lines treated, and fingers crossed that it again survives the winter.
Hydroelectric and Lock and Damn facilities along the Fox River. In addition, we are planning a special Elementary Ed field trip to the Brillion Elementary Explanation Station to tour a one-of-akind elementary STEM program.
We also want to welcome Michael Wassegiizhig Price as our keynote speaker for the Friday luncheon. Michael is a Traditional Ecological Expert at the Great Lakes Indian Fish and Wildlife Commission. He is known for integrating Anishinaabe language, culture, and traditions into the study and management of fish, wildlife, and natural resources. Michael also has a strong background in education, incorporating traditional practices to make science more culturally relevant.
As always, the Appleton conference will feature a plethora of sessions and workshops, geared towards all levels and areas of science education. New this year, workshops will not require pre-registration! So don’t worry about missing out on an extended learning experience because you missed it during registration. All sessions and workshops will be open to all attendees. Only field trips will require pre-registration.
If you are interested in volunteering at the conference, please reach out to Kristin (kydekr@hamilton.k12.wi.us) or Terry (tschwaller@shiocton.k12.wi.us).
Otherwise, watch for information on the upcoming conference in the newsletter, monthly IMPACT e-mails, and WSST social media (Facebook and LinkedIn)!
In late August, we were at a benefit for a local dog rescue, and I ran into a friend of both of our daughters who is now just beginning her 4th year of teaching 4th grade. I was very happy to hear about all the cool things she was doing with her students and how her school uses a curriculum that focuses on various phenomena, then has the students work together as teams using techniques in Claim, Evidence and Reasoning. I was very impressed, and it sounds like great things are in place to help her students be successful. But when I asked her if she had ever heard of WSST, she drew a blank. I explained what WSST is, and how we are made up of volunteer science teachers of all levels from across Wisconsin. We talked about WINGS, the yearly WSST Conference, and why she should find a way to go to each one. I also let her know that our District Directors can hand out free first year memberships to fellow Wisconsin science teachers to help them see the benefits of being a member. I will certainly be sending her information on becoming a member, and hopefully, she is reading this article now as a new WSST member.
Years ago, I remember former WSST President Bob Friedel making the rounds to schools every school year to help promote a well-known science supply company. He knew that making a personal connection with educators from across the
state helped make long lasting relationships which made for many happy customers. In terms of WSST, I hope that each of us in our membership know of the many benefits of being a member each year. As President, I wish I could be more like Bob and be able to visit each school in the state to meet and talk to teachers of all levels to share with them why they should be a member in WSST. I certainly should do more to help bridge this gap, and our WSST Board of Directors have had this discussion many times.
So, we need your help. Would you please reach out to your educator colleagues in your district at all levels who teach science, and other districts and invite them to go to our WSST.org website, or follow WSST on Facebook? Let them know that if you sign up to present at the WSST Conference (sign up in early to mid-November) it is more likely that their school building principal will find a way to get you to represent their building at a state conference. Or you can find a friend or colleague to co-present a session. Everyone has something to share with their peers. In most districts, there are very few subs available, so it is important for you to ask your building principal now, to see if you can attend the WSST Conference in Appleton on March 12-14, 2026. On a personal and professional level, I owe a
great deal of any success that I have had in my classroom to my many experiences through WSST.
Another change for this year is that District Directors will now be sending out each month’s WSST Impact at the beginning of each month. Please reach back to your District Director if you have any questions or concerns. Our WSST Impact is filled with upcoming events and opportunities from both WSST and our many affiliates!
I hope you have a fantastic beginning of your school year!
Awards and Recognition
WSST is the largest membership organization in Wisconsin focused on the advancement of science education. We are currently seeking nominations for our awards recognizing excellence among educators, administrators, and friends of science education within the state. We know that there is great work being done in science education in Wisconsin, and we want to recognize it!
Our committee awards recognition in 5 different areas:
Ron Gibbs Award
The Ron Gibbs Award is given annually to honor a person who has made outstanding contributions in science education over a long and distinguished career in Wisconsin. This is our most prestigious award.
Excellence in Science Teaching
The Excellence in Science Teaching Award (up to 3 awardees) is given annually to persons who have made outstanding contributions to the improvement of science education in Wisconsin. This would include elementary, secondary or college teachers, and any other active supporters of science education.
Friend of Science Education
The Friend of Science Education Award recognizes outstanding contributions to the support of science teachers by individuals, groups, corporations, foundations, etc., outside the science education community.
Frank Zuerner New Science Teacher
The Frank Zuerner New Science Teacher $500 scholarship (up to 3 awardees) goes to an elementary, middle, or high school science teacher who is in the first 5 years of service (preference given to first 3 years of service), and has been recommended as outstanding by at least one other science teacher who has direct knowledge of applicant.
Administrator Award
The Administrator Award acknowledges the superior K-12 Principals, Vice Principals, Curriculum directors and District Superintendents who promote, showcase and support science education.
Nominations can be submitted through our website at any time at www.wsst.org/awards You are also able to explore the page and see some of the resources and opportunities WSST has to offer, including grant opportunities for teachers! Nominations to be considered for this year are due by Friday, December 5th, 2025.
Please consider nominating a deserving colleague or peer for recognition of their outstanding work. Also, please forward this information to anyone that may be interested in nominating someone as well!
WSST VOTING DISTRICTS AND CESA CORRESPONDENCES
WSST District 1 (CESAs 11 & 12): Ashland/Turtle Lake
WSST District 2 (CESAs 9 & 10): Tomahawk/Chippewa Falls
WSST District 3 (CESAs 7 & 8): Green Bay/Gillett
WSST District 4 (CESAs 3 & 4): Fennimore/West Salem
WSST District 5 (CESAs 2 & 5): Whitewater/Portage
WSST District 6 (CESA 6): Oshkosh
WSST District 7 (CESA 7): Peewaukee
Don’t know your CESA? Find out here: https://apps6.dpi.wi.gov/SchDirPublic/home
Do you have a project in mind that requires more money than is in your budget? Do you need help with costs for education, conference attendance or a field trip? WSST offers members five grant opportunities that can be applied for online now at www.wsst.org
The Founder’s Grant ($1000) can be used for expenses related to professional development beyond the WSST Conference, the Byerly Grant ($500) and Pella Grants (up to $1000) can each be used to improve the classroom experience for students, and the Foundation STEM Grant (up to $1,000) can be used to improve STEM learning.
Please see the WSST webpage for more information about the grants and the application process. The deadline is December 1st at midnight. Take the time to apply now!
Milton Pella Grant
Milton Pella grants support the professional activities of our members. Each grant can have a value of up to $1000 to defer costs of attending conferences, pay for technology, start an after school program or implement that awesome curriculum idea you always wanted to pursue.
Byerly Grant
The Byerly grant, in the amount of $500.00 can be used to improve the science classroom experience for students. Any WSST member is eligible for this
grant, however the following order of preference is used to award the grant: teacher or school is north of Highway 8, Science World/Science Futures/WINGS teacher participant, Science World/ Science Futures/WINGS staff member, or any WSST member with a worthy project.
Founders Grant
This $1000 grant can be used to reimburse costs of professional development beyond the WSST Conference (including graduate coursework, professional development fees at other science conferences, materials, or other costs related to a member's professional learning.
Foundation Stem Grant
Foundation grants, up to $1,000 each, are to be used to improve STEM (science, technology, engineering or maths) learning for science students through the purchase of innovative technology hardware or other STEM equipment tied to a specific project or curricular topic. Any WSST member is eligible for this grant. Proposals need to be tied to a specific project or curricular topic.
Back to School Science Grants from the WSST Foundation
They're back! The WSST Foundation will be opening applications for "Back to School Science Grants" in late September. Back to School grants can fund $200 ideas for a project that you'd like to implement within your science classroom at the start of the school year. Ideas should showcase innovation in the classroom with an eye on inquiry. Applications for these grants will be open for a short window from wsst.org between Thursday, September 25 at 8 AM and Monday, September 29 at 5 PM. Disbursements should be available by the end of October. This allows for teachers to settle into their year and help identify a project once the school year starts. The application must be 500 words or less. Selected grants will be announced and awarded by the end of October and checks will be sent out in November. Prepare your grant now, and check the WSST Website to complete your application starting September 25.
WSST’s Digital Presence
Listen to Lab Out Loud
Listen to Wisconsin’s own Brian Bartel and Dale Basler discuss science news and science education with leading scientists, researchers, science writers, and other important figures in the field. A selection of links and notes accompanies each episode, enabling the listener to dig deeper into the topics discussed. Listen to and download episodes of Lab Out Loud at www.laboutloud.com
Questions, comments or suggestions should be submitted via laboutloud.com/contact/
Nominate a Colleague for a WSST Award Today!
Do you have a colleague you wish to nominate? Nominations for the coming year are accepted at any time through the first Friday in December of each year. See the WSST website for links to nominate at www.wsst.org/awards
WSST Equipment Adoption
Do you have equipment and resources you no longer use in the classroom but are still in good shape and working condition? Please bring them to the Equipment Adoption at the WSST Conference so they can find a new home and be used. The Equipment Adoption is a science flea market extravaganza. All items are free for the taking (and you are not limited to how much you take). You do not need to bring something to take items. So please save up your items and bring them to the WSST Conference. If you have any questions, contact Sarah Klingbile sklingbile@seymour.k12.wi.us or Ray Scolavino rscali3@yahoo.com
Are you looking for ways to Are you for ways to improve or start using improve or start using notebooks in your teaching? notebooks in your teaching?
“Thinking made visible: That’s what happens when elementary students record their thoughts in science notebooks.” This book includes advice on best ways to use notebooks, practical techniques and strategies, and blackline masters that are all NGSS aligned. Join colleagues across Wisconsin for an online book study. We will read Science Notebooks in Student-Centered Classrooms by Jessica Fries-Gaither. Read more about the book here. The book focuses on elementary examples, but has great ideas for all students. The book study is open all grade level teachers.
Check y Check your calendars! our calendars!
To get your book:
Nov 10, Jan 12, Feb 9 , 7 p.m. via Google Meets And in person at the WSST Conference in Appleton, March 12th - 14th.
Sign up by Friday, Oct 10 @ this link
You can purchase your own book OR All WSST members receive a FREE book.
Membership is $30. Use this link to join WSST now for this free book as well as science teaching newsletters, student writing contest information, networking opportunities, access to grant money, and an invite to the WSST state conference in Appleton in March.
Where was WSST this Summer?
WSST Baseball, Madison
EAA Teacher Day, Oshkosh
WSST Summer Board Meeting, Green Bay
Wings ‘25 Professional Development at Lowenwood in Land O’Lakes
From July 13th through July 17, 40 plus members with classroom experience ranging from less than a year to thirty plus, gathered at Lowenwood, for the 4th annual Wisconsin Institute for Next Generation Science (WINGS ‘25). During the week, presenters and participants enjoyed the rest and relaxation that Lowenwood’s 1200+ acres the Northwoods campus offers, while learning how to support their students and the Wisconsin State Science Standards through the use of storylines, asking questions, inquiry labs, leadership building, team building and discovering, re-discovering, or building on their passion for teaching. It was an exciting week, and be on the lookout for these inspiring educators, in your building, community, or the next conference!
Looking forward to WINGS ‘26 which will be held July 2026 at Lowenwood. Applications will open in the late winter of 2026.
WESTA Summer Field Trip 2025
Geology focused canoe/kayak on the Wisconsin River, a Picnic Lunch, and a group barge trip to Blackhawk island for an afternoon hike at the beautiful Upham Woods
Chad Janowski Selected as Chief Financial Officer
The WSST Board is proud to announce that Chad Janowski has been selected as the next CFO (Chief Financial Officer) for the organization.
Janowski graduated from UW-Steven Point, student taught with WSST Member Patrick Arndt, and was hired to teach high school science in Shawano. Throughout his science education career, Chad has worked with the Professional Development Committee of WSST and was a founding member of the Science Futures Program, which later evolved into WINGS.
Currently, Janowski is the Executive Director of the Einstein Project in Green Bay and has been serving as WSST’s District 3 Director.
All field trips made possible by the annual ROCK RAFFLE at Thursday’s vendor social at WSST science conference
WSST MEMBER SUBMISSIONS
WSST Conference Site Determination
By Ray Scolavino
I have been asked how WSST decides if a conference center is proper for the WSST Conference? This is a great question and one I always wondered too when I began attending the WSST Conference. After a few years as conference coordinator, I feel confident sharing an answer with you!
One factor that determines whether a conference center can host us is the size of the vendor hall, as the vendor hall is one of our major sources of revenue during the conference. The vendors also sponsor food, beverages, and prizes during the conference. The more vendors we can attract to the conference (and hats off to our Vendor Coordinator Rod Dymesich for his work), the greater the chance we have of making a profit. That is also why we have the vendor social and encourage everyone to visit the vendor hall multiple times during the conference. So please, make sure to visit them and patronize them when you can.
area considered is the size, as well as location, of the vendor hall. We need a minimum size of 10,000 square feet, which holds approximately 65 vendors. If the vendor hall is large but in an inconvenient spot, it does not work for our conference.
The second thing considered is the number of break-out rooms available for sessions and meals. The minimum number of rooms needed are ten, including a separate room for meals and the membership social. If the venue has enough rooms, then the size of the rooms is evaluated. If the vendor hall size, room number and sizes work out, then an onsite visit is arranged with the Chief Operations Officer, Chief Financial Officer, Vendor Coordinator, Conference Coordinator and Conference Chairs/Co-Chairs (if we have them at that point). Remember, this is usually done years before members have committed to being Conference Chair/Co-Chairs. After the visit, if the group decides the venue could work, a contract proposal is created and the negotiations begin.
The WSST conference is our major source for year-to-year funding for WSST. Having a profitable conference allows the organization to do more for our members. Thus, when looking for potential sites for the conference the first
So next time you are at the conference please make sure you visit the vendor hall and let them know we appreciate them supporting WSST. If you are interested in being a Conference Chair or Co-Chair (we are looking beyond 2028) or want additional information please let me know.
AP Science Summit
December 9 in the Dells
Join other Advanced Placement science teachers from Wisconsin and beyond on Tuesday, December 9th, from 8:30 to 3, in Wisconsin Dells at the Glacier Canyon Conference Center for a networking and learning summit! National AP staff from College Board will be joining us. You’ll also be able to hear from colleagues who served as AP readers in the last couple of years. This day-long summit will be an opportunity for teachers of AP sciences (APES, Biology, Chemistry, Physics) to gather and share information and practices for your classroom, with breakouts for each subject (including each physics course). There will be networking time, sessions to learn from other AP teachers, and the opportunity to pull together “unconference” discussion groups on topics suggested by you and other educators. Registration is $60 and includes a light breakfast and lunch. If finances are an issue, contact Kevin Anderson at DPI (Kevin.Anderson@dpi.wi.gov) for possible scholarship funds to pay for your registration.
A limited number of hotel rooms may be booked directly with the Glacier Canyon Lodge, 1-800-867-9453, reservation code Leader #B29976. Single rooms will be $98 and double, triple, or quad will be $129. The hotel reservation deadline is November 8th or until the room block is filled.
Setting up for Success with Formative Assessments: Building a Culture of Asessment for Learning
Sara Krauskopf, Educational Researcher at UW-Madison
The first quarter of school is exciting, but exhausting. As we begin the new school year, we figure out all of our new routines, learn student names, and spend time negotiating and establishing classroom agreements. On top of that, we may be teaching a new subject or a new curriculum. Through it all, our goal is still to move every student’s science thinking forward and help them master the performance expectations.
To do that we need to know what is going on in student heads. Formative assessment is an iterative process of setting goals, eliciting evidence of student thinking, interpreting the evidence, and making decisions for next steps based on the outcome. Done well, both teachers AND students take responsibility during these evaluations and communicate about progress.
Having the right tools for formative assessment is critical. We need well-crafted three-dimensional assessments that ask clear questions and leave us with actionable results. However, as many of us know, administering an assessment and providing students with a grade or a few written feedback suggestions often is not enough. Research suggests that many students simply look at the grade and do not act on feedback to improve their learning
RAFFLE TICKETS WILL BE 4 FOR $1 , OR 25 FOR $5!
AT WSST CONFERENCE
All proceeds will be used by WSST/WESTA to promote Earth Science education
(Furtak 2023). If they learned previously that assessment is OF learning and not FOR learning, they see feedback as a way to tell them if they are right or wrong, not as an opportunity to learn from their mistakes. Feedback is an endpoint, not an intermediary.
Feedback literacy is a skill that students (and teachers) develop over time. It involves learning what feedback is for, developing the emotional maturity to take and give feedback, and making judgements about which feedback to use and how to act on it (Carless and Boud 2018). These skills are best learned in a classroom culture that values assessment FOR learning. These cultures begin to grow by building trust and honesty between members of the classroom community. Over time students learn that it is ok to say what they are thinking or are unsure about in a particular moment without fear of ridicule. Providing a safe space where students can use their own words, drawings, or gestures to explain their thinking, even if their ideas are incomplete or on a different track than we intended, is the first step to making student thinking visible. Once we know what is in their heads, we can modify our instruction to meet students’ needs.
After we begin to build trust, the next step involves providing students with sentence scaffolds or frameworks for expressing their thinking to advance their academic language skills. These scaffolds support students to build and communicate a clear explanation, allow them to respectfully agree or disagree, and provide ways to ask for clarification.
Eventually students can take responsibility for formative assessment as they learn to critique one another and develop skills for peer review using an ever-growing repertoire of scaffolds. Students who use these scaffolds grow in confidence and over time the once artificial-feeling scaffolds often become a natural part of classroom discourse. A supportive culture helps students understand that explaining their thinking, making mistakes, gathering more evidence to correct their mistakes, and arguing from evidence are part of the scientific process. In these classroom environments, students are more likely to take responsibility not only for their own learning, but that of their peers as well, strengthening the culture of assessment for learning (Webb and Jones 2009). (Check out the Constructive Conversation Resource Cards from STEM Teaching Tools for sample scaffolds).
As the school year begins, look at the list below describing the characteristics of a classroom culture that supports assessment for learning (Webb and Jones 2009). Reflect on your practice and set a goal for yourself. What are your strengths? What is one area you would like to work on this year?
• for one’s own learning learning orientation rather than per-
a shared belief in taking responsibility
• formance orientation
an acceptance that mistakes and get-
• ting it wrong are an essential part of learning
• ing
•
mutual support for each other’s learn-
trust that others would be supportive
• and feedback
honesty about understanding, mistakes
• ideas
willingness to take risks in trying new
• cism
willingness to give and receive criti-
• feedback an emphasis on dialogue and
a shared language of assessment and
• exploratory talk to support thinking
References
Carless, David, and David Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment & Evaluation in Higher Education 43 (8): 1315–25.
Constructive Conversation Resource Cards from STEM Teaching Tools: https://stemteachingtools.org/sp/talkresource-cards
Furtak, Erin Marie. 2023. Formative Assessment for 3D Science Learning: Supporting Ambitious and Equitable Instruction. Teachers College Press.
Webb, Mary, and Jane Jones. 2009. “Exploring Tensions in Developing Assessment for Learning.” Assessment in Education: Principles, Policy & Practice 16 (2): 165–84.
Opening Doors to Biotech Careers in Wisconsin
By Oana M. Martin, PhD Biotechnology Program Faculty, Madison Area Technical College
Biotechnology is one of Wisconsin’s fastest-growing industries, and at Madison College, we’ve built a nationally recognized program that’s opening doors for students from all backgrounds to pursue meaningful, high-impact careers in this field. For over 35 years, the Biotechnology Program at Madison College has combined rigorous, hands-on training with strong employer connections, helping students launch careers at companies like Exact Sciences, Promega, and Catalent. But we know that the first spark often starts in high school science classrooms, where students begin to imagine how science can shape their futures and the world. That’s why we’re inviting Wisconsin science teachers and school partners to join us in expanding access to biotechnology education through dual-credit courses, free labbased curriculum kits, and other collaborative opportunities. This article highlights how students succeed in our program and how you can play a key role in helping them get started.
Many students believe that biotechnology careers require a PhD or complex math skills. In reality, there are multiple entry points—from short technical diplomas to two-year associate degrees—that lead to high-demand, well-paying jobs. As Madison College students put it, “Biotech offers a broad range of
careers—and lots of local jobs,” and “Biotech offers you a different way to look at the world.”
At Madison College, where more than 60% of students are first-generation college students or from historically underrepresented groups in STEM, we’ve seen firsthand how early exposure, mentorship, and hands-on learning can change a student’s entire career trajectory. Many students enter our program unsure of their future, but find clarity through real lab experiences and connecting directly with employers in the field. One student shared, “I wanted to pursue a science program that has many options after finishing it.” Another said, “Someone close to me has health issues, and I was drawn to biotechnology to help people.” Whatever their motivation, students quickly discover how many doors their biotechnology education can open.
Graduates have gone on to work as research associates, cell biologists, lab technicians, and more, many securing jobs before they even graduate through the required program internship, which is part of their training. For many, Madison College is only the first step: our program also serves as a launchpad for students pursuing bachelor’s and graduate degrees as their careers grow. The Biotechnology Program at Madison College is a great first step in a lifelong career fueled by curiosity, impact, and growth.
Two alumni stories highlight how early exposure and flexible pathways can lead to high-impact careers in Wisconsin’s bioscience sector. Charles began by taking dual-credit biotechnology courses while still in high school, then earned his Associate of Applied Science (AAS) in Biotechnology at Madison College in 2021. He launched his career at Catalent, where he worked for four years before joining Promega as a Fermentation Scientist, applying his hands-on training in real-world biomanufacturing. Anna, another recent graduate, took a dual credit course at her high school in Mount Horeb that sparked her interest in the field, and followed with other dual-credit Biotech courses at the Madison Truax campus. These courses gave her a head start towards her associate’s degree in Biotechnology, which she earned in 2023. After that, Anna transferred to UWPlatteville, completing a bachelor’s degree in biology in less than two years through an articulation agreement between the two schools. Today, she’s working as a Clinical Laboratory Scientist at Exact Sciences, showing how students can move seamlessly from high school labs to frontline roles in precision medicine.
As these student experiences illustrate, one of the most effective ways to engage learners is by making science hands-on and career-connected. That’s why we’ve
partnered with high schools across Wisconsin to offer dual-credit biotechnology courses that blend lab skills with realworld applications. Students learn how biotechnology is used in fields like medicine, agriculture, and environmental science, while earning college credit along the way. Those who complete our Biotechnology Laboratory Assistant Technical Diploma through dual credit while in high school are already well on their way to completing the associate degree and gaining technical and professional skills that employers in the field value highly.
building a scalable, statewide model that starts with handson, dual-credit biotechnology courses in high schools and supports teachers with training, mentorship, and industry connections. We’re currently expanding our network of school partners and welcome science teachers across Wisconsin to join us. We offer:
Dual-credit course implementation and • instructor support
Free biotech-focused lab kits and • instructional materials
Paid summer professional develop- • ment and training
To further support educators, we’ve developed two classroom kits—”Enzymes in Action” and “From Plant to Medicine”—designed to bring real-world biotechnology into high school classrooms. Teachers who piloted these kits report strong engagement and enthusiasm from students:
“Students get to use real biotech lab equipment. Most have never used a micropipette—it’s new and exciting.”
“These labs integrate perfectly with our course content while bringing biotechnology into view.”
These resources bring relevance and inspiration to the science classroom while preparing students for future academic and career success.
Through a project recently funded by the National Science Foundation, we are
• lab experiences at Madison College Mentorship opportunities with biotech
Free student field trips and immersive-
• professionals
Our goal is to meet every student where they are—whether they plan to enter the workforce quickly, transfer to a four-year university, or explore a new career.
Alumni like Charles and Anna exemplify what’s possible. Biotechnology isn’t just a subject—it’s a pathway. Together, we can broaden the STEM pipeline and ensure that more students across Wisconsin see a place for themselves in this growing, impactful field. If you’d like to learn more about the possibilities of collaboration, please contact the author, Oana Martin, at ommartin@madisoncollege.edu
Benjamin Thompson = Count Rumford = a WSST Award.
YES, but HOW?
By Karyl Rosenberg WSST Historian
Pretty much anyone who has taught some physical science over the years has heard of Count Rumford and his contributions to science. But who was this man? Rumford is generally thought of as an English scientist, since he spent a good portion of his life in England. However, he was born Benjamin Thompson and lived his early years in Massachusetts and present-day New Hampshire during the colonial period. As a British Loyalist, he fled to London in 1776 only to return to New York as a commander of a British regiment later in the Revolutionary War. When he returned to England, he received a Knighthood from King George III, then went to Bavaria to serve as an advisor to the ruler of a region of the Holy Roman Empire during the late 1700’s. It was there that he received the title of Count Rumford-because the old name for Concord, NH was Rumford! Rumford later returned to England where he published works on the relationships of heat and mechanical work, which laid the groundwork for others to develop the Laws of Thermodynamics. In 1799 he helped establish the Royal Institution of Great Britain, which still exists as an entity devoted to the support and dissemination of scientific knowledge today. In 1804 he married Marie Anne PaulzeLavoisier (Antoine Lavoisier’s widow)
and went to live in France until his death in 1814.
So how does Rumford get connected to one of our WSST Awards? Fast forward to 1930 in La Crosse, where another Benjamin Thompson was born. Ben grew up to graduate from La Crosse State College (UW-La Crosse’s previous name), teach science in Jefferson, earn a Master’s Degree from UW-Madison, teach more science in Lake Park, Il, and return to UW-Madison for a PhD. From here, Ben settled into teaching Elementary Education students at UWEau Claire from 1970-1988, where he served as department chair for 10 years. Upon retirement from UW-Eau Claire, Ben substitute taught in Eau Claire public elementary schools, mainly as a kindergarten substitute.
A member of WSST for 45 years, Ben served on a number of committees including being present at the creation of the WSST Foundation, then Foundation Treasurer from 1991 until 2004. He received the Ron Gibbs award in 1990, and formally became Historian in 2004 when the position was officially created. He served in that role until his passing in 2011. Ben considered being a Wisconsin science educator one of the richest experiences in his life.
In 2006, in private conferences with Ed Mueller (former Executive Director of WSST), the Rumford Award was established by Ben. Mirroring Count Rumford’s name change from Ben Thompson, Ben wanted this award to be called the Rumford Award. The Rumford award was intended to be a recognition of
someone with the following qualities who has shown a steady commitment to the improvement of the organization.
Rumford Award Requirements
• WSST
10 year minimum membership in
• annual conference
Minimum of one presentation at the
• role for at least 4 years
Served in some elected or appointed
The $100 award will be chosen by a private group, including the executive director (or CFO) and members of the executive committee.
The first Rumford Award was presented in 2007 at that year’s conference in Green Bay. That recipient was Kara Pezzi of Appleton. Originally, the award was handed out as 100 brand new $1 bills, but that has been too hard to obtain every year. Now the recipient gets a $100 check. The source of the award was to remain anonymous until Ben Thompson’s passing (2011), and this promise was kept.
Historian’s note: I personally remember many good times with Ben at board meetings and conferences. He was a delightful person who always had fun story or joke to share. It is an honor to be the first Historian of WSST after the standard set by Ben.
Picture of Ben?
If you happen to have a picture of Ben Thompson, please send it to me at historian@wsst.org
Kara Pezzi, the first Rumford awardee in 2007
Julie Fitzpatrick showcases part of her Rumford Award in 2008
Denise McCulley receives the Rumford Award at the Madison Conference in 2023 from CFO
Kevin Niemi
The Great Rift
By Dave Prosper Updated by Kat Troche
Summer skies bring glorious views of our own Milky Way galaxy to observers blessed with dark skies. For many city dwellers, their first sight of the Milky Way comes during trips to rural areas - so if you are traveling away from city lights, do yourself a favor and look up!
To observe the Milky Way, you need clear, dark skies and enough time to adapt your eyes to the dark. Photos of the Milky Way are breathtaking, but they usually show far more detail and color than the human eye can see – that’s the beauty and quietly deceptive nature of long exposure photography. For Northern Hemisphere observers, the most prominent portion of the Milky Way rises in the southeast as marked by the constellations Scorpius and Sagittarius. Take note that, even in dark skies, the Milky Way isn’t easily visible until it rises a bit above the horizon, and the thick, turbulent air obscures the
view. The Milky Way is huge, but it is also rather faint, and our eyes need time to truly adjust to the dark and see it in any detail. Avoid bright lights as they will ruin your night vision. It’s best to attempt to view the Milky Way when the Moon is at a new or crescent phase; a full Moon will wash out any potential views.
Keeping your eyes dark-adapted is especially important if you want to not only see the haze of the Milky Way, but also the dark lane cutting into that haze, stretching from the Summer Triangle to Sagittarius. This dark detail is known as the Great Rift, and is seen more readily in very dark skies, especially dark, dry skies found in high desert regions. What exactly is the Great Rift? You are looking at massive clouds of galactic dust lying between Earth and the interior of the Milky Way.
Other “dark nebulae” of cosmic clouds pepper the Milky Way, including the famed Coalsack, found in the Southern Hemisphere constellation of Crux. Many cultures celebrate these dark clouds in their traditional stories along with the constellations and the Milky Way. One such
Rubin Observatory, located at Cerro Pachón, Chile, under the Milky Way. The bright halo of gas and stars on the left side of the image highlights the very center of the Milky Way galaxy. The dark path that cuts through this center is known as the Great Rift, because it gives the appearance that the Milky Way has been split in half. Image Credit: RubinObs/NOIRLab/SLAC/NSF/DOE/AURA/B. Quint
story tells of a Yacana the Llama, and her baby, wandering along a river that crossed the sky –the Milky Way. The bright stars Alpha and Beta Centauri serve as the llama’s eyes, with the dark sections representing the bodies of mother and baby, with the baby below the mother, nursing. Where exactly is our solar system within the Milky Way? Is there a way to get a sense of scale? The “Our Place in Our Galaxy” activity can help you do just that, with only birdseed, a coin, and your imagination. You can also discov-
er the amazing science NASA is doing to understand our galaxy – and our place in it - in the Galaxies section of NASA’s Universe page. Originally posted by Dave Prosper: June 2021 Last Updated by Kat Troche: July 2025
This article is distributed by NASA’s Night Sky Network (NSN).The NSN program supports astronomy clubs across the USA dedicated to astronomy outreach. Visit nightsky.jpl.nasa.gov to find local clubs, events, and more!
In the activity, “Our Place In Our Galaxy”, if the Milky Way were shrunk down to the size of North America, our solar system would be about the size of a quarter. At that scale, Polaris - which is about 433 light years distant from us - would be 11 miles away. Image Credit: Astronomical Society of the Pacific
WSST Newsletter
192 Depot Road
Cambridge, WI 53523
ADDRESS SERVICE REQUESTED
Volume 67, No. 1
Published in Appleton, Wisconsin
Editing & Layout: Brian Bartel
Publisher: Kevin Niemi
DUES EXPIRE ON DATE PRINTED
Submissions to the Newsletter
If you wish to contribute to the WSST Newsletter or place an advertisement, please forward items to Newsletter Editor, Brian Bartel, Morgan Building, 120 East Harris St, Appleton, WI 54911. The preferred method of submission is by e-mail at newsletter@wsst.org. Please send as text or Microsoft Word Document.
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Stay informed and get connected with the largest professional society for teachers of science in Wisconsin. Regular Membership in WSST is only $ per year, Retired teacher annual membership is $15.00, and Student annual membership is $10.00. Visit www.wsst.org/join to join today.
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