OUR HISTORY

UW-STOUT IS one of three in the state of wisconsin

The University of Wisconsin-Stout is one of three institutes of higher education (out of 29 invited to apply) in the state of Wisconsin to be selected for a multi-million dollar grant to create programs and partnerships that promote the arts in teaching as a means of retaining high quality teachers.

Tami Rae Weiss, PhD Art Education at UW-Stout Principal Investigator

Tami Rae Weiss, PhD
Art Education at UW-Stout
Principal Investigator

In 2013, Program Director of Art Education at UW-Stout, Dr. Tami Rae Weiss, became the Principal Investigator for a significant grant project.  Beginning with a one-year planning grant, Dr. Weiss recruited a team of arts and education representatives from UW-Stout, the Menomonie School District, and the Menomonie community.  This team included Kris Winter, Jeanne Styczinski, Tim Lutz, Peggy Larson, Tamara Brantmeier, Melody Brennan, Tracy DeRusha, Elizabeth Gilbert, Judy Gifford, and Jason Nicholas. 

The team named its project: Arts Integration Menomonie, or A.I.M.

The A.I.M. team directed its efforts to synergize the strengths and uniqueness of UW-Stout and its schools of art and education (specifically Art Education and Early Childhood Education programs), and to collaborate with local schools and organizations to discover more effective and meaningful ways to support pre-teachers before they begin their teaching careers.  Establishing a partnership with the School District of the Menomonie area, the A.I.M. team expanded its efforts to include early career teachers in their first five years of teaching.  Through a shared commitment to teacher retention and arts integration, A.I.M. developed its arts programs to support emerging and new teachers.

THE UNIVERSITY OF WISCONSIN - STOUT

Art Education student Lucy Pronschinske gains additional teaching experience at the Children's Art Club at UW-Stout.

Art Education student Lucy Pronschinske gains additional teaching experience at the Children's Art Club at UW-Stout.

UW-Stout has a long history (since 1891) of preparing professionals to serve as leaders in education related fields.  Today, the university prides itself as Wisconsin’s Polytechnic University, identifying three polytechnic tenets: career focus, applied learning, and collaboration.

The University of Wisconsin-Stout's teacher education program is state certified by Wisconsin’s Department of Public Instruction (WI DPI), and it is accredited by the Council for the Accreditation of Educator Preparation (CAEP). UW-Stout is one of only two public institutions in Wisconsin to attain this accreditation status.  The Art Education program is also accredited by the National Association for Schools of Art and Design (NASAD).  The Child and Family Study Center (CFSC) is accredited by the National Association for the Education of Young Children (NAEYC), and it has a five star rating with the state’s Young Star quality rating system.

UW-Stout’s teacher preparation program has achieved a reputation for leadership in the field of education.  UW-Stout offers preparation for pre-service teachers, including its Early Childhood Education Program, which maintains a teaching license for children, birth through the 3rd grade.  UW-Stout also offers preparation for art educators who earn the degree, B.S. in Art Education, and the teaching license: 550-ART, PK-12 Visual Arts.  Altogether, the School of Education houses ten teacher education programs, two pupil services programs, three technical college education programs, seven teaching minors, nine certificate programs, and one administrative program.  The School of Education also houses the Child and Family Study Center (CFSC), which serves children from 6 weeks to 5 years of age. This exemplary facility doubles as a laboratory school for education programs.

UW-Stout’s education courses are rigorous and part of a curriculum based on current research and informed by contemporary PK-12 school practices. Course curricula include early and authentic practicum experiences in classrooms with students.  In addition, students work on service projects, host competitive events and conferernces, and engage in projects with faculty, staff and external partners.  The School of Education has partnerships with area PK-12 School Districts which share an investment to strengthen professional development for pre-service teachers.  UW-Stout College of Education graduates are placed across the United States and throughout the world, earning a placement rate over 98%.

Art Education Student Teacher Dane Hodges teaches a high school ceramics class.

Art Education Student Teacher Dane Hodges teaches a high school ceramics class.

UW-Stout has a reputation for art and design leadership. UW-Stout offers B.F.A. degrees, including Studio Art, Graphic Design, Industrial Design, Interior Design, Game Design, Apparel Design, and Entertainment Design.  Further, UW-Stout offers an M.F.A. in Design and an M.S. in Education.  Art faculty provide applied experiences for students take a cross-disciplinary approach to art and design education. 

The faculty and academic departments (arts and education) exhibit high levels of expertise, professionalism and collegiality. UW-Stout is considered a teaching institution; and all faculty engage in teaching, research, and service.  Faculty guide future teachers to build both theoretical and practical foundations, and encourage professional and personal development. The faculty and staff in the School of Education value and are committed to:

Art Education student Kylee Blumer participates at Child and Family Study Center at UW-Stout.

Art Education student Kylee Blumer participates at Child and Family Study Center at UW-Stout.

  • Excellence in teaching within high-quality, student-centered education programs involving active learning and appropriate technology.

  • Scholarship and research within applied knowledge and general education.

  • Collaborative relationships with business, industry, education, community and government.

  • Growth and development of students, faculty, and staff through active participation in university and professional communities.

  • Diversity of people, ideas, and experiences.

Pictured above: "Arts Night" with Mrs. Bossany and her Kindergarters, as they enact their stories and sing with Teaching Artist, Mr. Beau. This is A.I.M.'s  C.I.T.A. program: Co-teaching In and Through the Arts .

Pictured above: "Arts Night" with Mrs. Bossany and her Kindergarters, as they enact their stories and sing with Teaching Artist, Mr. Beau. This is A.I.M.'s C.I.T.A. program: Co-teaching In and Through the Arts.

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Our mission

TO ENHANCE TEACHER COMPETENCE, CONFIDENCE, AND WELL-BEING THROUGH COLLABORATIVE EFFORTS TO INFUSE ARTS INTEGRATION PRACTICES INTO THE TEACHER'S INSTRUCTIONAL TOOLKIT.

Our VISION

TO IMPROVE THE RETENTION OF TEACHERS IN THE TEACHING PROFESSION BEYOND THEIR FIRST FIVE YEARS.

TO CELEBRATE AND HONOR THE TEACHING PROFESSION.

TO INSPIRE OTHERS TO BECOME TEACHERS.

Our Values

WE VALUE:

THE TEACHING PROFESSION
"At the Heart of Education is the Teacher."

THE ARTS
Teachers embrace the as a universal language through which we can make and find meaning.

APPLIED LEARNING
Teachers freely explore teaching, arts integration and mindfulness- learning through authentic experience.

COLLABORATION
Teachers experience teamwork and support as they explore, practice, and reflect on new ways of teaching. 

MINDFULNESS
Teachers learn mindfulness practices to support their own well-being in order to best support students.

DREAMS
If you believe in something with your heart and mind, dreams can become reality.

Click on the image to view the Year 2 report.

Click on the image to view the Year 2 report.

A.I.M.’S research PROJECT

the research says:

The most important factor in a child’s education is his/her teacher.* 

THE PROBLEM:

The national statistic is that we lose nearly 50% of teachers before the end of their fifth year.  Presently, there is a significant national teacher shortage.** 

THE proposed SOLUTION:

A.I.M. believes that we can improve teacher competence, confidence, and well-being, and thereby retain teachers in education, by training and inspiring teachers to use the arts in their instructional practices and to use mindfulness as a personal practice.

Poster presentation from Mindfulness research. (March 2018) (click to enlarge).

Poster presentation from Mindfulness research. (March 2018) (click to enlarge).

we know:

Learning in and through the arts impacts learners so much as they experience enhanced performance, confidence, and well-being. As a result, more learners want to come to school and stay in school.

we want to know (hypothesis):

Teaching in and through the arts impacts teachers so much as they experience enhanced performance, confidence, and well-being.  As a result, more people want to become teachers and stay teachers.


Teaching artist Kris Winter and preschool teacher Marcia Wolf integrate storytelling into the preschool curriculum at UW-Stout's Child and Family Study Center.

Teaching artist Kris Winter and preschool teacher Marcia Wolf integrate storytelling into the preschool curriculum at UW-Stout's Child and Family Study Center.

DEFINED

Arts Integration is:

"An approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process, which connects an art form and another subject area and meets evolving objectives in both."
 -Defining Arts Integration by Lynne B. Silverstein and Sean Layne, The John F. Kennedy Center for the Performing Arts

Co-Teaching is:

Two or more teachers working together with groups of students; sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space (Bacharach, Heck & Dank, 2004).

A pre-service teacher is:

A university student who is studying and practicing to become a teacher.

A Teaching Artist is:

An accomplished artist in his/her field.
Experienced in working with young people in educational settings.


Early career teacher Tanya Staatz and her kindergarten students sing a song about Earth Day.

Early career teacher Tanya Staatz and her kindergarten students sing a song about Earth Day.

Pre-service teacher Olivia Revolinski gains additional hands-on experience through community art teaching internships.

Pre-service teacher Olivia Revolinski gains additional hands-on experience through community art teaching internships.

BENEFITS

BENEFITS OF ARTS INTEGRATION:

  • Arts integration schools are outperforming conventional arts or traditional “academic” schools.

  • Students in arts integration environments experience self-expression, creativity, problem solving, self-confidence, and motivation, as they develop skills and habits of mind that will be needed in future careers.

  • Using an arts integration teaching approach fosters engagement and interest in learning by students, increasing attendance and reducing behavioral problems in the classroom, thus making the teaching and learning experience more positive.

  • Teachers who engage in arts integration will have more tools to use to deliver their curriculum and engage students actively in learning, thus making teachers more competent and confident in their teaching abilities.

BENEFITS OF APPLIED and collaborative LEARNING:

  • Pre-service teachers who have access to more opportunities to practice teaching, to observe others teaching, to reflect on their experiences, and to receive feedback on their teaching will have a smoother induction to the teaching profession.

  • Teachers who work collaboratively and have regular supportive communication with colleagues and administrators are more likely to stay in the profession.


3rd grade teacher Lisa Jasper and student share a smile as they wear their character berets.

3rd grade teacher Lisa Jasper and student share a smile as they wear their character berets.

REFERENCES

* https://www.linkedin.com/pulse/20141108135615-141964205-the-single-most-important-factor-in-improving-education-great-teachers
* http://www.greatschools.org/gk/articles/what-makes-a-great-teacher/
* http://www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html
** http://www.edweek.org/ew/articles/2012/05/16/kappan_ingersoll.h31.html  (Ingersoll, 2003; Ingersoll & Perda, in press)
** http://www.telegraph.co.uk/education/educationnews/11909401/Half-of-teachers-could-leave-the-profession-in-two-years.html