Link to newspaper story here.

UW-Whitewater ROTC Cadet Leaders Learn in the Field

Story by Tom Ganser

WHITEWATER – Cadets in the ­Uni­versity of Wisconsin-Whitewater’s Blackhawk Battalion recently put into practice leadership lessons they’ve learned in the classroom.

During their Field Leadership Reaction Course on Oct. 10, UW-Whitewater’s disc golf course was transformed into three sites designed to simulate challenging tasks faced by servicepersons: transporting an injured soldier along a narrow path with limited visibility, crossing a ravine by rope and harnesses to rescue an injured soldier, and crossing an area safely without detonating landmines.

Cadet Benjamin Pelc, a computer science major and biology minor from Florence, emphasized the close relationship between classroom training and field experiences for officers-in-training.

“I do not think that one is more important than the other,” Pelc said. “In fact, you need to have both to complement each other.”

Pelc participates in the Simultaneous Membership Program and actively drills with a Reserve unit while being a contracted candidate in the UW-Whitewater Reserve Officers Training Corps (ROTC).

In the exercise, the cadets are divided into squads and squad leaders are given a mission to accomplish in just 15 minutes. The tasks require the squad to work together as a team to overcome a challenge or obstacle that one person working alone cannot solve.

“The missions are purposely time constrained in order to evaluate the ability of the leaders to make quick decisions and think on their feet,” said Mick Nyenhuis, senior military science instructor.

Cadets are equipped with battle gear and carry “demilitarized M16s,” referred to informally as “rubber ducks” because they are made primarily of hard rubber.

The exercise begins with instructions issued through the chain of command in an operations order. The order includes details about the situation, the mission, the execution (fulfilling the commander’s intent and desired end state), the logistics (supplies, equipment, etc.), and command and control (who is in charge and communication plan).

“The orders are tailored as they pass down the chain of command in order to be specific to the unit receiving them,” Nyenhuis said.

He continued: “A company may be given a mission that requires several distinct tasks to complete. The company commander breaks the tasks apart and assigns specific tasks to each of his/her subordinate platoons, who will then do the same for their subordinate squads.”

After receiving the orders, the squad leader follows troop-leading procedures. This includes receiving the mission, issuing the order to the two most senior members of the squad, making a tentative plan, starting necessary movement, reconnoitering (making a military observation), finalizing the plan, issuing the operations order, and supervising the mission planning and execution.

Following the completion of the mission or reaching the 15-minute time limit, an after-action review (AAR) is conducted. The purpose of the AAR, Nyenhuis said, is “to bring out the good, the bad and the ugly so we can sustain the things we do well and learn from our mistakes.”

A cadet in his or her senior year at UW-Whitewater serves as the evaluator. The evaluation focuses on leadership and leadership tasks and not necessarily on the overall success of the mission.

Sometimes a team leader or another squad member steps up to keep the mission on track, despite the poor performance of the squad leader in explaining the mission or supervising the squad’s actions.

Or, a squad leader can do everything the right way, but outside circumstances beyond the leader’s control might prevent a successful mission outcome.

“Sometimes we purposely set the condition for mission failure to evaluate how a leader reacts to adversity and setbacks,” Nyenhuis added.

For Pelc, serving as an evaluator was an important learning experience.

“During my role as an evaluator, I notice that I am drawing on my experience of being evaluated to look for where the junior cadets now being evaluated can improve,” he reflected. “This helps me not only improve the evaluated cadets, but also to continue to improve myself as I am becoming more critical of my own actions as well those of the junior cadets.”

The cadre instructors review the evaluations and use them to complete a more comprehensive leadership evaluation at the end of the cadet’s junior year.

The UW-Whitewater Warhawk Battalion ROTC program currently serves 41 students. Twenty are “contracted cadets” who have taken an oath to accept a commission as an Army officer after graduation.

The other 21 students are in the process of meeting qualifications for contracting: meeting medical qualifications for service in the armed forces, passing the Army physical fitness test, maintaining a gradepoint average above 2.0 and preferably over 2.5 on at least 30 college credit hours, and exhibiting the moral and ethical character that the American people expect of their military leaders.

Practically speaking, Nyenhuis said, this means “staying out of trouble, demonstrating good judgment and the ability to follow directions, and being trustworthy.”

DES PLAINES, IL (April 19, 2012) – In recognition of his contributions to safety, health and environmental (SH&E) research, SH&E leadership, and dedication to student growth and involvement in the safety profession, the American Society of Safety Engineers (ASSE) has named Todd William Loushine, Ph.D., P.E., CSP, CIH of the University of Wisconsin-Whitewater the 2012 William E. Tarrants Outstanding Safety Educator of the Year. The award, among the Society’s most prestigious honors, recognizes exceptional educators who show the highest level of achievement in SH&E teaching, scholarship and commitment to ASSE.

Currently an Assistant Professor of Occupational and Environmental Safety and Health (OESH) at UW-Whitewater, Dr. Loushine advises more than 35 undergraduate and graduate students, while mentoring undergraduate research projects in the OESH department. In addition, he serves as a faculty advisor to student interns and regularly promotes the safety profession to non-OESH students, by highlighting the advantages of a degree in safety and health.

Popular with his students, who compiled the lengthy award petition on his behalf, Dr. Loushine dedicates countless hours and expertise to UW-Whitewater’s ASSE Student Section. He is currently the planning committee chairman for the Society’s Future Safety Leaders Conference, serves on the editorial board for the Professional Safety Journal, and participates as a reviewer for the ASSE Outstanding Student Section Award. Most recently he took part in the Society Governance meetings held last January.

“He is an excellent role model for the Society’s youngest and newest members,” said ASSE President- Elect  and UW-Whitewater graduate, Richard Pollock, in a recommendation letter for Dr. Loushine. “His positive attitude and professional manner are important characteristics, as is his devotion to the field of SH&E.”

With a bachelor’s degree in chemical engineering and emphasis in environmental engineering from the University of Minnesota-Twin Cities, and M.S. and PhD. in industrial engineering from the University of Wisconsin-Madison, Dr. Loushine emphasized sociology and psychology in his studies, to extend and complement his engineering and scientific training, which he now incorporates into his teaching and research.

“I’m only as successful as the success of my students,” he explained. “I try to teach students to be better problem-solvers and managers, and that begins with their own educational and practical experience which naturally leads into their EHS careers.”

Prior to his tenure at the UW-Whitewater, Dr. Loushine taught for three years at the University of Minnesota-Duluth in its Master of Environmental Health and Safety program. During this time he worked with the popular ABC Network television show Extreme Makeover: Home Edition, where he organized and oversaw a crew of safety professionals to provide oversight during one of the show’s tapings in South Range, WI.

Dr. Loushine will be presented the Outstanding Safety Educator of the Year Award during the ASSE general session Tuesday, June 5th at Safety 2012, the Society’s Professional Development Conference (PDC), June 3rd – 6th in Denver, CO.

Founded in 1911, the Des Plaines, IL-based ASSE is the oldest professional safety organization and is committed to protecting people, property and the environment. Its more than 34,000 occupational safety, health and environmental professional members lead, manage, supervise, research and consult on safety, health, transportation and environmental issues in all industries, government, labor, health care and education. For more information please go to www.asse.org.

Whitewater Students at Marshall

For more information, contact Dr. Deb Bowditch at bowditcd@uww.edu.

Stoneking Sculpture

But who was this mysterious man?

Dr. Stoneking was born on July 5th, 1923 in Hannibal, Missouri. Following his service in World War II, Dr. Stoneking attended Harris Teachers College in St. Louis, Missouri, where he received his BA degree in Education in 1952. He then went on to earn his MA in School Administration from Ball State University and his Doctorate in Elementary Education from Indiana University.

Dr. Lewis William Stoneking

Prior to his arrival at UW-Whitewater, Dr. Stoneking was an elementary school teacher, a junior high math teacher, and a faculty member at George Peabody College and Parsons College. He served on numerous committees and frequently lectured at local, state, regional and national conferences on teacher education. He was one of the first deans of education to be selected by the Association for Supervision and Curriculum and Development to speak to college professors in China for six weeks in 1987.

During his 20 years as dean, Dr. Stoneking’s goal was to make Whitewater’s College of Education the best within the University of Wisconsin System.

We know he more than met his goal!

INSTITUTE
August 3-4
9:00-4:00 (8:30 registration & materials)
The Institute will address: defining PBIS, principles of effective PBIS, PBIS and educational law, using PBIS within a response to intervention (RtI) model, impact on elementary education and secondary education, general & special education and community issues, progress monitoring and PBIS, and the impact of PBIS on disproportionate placement of minority students in special education. Dr. Kathleen Lane, PBIS expert and faculty at Peabody College of Vanderbilt University leads the 2011 Summer Institute.
Dr. Lane is an Investigator in the Vanderbilt Kennedy Center for Research on Human Development and the Learning Sciences Institute. Prior to entering academia, Dr. Lane served as a classroom teacher of general and special education students and provided consultation, intervention, and staff development services to school districts in Southern California as a Program Specialist. From these experiences, Dr. Lane developed her practical and research supported expertise in school-based intervention.
Dr. Lane’s research interests focus on school-based interventions (academic and behavioral) with students at risk for emotional and behavioral disorders (EBD). She has designed, implemented, and evaluated multilevel prevention models in elementary, middle, and high school settings to prevent the development of EBD and improve behavioral outcome within schools.
Dr. Lane is a primary investigator (PI) of an Office of Special Education Programs (OSEP)-directed project studying positive behavior support at the high school level and an OSEP field-initiated project studying prevention of EBD at the elementary level. Her research has resulted in co-authoring four books including Developing Schoolwide Programs to Prevent and Manage Problem Behaviors: A Step-by-Step Approach and more than 80 journal articles and chapters. Dr. Lane’s inspirational and dynamic presentation style captivates participant audiences nationwide.

PRE-INSTITUTE and POST-INSTITUTE WORKSHOPS
August 1-2 and August 5-6
9:00-4:00 (8:30 registration & materials)
The Pre-Institute and Post-Institute, facilitated by UWW Professor and noted behavior expert, Dr. Diana Rogers-Adkinson, will combine in-class discussion and web enhancement to examine selected literature and research related to the topic. The Post-Institute will focus on site-based PBIS action planning to improve practices within schools, districts, and community agencies.

More information on the Summer Institute is found at http://camps.uww.edu/specedinstit.php.

There are specific moments in our lives we all remember extremely well……. high school graduation…. marriage….. the birth of our children, and other momentous sad or happy occasions.

In November of 2001, I was sitting at my computer wondering what was next for me. My daughter had just gotten married. My son had just graduated high school and moved away, and there I was contemplating my mid-life plan and the passions in my life. ……………and then it happened. Without really knowing what I was doing, I went to the University of Wisconsin Rock County Web Site and applied to attend for the spring semester. In somewhat of a daze (after hitting the submit button) I walked into the kitchen and quickly blurted out to my husband, “I just applied to go to college!” With a stunned look on his face……he just looked at me and said “OK.”

Now mind you…I did not have “a college fund” stashed away. What I did have was a mortgage, electric bill, phone bill, car payment, and other financial responsibilities. I also had the full-time job associated with paying for those responsibilities. So all of a sudden my excited heart quickly wondered what I was ever thinking. I figured at my age, I wouldn’t get accepted anyway..and it HAD BEEN a long time since I had done college level math AND could I write a whole paper… AND….would I be able to find my way around campus AND….AND….AND…. the doubt went on. I had dreamed of being a teacher for my whole life. Even though I found every opportunity to work with children in all areas of my life (and even raise two) I never pursued the real passion in my life ……to teach.

But most of all I know I hear the encouraging voices and generous spirit and support of so many people who have made this dream possible. To the scholarship winners…. congratulations on your hard work and successes. May your passion always be what drives your life. To the University of Whitewater, thank you for an education that will be valued, appreciated, and always used to make a difference, and finally to the amazing and generous sponsors of college scholarships, such as Dr. Ernella Hunziker, your loyalty and passion for college students, in particular adult women, enables them to realize their life dreams and their success will be forever a part of your life and memory.

Thank you, Nan, for sharing your thoughts with us. We appreciate hearing how UW-Whitewater and our scholarships such as the Ernella Hunziker Scholarship for Returning Women Students have changed your life.  If others reading this post have similar experiences, we’d love to hear from you, too.

Erica Edwards

Amanda Treviranus

If you are interested in student teaching in China please contact Dr. Guoli Liang at liang@uww.edu.

For more information contact Dr. Brenda Clayton in the HPRC department. A great program!

Click to see our new video here.