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• High schoolers account for nearly half the student population at the University of Wisconsin-Oshkosh – the largest number of dual enrollment students in the state. 

• As the traditional college-age population shrinks, dual enrollment courses have surged in popularity, transforming UW-Oshkosh’s identity. 

• Few high schoolers who take college courses at UW-Oshkosh decide to attend the university for their undergraduate studies, a trend officials are making efforts to change.

When University of Wisconsin-Oshkosh lecturer Paul Sager logs onto Zoom every Monday, Wednesday and Friday to teach his composition course, he asks his students to paste in the chat what emoji they feel like that day. 

If it’s cold outside, they might send a snowflake, or if they’re feeling motivated, a rocket ship. 

“They find that really fun and ice-breaking,” Sager said. “Feeling connected to your professor, I believe, is an extremely important part of being invested in a course, especially when it’s at the college level.”

That’s especially important for Sager, who has never met most of his students in the flesh, and likely never will.

At UW-Oshkosh, high schoolers make up nearly half of the student body. Many of them live hours away and never actually step foot on campus, instead taking the college courses from their high schools. 

It’s an increasingly popular dynamic as dual enrollment classes — where high schoolers simultaneously earn high school and college credit — soar in popularity and the typical college-aged population shrinks. But UW-Oshkosh enrolls more high schoolers than any university in the state, an endeavor that’s transforming the college’s identity.

The approach has helped UW-Oshkosh combat the big enrollment declines Wisconsin universities have seen in recent years. 

But as more colleges tap into the dual enrollment trend, the state’s fourth-largest UW campus is facing stiffer competition for these students. On top of that, few of them currently continue their education at UW-Oshkosh after high school. College leaders want that to change.

“As the competitive landscape that we operate in gets more competitive, and as the number of total high school students in Wisconsin continues to go down, it’s going to be more important that we get more and more of these students to choose UW-O as their four-year solution, as well,” said Provost and Vice Chancellor for Academic Affairs Edwin Martini. 

A service and a strategy

Dual enrollment is now rapidly taking root across the country, but UW-Oshkosh was ahead of the curve when it launched its program 50 years ago. 

Today, over 6,500 high schoolers get a jump start on college through the university’s Cooperative Academic Partnership Program, dubbed “CAPP.” In most cases, UW-Oshkosh authorizes qualified high school teachers — typically those with graduate degrees in their subject areas — to teach CAPP courses at their own schools. 

Just five UW-Oshkosh professors, Sager included, teach courses to high schoolers virtually. This allows them to reach more rural schools that otherwise lack access to dual enrollment courses, often because they don’t have qualified instructors or enough resources. 

“Given the opportunity to teach these courses, I jumped on it … It’s definitely a calling,” Sager said.

The university charges high schools about half the typical tuition costs for the classes. Students considered economically disadvantaged by the state get added discounts. Each school district decides how it passes the cost of books and tuition onto students. 

If students choose not to attend UW-Oshkosh after graduation, their credits can transfer to 200 other colleges.

Over the past decade, the number of students doing dual enrollment through UW-Oshkosh has nearly doubled. While that mirrors nationwide growth, UW-Oshkosh has leaned fully into the trend, hoping to attract as many students as possible across Wisconsin — and, in some cases, beyond.

“The simple truth is, if Oshkosh didn’t do it, somebody else would,” Sager said. “It’s something that I believe at Oshkosh they’ve really understood as not only a moneymaker, but just an opportunity.”

To attract students, program leaders call schools to tell them about the program and advertise at teacher conferences around the state. But largely, word of mouth and its status as the state’s oldest help win school leaders’ trust. CAPP is the only Wisconsin program accredited by the National Alliance of Concurrent Enrollment Partnerships, an organization holding universities accountable to offering dual enrollment courses as rigorous as normal college courses.

“We’ve had, more than ever, people reaching out to us to get involved,” said CAPP Outreach Specialist Sarah Adelson. 

Today, 45% of UW-Oshkosh students are high schoolers, a phenomenon more common at community colleges than universities. Statewide, high schoolers are just 10% of university enrollment, compared to 1 in 3 community college students.

The dual enrollment growth has been, in many ways, a saving grace for the college. 

Like other Wisconsin universities, UW-Oshkosh has lost thousands of traditional college students — those enrolling after high school graduation — over the past decade. Dual enrollment has helped offset that loss. Overall enrollment is down 9%, but without the high school students, enrollment would be down closer to 36%.

“For us, in part, it is a service. It is something that we’re proud of doing and providing these opportunities to students,” Martini said. “But we do consider our dual enrollment portfolio very much part of our strategic enrollment management portfolio.”

A shifting college experience

Walking across the UW-Oshkosh campus, it’s not immediately obvious how much the student body has changed in recent years.

Classrooms are still filled with what many would consider “typical” college students. Sidewalks bustle with students walking to class. Finding parking can still be competitive.

But in recent years, as more students take classes without setting foot on campus, the university has undergone some noticeable changes: The campus-run bookstore closed. Satellite locations in Appleton and Fond du Lac shut down because of enrollment declines. During a budget crunch, leaders offered voluntary retirement to roughly 50 faculty. And three dorm buildings are slated for demolition, as they no longer need as much space to house students living on campus.  

Teagan Massey-Plamann, a senior at Menasha High School, takes UW-Oshkosh’s dual enrollment courses from about 20 minutes away but has visited campus only once.

“It may not be the experience of being on campus and everything, but I still kind of get to see what the curriculums will look like, and how much studying I’ll need to do,” Massey-Plamann said.

As dual enrollment continues to expand, it raises broader questions about what will define the college experience. While the typical experience most think of is by no means dead, Sager said, it seems pretty rare nowadays.

“All of them, I think, also seek that personal connection with faculty and wanting to have an on-campus experience in one way, shape or form … I don’t know if there is a ‘definition’ for what a college experience even is anymore,” Sager said.

For some, the experience of being a professor has shifted, too — teaching high schoolers is a different task than teaching students a few years older, Sager said. 

“It really is about trying to meet them at their level and understand that, and also apply a little bit of pedagogical changes, so that the assignments mean more to them, and they feel more invested in it,” Sager said.

Great colleges think alike?

When Massey-Plamann graduates from high school this spring, she’ll already have a head start on college, thanks to her UW-Oshkosh dual enrollment courses in statistics, calculus and biology.

“It’s just getting me in the mindset that I’m going to be doing more classes like this next year,” the aspiring art therapist said. “They’re not going to be just classes where I can just sit and do nothing because I get all my work done really quickly. It’s getting me prepared for that time management.” 

That head start will save her both money and stress as she heads to St. Cloud State University in Minnesota to play softball.

Like Massey-Plamann, most UW-Oshkosh dual enrollment students don’t continue their education there after high school. Only about 10% do. 

University leaders want to change that. 

While Adelson said students historically “just come to us,” that’s changing as other Wisconsin colleges try to ride the dual enrollment wave. At the University of Wisconsin-Green Bay, high schoolers now make up about a third of enrollment. Just 20 miles away from UW-Oshkosh, half of the 8,000 students at Moraine Park Technical College are still in high school.

In response, UW-Oshkosh leaders are stepping up recruitment efforts — they’re offering classes other universities don’t, awarding at least $1,000 scholarships to those who enroll the following fall and funding more campus visits for high schoolers.

But UW-Oshkosh leaders acknowledge there don’t seem to be many students left to go after — the pool of college-bound students may already be tapped. CAPP Director Margaret Hostetler said their next push is for students who aren’t planning to attend college at all. They wonder if dual enrollment could change their mind. 

The university is also ramping up advising services, pointing students toward courses that will actually benefit them in the future.

“We don’t want students just taking every single dual enrollment credit they can because that’s not necessarily saving them time or money,” Hostetler said. “To save time and money, you have to have a class that is going to transfer as a course that you will need in your field of study.”

They’ve ramped up marketing efforts to remind dual enrollment students that “they are Titans,” Martini said, mailing them branded T-shirts, banners and posters for teachers to hang in their high school classrooms. 

“What we want is them to have a great experience, and then that builds their affinity with UW-O,” Martini said. “And then they say … ‘Now I want to go to Oshkosh. Now I want to be a Titan.’”

Miranda Dunlap reports on pathways to success in northeast Wisconsin, working in partnership with Open Campus. Email her at mdunlap@wisconsinwatch.org.

At one Wisconsin university, nearly half the students are still in high school is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

The Board of Regents voted unanimously to fire Universities of Wisconsin President Jay Rothman on Tuesday evening following closed-door discussions.

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Fired Universities of Wisconsin President Jay Rothman told The Associated Press on Wednesday in his first interview since the ouster that he was “blindsided” by the move but has no hard feelings and is unlikely to sue.

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The board that runs the Universities of Wisconsin voted unanimously Tuesday to fire the system’s president, drawing the ire of Republican lawmakers who called it a “partisan hatchet job.”

Jay Rothman had refused an offer from the board of regents to quietly resign, saying it never gave a clear reason why he should. Rothman has led the system that oversees the state’s four-year universities, including the flagship Madison campus, for nearly four years.

Rothman has had to tread carefully dealing with a Republican-controlled Legislature and a board of regents where all current members were appointed by Democratic Gov. Tony Evers. When Rothman was hired, the board also had a majority of Evers appointees.

Asked Monday about the move to oust Rothman, Evers didn’t take a side. “It’s their call,” he said of the board.

But Republican lawmakers were furious and threatened to fire regents who have yet to be confirmed by the state Senate.

“Make no mistake about it, the firing of UW President Rothman is a blatant partisan hatchet job,” Republican Senate President Patrick Testing said in a statement.

He said Rothman was fired for “not being liberal enough.”

“His only crime was his willingness to work with lawmakers on both sides of the aisle to get things done,” Testin said.

The vote to fire Rothman came just five days after The Associated Press first reported that the regents asked Rothman to either resign or be fired. Rothman said in two letters to the regents that he would not leave voluntarily without knowing what he did wrong.

Regent President Amy Bogost said in a statement Monday that the board has shared results of a performance review with Rothman, with “direct conversations and clear feedback regarding leadership expectations.” She said the system needs “a clear vision” but did not elaborate on the review’s findings.

She repeated the statement Tuesday following a roughly 30-minute closed session regents meeting. No other regents spoke before the vote to fire Rothman, effective immediately.

Rothman said in an earlier statement Tuesday that regents repeatedly declined to cite a specific reason for finding no confidence in his leadership. No one ever indicated to him that an evaluation could lead to termination, he said, adding that Bogost called his review “overwhelmingly positive.”

“It is disappointing that the first I heard any sort of defense of their position was when they communicated with the media,” Rothman said. “I am left to conclude that, at best, this reflects an after-the-fact rationalization of a decision that was previously made.”

Rothman declined to comment after the vote.

The state Senate’s committee that oversees higher education scheduled a hearing for Thursday for 10 regents whose appointments by Evers have yet to be confirmed. Testin called for the Senate to reject all 10, which would mean they could no longer serve as regents.

However, the Senate is not scheduled to be in session again this year.

Rothman has served as president of the 165,000-student, multicampus system since June 2022. The former chair and CEO of the Milwaukee-based Foley & Lardner law firm, Rothman had no prior experience administering higher education.

He has spent his tenure lobbying Republican legislators to increase state aid for the system in the face of federal cuts, navigating free speech issues surrounding pro-Palestinian protests, and grappling with declining enrollment that has forced eight branch campuses to close. Overall enrollment across the system has remained steady under his leadership.

Rothman brokered a deal with Republicans in 2023 that called for freezing diversity hires and creating a position at UW-Madison focused on conservative thought in exchange for the Legislature releasing money for UW employee raises and tens of millions of dollars for construction projects across the system.

The regents initially rejected the deal only to approve it in a second vote held just days later. Evers said at the time the deal left him disappointed and frustrated.

The fight over Rothman’s future comes as the flagship Madison campus is losing its chancellor. Jennifer Mnookin is leaving in May at the end of the current academic year to take the job as president of Columbia University.

Rothman makes $600,943 annually as UW president. He can be fired for no stated reason and he has no appeal rights, said Wisconsin employment law attorney Tamara Packard, who reviewed Rothman’s contract at the AP’s request.

Wisconsin Watch is a nonprofit and nonpartisan newsroom. Subscribe to our newsletters to get our investigative stories and Friday news roundup. This story is published in partnership with The Associated Press.

Universities of Wisconsin board votes to fire system president is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

The Universities of Wisconsin Board of Regents has voted to fire the leader of the state's public university system.

The post Universities of Wisconsin Board of Regents fires President Jay Rothman appeared first on WPR.

The Universities of Wisconsin Board of Regents will meet Tuesday to discuss whether to fire Jay Rothman from his job as president of the the university system.

The post UW Board of Regents to consider firing President Jay Rothman at Tuesday meeting appeared first on WPR.

The president of the 25-campus Universities of Wisconsin said in a letter obtained by The Associated Press that he’s been told to either resign or be fired, but has been given no reason and won’t step aside.

The post Universities of Wisconsin president refuses to leave after being told to resign or be fired appeared first on WPR.

More than 30 groups representing Milwaukee School of Engineering students, faculty and staff, unions and politicians, are asking the college to stop cooperating with Immigration and Customs Enforcement, which uses a leased building on campus.

The post More than 30 groups demand Milwaukee School of Engineering cut ties with ICE appeared first on WPR.

About 135,000 borrowers in Wisconsin are enrolled in the SAVE plan and should be on the lookout for notices from the U.S. Department of Education.

The post A Biden-era student loan repayment plan is ending. Here’s what Wisconsin borrowers should know appeared first on WPR.

AI technology is developing so fast, experts say advances are becoming hard to measure. Recognizing this, the Universities of Wisconsin has launched a free series of videos for people who need a starting point.

The post AI is growing. Universities of Wisconsin wants to help you understand it. appeared first on WPR.

WASHINGTON — Members of a U.S. Senate panel expressed bipartisan consensus Thursday that the country should be cautious of “malign” foreign dollars flowing to American colleges and universities, with some Democrats also arguing recent funding cuts undermine the country’s lead in global research.

The hearing in the Senate Committee on Health, Education, Labor and Pensions on “malign foreign influence in higher education” came as President Donald Trump and congressional Republicans have pushed for increased transparency requirements when it comes to foreign gifts and contracts entering these schools.

Higher education institutions receiving federal financial assistance are required to disclose any foreign gifts or contracts valued at or above $250,000 annually. The requirement has been in place since 1986, when the Higher Education Act of 1965 was amended to include the reporting provision, known as Section 117. 

Sen. Bill Cassidy, a Louisiana Republican and chair of the panel, said college is ultimately “about setting students up for success and they should be our priority, but that priority can be undermined when foreign adversaries attempt to exercise influence on college campuses … inherently threatening national security.” 

A bill that would broaden Section 117 disclosure requirements and lower the reporting threshold from $250,000 to $50,000 passed the House in March 2025. Rep. Michael Baumgartner, a Washington state Republican, sponsored the measure. 

Cassidy, who is co-leading a Senate companion bill with North Carolina GOP Sen. Thom Tillis, called for protecting college campuses through “transparency,” noting that his legislation would be the next step in that effort.  

Thursday’s hearing also came as the administration continues its efforts to dismantle the 46-year-old Education Department, including through a series of interagency agreements that outsource several of its responsibilities to other departments. 

In one of those agreements, the State Department will help Education manage foreign gift and contract reporting under Section 117.  

Research cuts add vulnerabilities

Though Democrats saw a need to root out “malign” foreign influences in higher education, a handful took aim at the administration’s cuts to federal research funding and broader “attacks” on higher education. 

“While I agree that it’s important to stamp out dangerous sources of foreign influence in our higher education system, I think it’s important that we also address how cuts to research funding can increase foreign influence on the global stage and undermine U.S. competitiveness,” said Sen. Angela Alsobrooks.

The Maryland Democrat pointed to the impact of the administration’s cuts to the National Institutes of Health, the country’s premier medical research agency under the Department of Health and Human Services that is headquartered in her state. 

Sen. Tim Kaine pointed to a loss of researchers in the United States as a result of research funding cuts. 

“This administration has canceled billions of dollars in federal research, making many of our researchers vulnerable to being recruited by universities in other countries, not necessarily China, but Canada, the (United Kingdom) and universities in Europe,” the Virginia Democrat said. 

Sen. Patty Murray said she found it “absurd” that Trump and Republicans are “willing to burn billions of dollars a day” in the ongoing war with Iran, when she and many others are fighting “tooth and nail” to get the administration to “release billions of dollars that Congress appropriated to be delivered to our students.”

“It’s not happening, and states like mine are having to routinely file lawsuits,” the Washington state Democrat said, while also calling on Education Secretary Linda McMahon to testify before the panel on the ongoing dismantling efforts. 

Cassidy said the panel was in talks with the department to schedule McMahon’s testimony.

Transparency dashboard

The department’s public transparency dashboard — housed on a portal launched in January where colleges and universities are responsible for disclosing foreign gifts and contracts — also came to the forefront during Thursday’s hearing. 

The dashboard, visualizing four decades of data, offers a snapshot of the foreign funding disclosures submitted by colleges and universities.

At least 559 institutions have disclosed $72.1 billion in foreign gifts and contracts between 1986 and late January 2026, according to the dashboard.

But the current version of the dashboard’s usability is limited by an inability to filter by year.

Robert Daly, senior fellow at the Asia Society and former director of the Kissinger Institute on China and the United States at the Wilson Center, told the panel the dashboard’s cumulative nature is one of its “biggest silences.” The tool does not allow the public to see any fluctuation over the years in the amount of money in foreign gifts and contracts received by schools. 

He added that “not only do we need to see how giving from each country is moving over time, we need to be able to distinguish different kinds of giving.” 

Last week, the Board of Regents Education Committee unanimously approved revising a policy that would allow campuses to offer 90-credit degrees. 

The post Mount Mary offers a 3-year bachelor’s degree. Universities of Wisconsin could follow. appeared first on WPR.

John Zumbrunnen has been named the University of Wisconsin–Madison's provost and executive vice chancellor for academic affairs, Chancellor Jennifer Mnookin announced Monday.

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WASHINGTON — American colleges and universities received gifts and contracts worth more than $5.2 billion from foreign entities in 2025, according to the U.S. Department of Education, which also recently published summaries of foreign investment in U.S. higher education dating back to 1986. 

Qatar, the United Kingdom, China, Switzerland, Japan, Germany and Saudi Arabia marked the largest sources of reportable gifts and contracts to U.S. institutions in 2025, according to the agency, which released the latest funding disclosures this month. 

The department also made public roughly 40 years of data on a transparency dashboard that offers a snapshot of the foreign funding disclosures submitted by colleges and universities. The administration described the move as a transparency effort, but critics say it lacks key context. 

The dashboard shows cumulative data since 1986, when Congress amended the Higher Education Act of 1965 to mandate colleges and universities receiving federal financial assistance disclose any foreign gifts or contracts valued at or above $250,000 annually.

The provision, known as Section 117, “came about due to concerns about malign actors trying to either use educational platforms to promote agendas that were not in the national interest or about getting access to American youth or about exerting influence on institutions,” said Rick Hess, senior fellow and director of education policy studies at the American Enterprise Institute, a right-leaning think tank.

And while the Education Department this month heralded the dashboard as a major step toward transparency in foreign influence in U.S. education, the tool does not separate gifts and contracts by year, limiting its use to help the public spot trends or identify major gifts.

Details about the gifts and contracts, such as what was given or what work was contracted, are not displayed on the dashboard.

Trump priority

President Donald Trump and his administration have sought to increase transparency requirements when it comes to foreign funds entering U.S. colleges and universities.

Part of the administration’s effort includes an April 2025 executive order that sought to “end the secrecy surrounding foreign funds in American educational institutions” and to “safeguard America’s students and research from foreign exploitation.” 

The public transparency dashboard is housed on a portal, launched in January, where colleges and universities are responsible for disclosing foreign gifts and contracts. 

The Education Department announced Feb. 23 that it would partner with the State Department on foreign gift and contract reporting under Section 117.

The move — one of several interagency agreements announced so far by the administration — is part of the administration’s ongoing efforts to dismantle the 46-year-old agency. 

State will help the Education Department manage its foreign funding reporting portal and “use its national security and foreign national academic admissions expertise to review and assess the industry’s compliance with the law, share data with the public and federal stakeholders, and identify potential threats,” the Education Department said. 

Nearly $70 billion disclosed 

At least 555 institutions have disclosed $67.6 billion in foreign gifts and contracts between 1986 and mid-December 2025, according to the dashboard.

The institutions that have received the most funding in foreign gifts and contracts since Section 117 was enacted are Harvard University in Massachusetts, at $4.2 billion; Carnegie Mellon University, in Pennsylvania, at $3.9 billion; Massachusetts Institute of Technology, at $3.5 billion; Cornell University in New York, at $3.1 billion and the University of Pennsylvania, at $2.8 billion. 

The dashboard also includes a separate section on the total value of transactions in foreign gifts and contracts with “counterparties located in countries of concern,” such as China, Russia and Venezuela. 

The universities that received the most money from counterparties in these “countries of concern” are Harvard, at $610.8 million; MIT, at $490.1 million; New York University, at $462.5 million; Stanford University in California, at $418.5 million; and Yale University in Connecticut, at $400.2 million.  

Concerns from higher ed groups 

Some higher education groups expressed concerns over the dashboard, including limitations they see with how the data is portrayed. 

The cumulative nature of the dashboard does not allow the public to see how the amount of money in foreign gifts and contracts received by schools fluctuated throughout the years. 

“There’s no way to kind of break out what the funding is by the year, or perhaps by the funding cycle, so you can’t really see any funding trends,” Sarah Spreitzer, vice president and chief of staff for government relations at the American Council on Education, told States Newsroom. 

The association serves as the major coordinating body for the country’s colleges and universities, representing roughly 1,600 institutions. 

Spreitzer emphasized a lack of context throughout the dashboard, including on the list of foreign entities of concern and whether such funding is active or reflects past funding. 

For instance, the U.S. Department of Commerce designated the Chinese tech company Huawei as an entity of concern in 2019.

Huawei has provided roughly $22.7 million in funding to American universities, overall, according to the dashboard. But the dashboard doesn’t show the gifts and contracts all came prior to the entity-of-concern designation, Spreitzer said.

“None of our institutions have taken funding from Huawei since 2019, if not earlier, when we were informed of the concerns around Huawei,” Spreitzer said. “However, the way that the information is presented, it seems to imply that our institutions are still taking funding from Huawei.” 

Spreitzer said that the dashboard “demonstrates that our schools are complying with Section 117 and they are meeting their reporting obligations.”

“I hope that people are not making broad assumptions based on how the data is presented right now,” added Spreitzer, who hopes the administration will continue making improvements to the dashboard, such as separating the disclosures by year and adding additional context.

The Wisconsin Assembly advanced proposals that would restrict executive rulemaking powers and eliminate “race-based” programs in higher education Thursday. 

Wisconsin Republicans have been looking for ways to limit agencies’ administrative rulemaking abilities and exercise additional control over the process in the aftermath of several state Supreme Court rulings. 

One of those rulings, the Evers v. Marklein II decision issued on July 8, 2025, found unconstitutional statutes that allowed the 10-member Joint Committee on the Review of Administrative Rules’ to review and suspend administrative rules.

AJR 133 would allow state lawmakers to suspend indefinitely or temporarily administrative rules that are promulgated by state agencies with a vote of the full Senate and Assembly. The proposal passed 52-45 along party lines. 

“No body of our state government is more accountable to the people of our state than the Legislature, and these bills will restore our ability to represent our constituents and provide them with the regulatory accountability and predictability they need to prosper,” Rep. Brent Jacobson (R-Mosinee) said during the floor debate. 

Constitutional amendment proposals must pass two consecutive sessions of the Legislature and be approved by a majority of voters before becoming law. This is the proposal’s first consideration. It still needs to pass the Senate to advance to a second consideration. 

The Assembly also concurred in four bills related to administrative rulemaking that were part of a package titled the “red tape reset,” which was introduced in May with the support of the conservative legal group Wisconsin Institute for Law and Liberty (WILL). 

One bill SB 277 would have all administrative rules sunset after seven years unless a rule is adopted again through an agency process. The Assembly amended the bill, so it will go back to the Senate. 

Three of the bills will now go to Evers for consideration. Those include SB 276, which would allow those who have challenged the validity of an administrative rule to receive attorney fees and costs if a court declares a rule invalid; SB 275, which would limit the use of scope statements to one proposed rule; and SB 289, which would require agencies to make cuts to offset the cost associated with new regulations.

The constitutional amendment as well as several other bills are the result of a task force organized by Assembly Speaker Robin Vos (R-Rochester) and chaired by Jacobson.

AB 910, which passed on a voice vote, would establish a process to review fees every 6 years. 

AB 955, which passed on a voice vote, would repeal the current language in state law that allows agencies to promulgate rules interpreting the provisions of any statute enforced or administered by the agency if it is necessary to enforce the statute. The bill would replace the language, prohibiting agencies from promulgating rules interpreting the provisions of any statute without explicit and specific statutory authority. 

AB 994, which passed on a voice vote, would restrict agencies from promulgating rules if they are delinquent in complying with the reporting requirement and expand the process for repealing certain rules. 

AB 995, which passed on a voice vote, would change the default effective date for permanent administrative rules to the first day of the seventh month after the date of final publication.

Democratic lawmakers sought to get votes on the floor on several issues, introducing an array of amendments to Republican bills. Some of those included protecting access to contraception and abortion in Wisconsin, requiring former lawmakers to be at least a year out of the Legislature before they can become lobbyists and clarifying the residency requirements for lawmakers. However, none received votes as Republicans took procedural steps to avoid bringing them up. 

“These are going to keep coming forward,” Rep. Lisa Subeck (D-Madison) warned her Republican colleagues as she criticized them for not voting on the bills. “Democrats aren’t giving up on fighting for our constituents, whether we’re talking about the government, whether we’re talking about reproductive freedom or frankly, whether we’re talking about things that would reduce the cost of living for folks in the state. The Republicans time and time again, refused to take a vote.” 

The Assembly also approved several bills that will now head to Evers’ desk. 

The Assembly passed SB 652 which seeks to eliminate “race-based” programs offered through the state’s higher education system, including the minority teacher loan program and minority undergraduate grants. Under the bill, it would instead require the programs to focus on “disadvantaged” students, meaning those who have “experienced any unfavorable economic, familial, geographic, physical or other personal hardship.” It passed 53-45 along party lines and will now go to Evers for consideration. 

SB 498, which passed, would place a number of restrictions in state statute that Republican lawmakers argue would help protect free speech. Those include barring UW institutions from restricting speech from a speaker, creating “free speech” zones, charging security fees as a part of a permit application and sanctioning people for discriminatory harassment unless the speech “targets its victim on the basis of a protected class under law, and is so severe, pervasive, and objectively offensive that it effectively bars a student from receiving equal access to educational opportunities or benefits.” 

SB 405, which would create a civil cause of action against health care providers who perform gender transition procedures on someone under the age of 18 if the patient claims to be injured, passed along party lines. It will now go to Evers, who is likely to veto it.

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• The U.S. Department of Education delayed wage garnishment for people whose student loans are in default. 

• Nearly 125,000 Wisconsinites have student loans that are in default. 

• The Wisconsin Coalition on Student Debt offers a toll-free, confidential helpline at (833) 589-0750 and via email at studentloanquestions@debtsmarts.org.

It’s a tumultuous time for student loan borrowers. 

Following years of waiving payments and penalties after the COVID-19 pandemic, the U.S. Department of Education announced in December it would soon begin garnishing the wages of borrowers who’ve defaulted on their loans. 

Then, Jan. 16, department officials reversed course, saying they would wait to start “involuntary collections” until other changes to the student loan system take effect. They did not specify how long the delay would last.

Another major student loan change is pending court approval. The agreement, which settles a lawsuit brought by the department, would end the popular Biden-era repayment plan Saving on a Valuable Education (SAVE). The plan offered borrowers more flexibility than any other. 

Meanwhile, other changes to borrowing and repayment programs will reduce the options available to current and future students.

More than 720,000 Wisconsinites hold student loans, according to U.S. Department of Education data analyzed by researchers at the Education Data Initiative. Of those, 74,000 were in default as of last September, meaning they hadn’t made a payment in at least 270 days, and the number has likely grown since then. Overall, the state’s borrowers owe around $23.6 billion. What do all these changes mean for them?

“There have been so many announcements … The landscape is going to continue to be really confusing,” said Carole Trone, executive director of the Wisconsin Coalition on Student Debt, which runs a helpline providing free, confidential advice for people who have loans or are considering taking one out. 

“Borrowers often express that they’re confused and overwhelmed,” Trone said. “What our organization is thinking of is how we can reach those borrowers and help them work through their confusion and feel confident with the path forward.”

The helpline received about 160 calls last year, and it can accommodate far more, Trone said. For privacy, staff don’t record any details about the caller or the reason for the person’s call, and they don’t ask for login information for callers’ loan accounts. To reach the helpline toll-free, call (833) 589-0750, or email studentloanquestions@debtsmarts.org. Staffing for the helpline is provided by Ascendium Education Group. Ascendium is a financial supporter of Wisconsin Watch, but is not involved in editorial decisions.

Wisconsin Watch spoke to Trone about what borrowers and prospective borrowers need to know right now. The following interview has been edited for length and clarity.

How does the helpline work and why was it created?

The helpline was originally set up back in the early days of the pandemic … When you call the toll-free helpline, you’re going to talk to a live person. These are trained professionals whose work, day in and day out, is working with student loan borrowers, helping them navigate the complicated process and helping them understand what might be confusing that’s come out in the news or in notices they’ve gotten. 

The helpline is not a replacement for talking to your loan servicer (the company where you send payments) or logging in to your account at studentaid.gov and seeing what loans are recorded there. But what our helpline is designed to provide is a very accessible, no-wait-time forum where you can ask one-on-one, “Hey, I got this notice. What do you think it means?” or “I haven’t been paying. What should I start with doing?”… It’s a really good starting point for anyone.

In 2020, there was this historic payment pause for loans because of the challenges from the pandemic. In Wisconsin, we don’t have a statewide helpline for student loan borrowers. We don’t have an ombudsman, we don’t have a higher ed agency. These are where borrowers in other states can often turn to, so we wanted to be able to provide a resource. 

The Department of Education has threatened to start garnishing wages. What should borrowers in default know?

This option to garnish wages was around last year. What’s new is that they (took) the next step, which is starting to send letters out to affected borrowers. Policy says you’re supposed to have 30 days notice before (garnishment) happens. The other thing they can do is withhold your tax refund if you’re in default or severely delinquent on your loan. 

The other thing that could be almost as damaging is that your credit score is going to be affected. And just to give you a sense of how really devastating this impact could be, if you did a four-year program and you took out loans for each semester, that’s probably eight semesters minimum, so you’ve got eight loan lines. If you are late in paying, that means you’ve got eight nonpayment reports going to the credit agencies. What was happening even last year was that credit reporting had resumed, and people may not have been aware of it until they went to take out a car loan or a mortgage, and they couldn’t because their credit score tanked maybe 100 or more points.

What can borrowers do if they’re in default?

First, we know borrowers are feeling a lot of emotional pain over this. If you’re stressed out, if you’re embarrassed, if you’re overwhelmed, sometimes people just can’t move forward on this. I want to encourage people to call our helpline or email us. That is exactly what we are here for. 

There are ways that you can get out of default that are tied to your income levels … You can start to rehabilitate your loan. You have to request a form from your loan servicer. They’ll need to know your income to be able to set an income-driven repayment amount. And if that amount is too much, you need to let the servicer know that … Based on your income, that mandatory payment can be as low as $10 a month. The point is to show that you are making on-time, monthly payments for nine months, and that will restore your loan. But you need to be serious when you’re doing that. 

What advice do you have for borrowers who are currently signed up for the SAVE repayment plan, which is set to end soon?

If you’re in SAVE, you’re still in what they’re calling “administrative forbearance” because of all this litigation. But as of last August, your loan balance is growing because they resumed collecting interest. If you’re in the SAVE program and you are eligible for Public Service Loan Forgiveness, you should know that while you’re in (administrative forbearance), you’re not making any progress toward the payment count that you need … There will be a timeline for when people have to move out of the SAVE program, and I wouldn’t be surprised if they have that timeline starting as early as summer.

If you’re trying to figure out what you can do, you can call our helpline. There is also a really helpful loan simulator tool on the studentaid.gov website. You can say “My number one priority is to be eligible for Public Service Loan Forgiveness,” or “I want to pay off my loan as fast as possible,” or “I want the lowest possible payment,” and it can give you pretty accurate scenarios of what you can expect your payment amount to be.

Provisions in last year’s One Big Beautiful Bill Act will eliminate some other repayment plans and add some new ones. What should prospective borrowers know?

The goal is to create fewer programs and fewer options.

The goal is to create fewer programs and fewer options. In principle, I think everyone would appreciate more simplicity. What has happened is that all these repayment plans have come out of different administrations and regulatory initiatives. Those are now getting caught up in the courts. One thing to know is that Public Service Loan Forgiveness came through Congress (rather than the regulatory process), and that’s why it’s on much firmer ground. 

There will be basically one income-based repayment plan, called RAP (Repayment Assistance Plan), and there’s the standard repayment plan. It’s not like on July 1 of this year there’s a light switch and everyone is in RAP. Many of those (existing) plans will continue on the terms those borrowers agreed to. It will be new loans that will start to have only those two options.

Starting July 1, there will also be lower limits on how much students and their families can borrow. How do you anticipate that those changes are going to affect students?

We know that in areas like health care or in fields like law, people do (sometimes) borrow more than what these new limits are going to be. And so there’s been a lot of attention now to who’s going to be affected by that. If you’re borrowing more than the $200,000 limit, for instance, to be a medical doctor, what’s that going to mean? … Colleges and professional schools are concerned that people who are currently in their programs will hit the final year or two years of their programs and not be able to borrow the money to complete their programs. 

There is a concern that the contingent of borrowers who don’t have the assets (and) the strong credit ratings to be able to turn to the private loan market won’t have options and therefore won’t pursue these degrees.

What should people know before taking out private student loans?

Private loans have a lot fewer protections than federal loans. They do not have forbearance, so when you take out that loan, repayment pretty much starts as soon as you’ve taken it out. They don’t have income-driven repayment options. If you take out a loan to go to a college and they’ve misrepresented the value of their degrees or what jobs their graduates are getting, there are federal protections that you don’t have with a private loan provider. 

The big thing related to equity is that if you don’t have a high enough credit rating to qualify for the loan, you’ll be denied. And so, in the worst-case scenario, we’re worried that for these high-cost health care degrees, we will see a lot fewer first-generation, lower-income students going into those professions. 

A lot is changing now, but what’s a piece of advice that you’ll keep giving?

I think there is justifiable concern about student loan debt, but we are seeing signs that many more students are hesitating or choosing not to pursue postsecondary education because they figure that’s the only way to avoid student loan debt. The challenge with that approach is that the economic studies say most jobs are going to require some kind of postsecondary credential. So we do want to make sure that students and potential borrowers read up and learn about what their programs are going to cost.

In Wisconsin, the average amount of student loan debt that an undergraduate takes on is about $33,000 for someone who completes their degree. So when you hear the stories of huge amounts of debt, those things happen. It’s heartbreaking to see those stories, but it’s not the norm.

Editor’s note: This story was corrected to reflect that the Wisconsin Coalition on Student Debt helpline received about 160 calls last year.

Natalie Yahr reports on pathways to success statewide for Wisconsin Watch, working in partnership with Open Campus. Email her at nyahr@wisconsinwatch.org.

Student loan borrowers are ‘confused and overwhelmed.’ Here’s what Wisconsinites should know. is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

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Wisconsinites owe $23.6 billion in student loans, and thousands of Wisconsin borrowers are in default. But Carole Trone, executive director of the Wisconsin Coalition on Student Debt, doesn’t want those kinds of numbers to scare students away from college altogether. 

“I think there is justifiable concern about student loan debt,” said Trone, whose group helps Wisconsinites figure out costs before, during and after college. 

“But we are seeing signs that many more students are hesitating or choosing not to pursue postsecondary education because they figure that’s the only way to avoid student loan debt,” Trone said. The problem with that plan, she said, is that studies suggest most of the jobs of the future will require some sort of credential beyond a high school diploma.

She’d like students to hear a different number: $33,000. “In Wisconsin, the average amount of student loan debt that an undergraduate takes on is about $33,000 for someone who completes their degree. So when you hear the stories of huge amounts of debt, those things happen. It’s heartbreaking to see those stories, but it’s not the norm.”

Trone talked with Wisconsin Watch about what students can do at every step in their education to reduce what they borrow and increase the chance they’ll be able to pay it back.

File your FAFSA 

The Free Application for Federal Student Aid was simplified in 2024, making it easier for students to apply for Pell grants and federal financial aid. 

“It has finally, truly gotten better, easier, simpler — at long last — so it is completely worth it to do it,” said Trone. “It keeps your options open.” 

Forget the ‘dream’ school 

“I caution people about talking about their ‘dream college,’” Trone said. Instead, she urges students to make a list of things like how much they’re willing to pay, what kinds of programs they’re considering and the typical salaries for those professions.

Then, she recommends students use the Department of Education’s College Scorecard website to compare schools.

“Not all programs cost the same, and not all programs are worth the same … You want to look for colleges that have strong graduation rates. You want to see how many students get financial aid. You want to see what the net cost of attendance is,” Trone said. 

Meet with an adviser 

Sometimes students end up paying more for school because the school doesn’t accept their prior credits, or because they need a class that’s seldom offered. 

“If you’re trying to bring credits into that institution, talk to someone about that. Don’t just assume that those credits will transfer,” Trone said. “Try to map out what classes you need to take, and meet with your adviser and figure out when those classes are being offered.”

Limit loans 

When colleges send financial aid offer letters, they list the maximum amount the student can borrow. But students have the option to borrow less or decline loans altogether, and they can make those decisions until around the time they’re enrolling in classes.

“Make sure that you have really thought about do you actually really need to borrow this money, because you’ll be paying it back with interest,” Trone said.

Finish your degree 

Student loans come due whether a student graduates or not. Those who don’t are more than twice as likely to end up in default, according to research by the Pew Charitable Trusts.

“The most important thing that you can do to be able to repay any loans you take out is to finish your program,” Trone said. People leave school for all sorts of reasons, including family commitments and job changes. “A lot of that can be really unavoidable … but those are the borrowers that often have the most difficulty in repaying their loans.”

Update your contact information 

One simple step can help keep borrowers on track: signing into studentaid.gov to update their contact information regularly. 

“After you’ve left college, that’s the time when lots of folks are moving around or changing email addresses,” Trone said. “When things start coming due or there’s changes, they need to be able to reach you.”

Natalie Yahr reports on pathways to success statewide for Wisconsin Watch, working in partnership with Open Campus. Email her at nyahr@wisconsinwatch.org.

6 tips for avoiding student loan default is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

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• As Wisconsin’s workforce ages and universities nationwide see fewer traditional college-aged students, UWGB is trying several unorthodox efforts to attract older learners. 

• The university offers short-term certificates that advance workers’ job skills, ungraded courses that keep older people socially engaged and classes in local nursing homes. 

• Leaders hope the initiatives will keep the region’s growing retirement-age population sharp and socially engaged — and potentially in the workforce for longer — while also bolstering enrollment.

Inside University of Wisconsin-Green Bay’s Christie Theatre, retired judge Mark Warpinski leads a discussion about how judges decide on the sentences they impose. Roughly 50 students nod along, take notes and eagerly wave their hands in the air to debate how they’d sentence someone for a hypothetical crime. 

The unusually lively audience betrays that this isn’t a typical sleepy morning lecture — most of Warpinski’s students are over the age of 50. 

“We pay attention. We ask questions. We’re not sitting on our cellphones and scrolling … like I guess most college students nowadays do,” said 76-year-old student Norman Schroeder. 

Classrooms full of older adults are becoming more common at UWGB.

As Wisconsin’s workforce ages and universities nationwide see fewer traditional college-aged students, UWGB is trying several unorthodox efforts to attract older learners. That includes more short-term certificates that advance workers’ job skills, ungraded courses that keep older students socially engaged and classes in local nursing homes. 

University leaders hope these moves will keep the region’s growing retirement-age population sharp and socially engaged — and potentially in the workforce for longer — while also bolstering enrollment.

“We’re not just an 18-year-old campus. We’re not just a campus where you live in the dorms and have a traditional experience,” said Jessica Lambrecht, UWGB’s continuing education and workforce training executive officer. “There’s hundreds of universities you can pick from that offer that type of experience. So how are we gonna stretch and serve more?” 

In fall 2025, UWGB joined the Age-Friendly University Global Network, an international web of universities that focus on including all ages. The college must follow the network’s 10 principles, which include supporting those pursuing second careers; expanding online education options; and promoting collaboration between older and younger students, among other tasks. Lambrecht hopes this commitment leads more community groups to help UWGB in its pursuit of older learners. 

UWGB’s focus on enrolling people outside the typical 18-to-24 age group has helped the college’s enrollment climb over the past decade, at a time when many universities are seeing the opposite trend.

University leaders hope to do even more to cater to retirees and other older adults in coming years, starting with more courses in assisted living facilities and building ways for older people to mentor younger students and workers. 

Addressing Wisconsin’s aging workforce

Wisconsin’s aging population has caused ongoing trouble for its workforce. 

For years, there haven’t been enough working-age people to fill the jobs left by those retiring. That trend is expected to continue into 2030.

Lambrecht said UWGB leaders are thinking about how they can “encourage and invite that pre-retirement age population to stay engaged in the workforce a little bit longer.” 

They think offering more short-term certificates can help. 

Perhaps more commonly offered by two-year colleges, short-term certificates show someone completed a handful of courses focused on a skill or topic. An increasing number of people in the U.S. are seeking these credentials, as they’re cheaper and less time-consuming than degrees. They’re also often marketed as a way for workers to gain knowledge that will help them advance in their career and earn more money, though studies and data have indicated a mixed payoff. 

UWGB offers 20 short-term certificate options, ranging from topics such as utilizing artificial intelligence to English-to-Spanish translation. 

“Your job is going to continuously change, and with the exponential growth of information, how are you going to stay relevant in the workforce?” Lambrecht said. “So that’s really where continuing professional education programs come into play. It’s giving you short-term, bite-sized programming that’s going to help you refine a skill set that you now are faced with.”

University leaders also want to create more opportunities for younger students and employees to learn from people reaching retirement age. Lambrecht said she’s thinking about how they can “marry those two audiences to be of continued value in our workforce.” For example, last summer, they debuted an “intergenerational” program aiming to connect older adults and youth through several educational workshops. 

‘Learning for its own sake’

The quest for more older students isn’t just about keeping them working. It also helps keep the region’s aging population mentally sharp and socially engaged.

UWGB’s Lifelong Learning Institute (LLI) is geared toward older adults who want to “enjoy learning for its own sake.” There are no tests, no grades and no prerequisites. The volunteer-led club offers between 150 and 250 courses each semester — the most popular including history, film and documentary classes, guest lectures and tours around the region. 

“When I retired, I realized I’ve got to keep doing things. You can’t just sit in the chair,” said Gary Lewins, a 10-year LLI student. Last semester, he took a class that taught him how to digitize all of his old photo albums. 

Norman Schroeder began taking LLI classes in 2018. The retired family doctor said it was good for more than just learning — he quickly made several friends. Today he helms LLI’s Board of Directors and tries to get more people to join.

“LLI is not only just the cognitive stimulation, the brain stimulation of the classes and learning — it’s also the social engagement,” Schroeder said. “Those are important elements for good health. Particularly in older patients, there’s a high incidence of depression, and some of that comes from social isolation … I kind of promote LLI as good for your health.”

The institute has over 800 members, who pay $150 for a year of access to classes. University professors often volunteer to teach classes related to their expertise, happy to teach to a highly engaged audience, Schroeder said. 

In early 2025, the Rennes Group, which operates assisted living facilities in northern Wisconsin, gave a $300,000 grant to the institute. UWGB has used the money to host classes at Rennes’ nursing homes, upgrade technology to livestream classes to residents living in them and take residents on outings, such as a tour of the Green Bay Correctional Institution. 

“Just because you live in an environment that provides maybe some extra help, doesn’t mean … you shouldn’t have access to things like lifelong learning,” Rennes Group President Nicole Schingick said. 

Enrolling ‘the bookends’

UWGB’s focus on older learners comes as the so-called traditional college student, aged 18 to 24 years old, makes up a smaller share of enrollment nationwide. 

In September, Chancellor Michael Alexander sent a letter to faculty and staff outlining how the university must “reinvent” to topple trends like these. To do so, he wrote, UWGB leaders must recognize “every person is a potential student over their lifetime, not just at 18 with stellar high school academic credentials.” 

In their quest to grow enrollment, college leaders have trained their focus on not just older learners, but younger ones, too. 

“(We’re) trying to think about the bookends of the population, knowing that the 18- to 24-year-old is a shrinking demographic,” Lambrecht said. “If we’re going to thrive as a university, we have to think outside the box.” 

In 2020, for example, the college launched a program for high schoolers to complete associate degrees through the university for free. High schoolers have comprised a growing share of the university’s student population over the years, from 16% in fall 2018 to more than a third of enrollment today. 

In 2024, 12% of UWGB’s students were over the age of 30, though that figure only includes students who are taking classes for credit and does not include students like those involved in the Lifelong Learning Institute. 

These approaches have helped UWGB’s total enrollment grow over 3,300 students in the last decade, while nearly every other UW school has seen a net decrease over the same time frame.

It’s common to see people of all ages on the Green Bay campus. In the summer, UWGB rents out its empty dorms as “snowbird housing” to older adults. But college leaders want to do even more in coming years to reach older people — particularly those who can’t come to campus. 

“The reality is, some of our members have mobility issues,” Schroeder said. “When you’re an 18- to 20-year-old college student, walking any distance is not a big deal. But if you’re on the campus at UWGB, sometimes it’s a long walk from the parking lot to get into the classrooms.”

UWGB leaders hope to offer more virtual classes for older students who are home-bound or have physical limitations. To assist those with hearing loss, they want to add “hearing loops” to classrooms, which transmit sound from a microphone directly into a hearing aid. Eventually, they want Rennes residents to have access to the full catalog of lifelong learning classes virtually, in real time, Schingick said.

“That would really be able to open the doors globally, if you will, to all of our residents and all of our communities, no matter where they are in the state,” Schingick said.

Miranda Dunlap reports on pathways to success in northeast Wisconsin, working in partnership with Open Campus.

As Wisconsin ages, UW-Green Bay looks to older adults to boost enrollment — and keep minds sharp is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

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• Undergraduate students can major in public policy starting in fall 2026.

• Officials say that it’s the first public policy major in Wisconsin and that it may be the only one in the country focused on teaching students how to engage in civil dialogue and find common ground. 

• More and more students were interested in undergraduate certificates from the La Follette School of Public Affairs, which caused leaders to investigate whether there would be demand for a major. 

• Students will learn how to use curiosity to connect with people, as well as how to evaluate the effectiveness of policies.

At a time when American politics are increasingly polarized and partisan, the University of Wisconsin-Madison is launching a new undergraduate major focused on working across those divides to create evidence-based public policy. 

The public policy major, debuting in fall 2026, is the first undergraduate major from the La Follette School of Public Affairs. The Wisconsin Legislature created the school in 1983 to educate future public servants for state and local government. In 2019, after decades of offering only graduate programs, the school added undergraduate certificates — UW-Madison’s version of a minor — in public policy and later in health policy.

Today, they’re among the most popular certificates on campus, said La Follette School Director Susan Webb Yackee. The animosity and gridlock that plague American politics hasn’t discouraged students. In fact, she thinks it’s only made them more interested. 

“This could be a time when our young people are running away from our policy problems, but many of them are running toward them,” Yackee said, noting that she’s seen particular interest in policies about health, environment and climate change. 

With the new major, those young people will have the option to make public policy their primary focus. School leaders say that it’s the first public policy major in Wisconsin and that it may be the only one in the country focused on teaching students how to engage in civil dialogue and find common ground. 

Those are the skills society needs today, Yackee said.

“In a 50-50 state like Wisconsin, in a 50-50 country like the United States, we won’t be able to solve our big public policy problems by simply taking the point of view that one might agree with,” Yackee said. “We will have to work across the political aisle to make real change.”

Yackee spoke to Wisconsin Watch about how she hopes the new program will transform students, campus and the future of policymaking in the United States.  

The following interview has been edited for length and clarity. 

What exactly is public policy, and how is it different from political science?

Public policy is the study of government institutions as well as decision making that affects everyone’s lives. That differs from political science in the sense that we’re interested in not just the politics of how those decisions get made, but also whether public policies that go into effect work or not. Evaluating what works and what doesn’t in existing public policy, as well as predicting what kinds of policies may work and why, is a terrifically important part of our faculty research, as well as the classes that students take….

I’m a political scientist, but most of our faculty at the La Follette School are economists. They’re oftentimes much more focused on … Does that policy work? How is it different than policies in other states? If there’s a policy change, did that change actually match what legislators or practitioners wanted to see happen? 

Why did the faculty decide to focus the new curriculum on civil dialogue and finding common ground?

Our mission is evidence-based policymaking, and we quickly identified that to get to our mission, people had to be able to sit down in the same room and talk about it. You have to be able to talk before you can talk about evidence … That was a need we felt we could serve particularly well within our major … That’s also a skill that a lot of our undergraduate students on campus, who might not be public policy majors, could also benefit from. 

For some people, this feels like a sort of dismal time for politics or public policy. What are you hearing from students about why they’re interested in public policy and what kinds of problems they want to solve?

It’s absolutely true that politics and our current public policy atmosphere turns off a lot of people right now. But very interestingly, we’re seeing huge student engagement in public policy on campus …

A lot of UW-Madison students are interested in working in the nonprofit sector. Many nonprofits need to be able to evaluate their programs to see if they work or not … We teach classes in: How would we understand the goals of the program? How would we quantify them? … So the kind of skills-based classes that we teach have a lot of translation into other fields beyond just government service. 

Do you hear students expressing frustration with politicians today? 

I think there’s a lot of frustration with inaction, and I think that’s normal for traditionally aged college students. Is that any different today than it was in the 1970s or the 1950s? They’re impatient for change, and good for them. I am too, and I love their impatience. 

Let me give you a concrete example of a class I taught … It was for students to do applied policy analysis with real-world clients. This class happened to have three real-world clients, and they were all sitting Wisconsin legislators…

The first day of class was me saying, “Some of you are going to get assigned to work with a Republican (client), and some of you are going to get assigned to work with a Democrat … and if that’s a problem for you in this class, then you ought not to take it, because we are going to provide the best nonpartisan analysis that we can possibly provide to these elected members so that they can make the best decisions they can make for our state.” 

It was sort of like a pin drop when I said that. Nobody dropped the class. Those students did a fabulous job … A lot of those students were bio majors or chem majors — they weren’t political science majors. They did these reports on these topics, and some of them have now been passed into state law. So they were part of the ecosystem which created real change. 

The students … (also) testified in one of the Senate committee rooms in the Wisconsin Legislature… They presented. They were asked questions. Afterwards, one of the students came up to grab me and said, “Dr. Yackee, this is the professional thrill of my lifetime” …

That class is sort of a nutshell of what we’re hoping to accomplish in this undergraduate major.

What do we know about how to promote civil dialogue and find common ground and about how to teach people to do that?

One of the things that we know about teaching classes on talking across the political divide is the importance of establishing ground rules in terms of how those conversations are going to take place. One of our current faculty members, Associate Professor Amber Wichowsky, very much emphasizes curiosity. One of the ground rules for her classes is you need to be curious about how and why people feel differently than yourself … 

It’s innate human behavior to put people in different camps of “us” and “them” … If we come into conversations with that framing, we will not be successful. If we come in with a framing of curiosity and an openness to new perspectives and ideas — it is not that we’re looking to change people’s values, but we are looking to humanize the other because that is one step toward being able to listen to other people’s points of view and work across the political divide.

Free speech on campus is a hot topic these days. How do you hope the major and the skills that you’re providing students might create the kind of environment that you’d like to see on campus? 

Great question. I think of it like my bicep: I don’t work out as much as I should, but the more I work out that muscle, the stronger it gets. I think we don’t have enough opportunities for students to engage with people that are different than them and think differently than them.

Let me submit that a university is a place of ideas, so the most important kind of diversity is the diversity of ideas. It should be a fundamental job of ours to encourage those interactions … We’re going to do that in our classes, but we’re also going to do that by hosting politicians and practitioners and journalists that have different points of view. We’ve done that now for years, and we will continue to do that. 

So if this major is successful, how do you picture the campus will be different?

We hope that it would provide an outlet for students who are interested in applied politics and policy and careers in that space to have a fuller and richer UW-Madison educational experience … 

If we can position students with (these) skills … and they can be trained and ready to go when our country arguably needs them more than ever, then we will have done our job as educators, but we’ll also have done our job in promoting the Wisconsin Idea in a really important way. 

Have a question about jobs or job training in Wisconsin? Or want to tell a reporter about your struggle to find the right job or the right workers? Email reporter Natalie Yahr, nyahr@wisconsinwatch.org, or call or text her at 608-616-0752‬.

Yahr reports on pathways to success statewide for Wisconsin Watch, working in partnership with Open Campus.

New UW-Madison major will teach students to bridge partisan divides is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.