Two UW-Stout professors will have a unique opportunity this year to collaborate with other exceptional Universities of Wisconsin educators, representing various disciplines of study.
Selected as Universities of Wisconsin 2026-27 Wisconsin Teaching Fellows & Scholars, Alexander Bozzo, Center for Applied Ethics director and assistant professor of philosophy; and Yuxuan Zhao, assistant professor of psychology, are among 23 faculty and instructors from 12 Universities of Wisconsin, nominated by provosts for their excellence in teaching and learning.
During the fellowship, Bozzo plans to reimagine the philosophy classroom experience, drawing structure from a community forum he organizes. Zhao will create opportunities for students to engage in experiential learning within the psychology field, while encouraging critical reflection. Fellows and scholars each receive a $4,000 stipend from their university.
“Ongoing professional development is critical to our commitment as polytechnic educators. Each year, I am inspired by the student-focused projects put forward by UW-Stout faculty, and remain grateful for the Wisconsin Teaching Fellows & Scholars program,” said Provost Glendalí Rodríguez.
In addition to discussing effective evidence-based teaching and learning approaches, UW Teaching Fellows will be guided through systematic research focused on improving student learning through a Scholarship of Teaching and Learning project. The yearlong program begins in May and will culminate with a research presentation in spring 2027.
Transforming the formal model of a philosophy classroom
Bozzo has seen the university classroom change quickly and dramatically with a new generation of students and the emergence of new transformative technologies. As a UW Teaching Fellow, he’s looking forward to collaborating with other professors and experts on the scholarship of teaching and learning to further evolve his pedagogical practices.
“My ultimate teaching goals are to have students intentionally and rigorously engage with the material, to find it interesting and relevant to their lives, to clearly and critically communicate their ideas to others, and to come away with a richer understanding and excitement about it,” he said. “The formula for accomplishing these ends is changing, and I plan to use this opportunity to rethink and restructure my courses and methods.”
For instance, on top of class discussion, Bozzo would like to find additional ways to make students’ expression of their views, and the critical assessment of them, front-and-center, rather than the mere regurgitation of terminology and information. Bozzo plans to base this model on a program he organizes as the director of the Center for Applied Ethics – The Philosophers’ Café.
“In class, I would like to place greater emphasis on the conversation and the exchange of ideas. To this end, my project is to see how I can transform the formal model of the classroom to be more akin to The Philosophers’ Café. Students are interested in the ideas covered in class, and I want to teach to that interest and maximize engagement,” Bozzo said.
The Philosophers’ Café is a public forum series, where community members engage in open, friendly and respectful dialogue in an informal setting. Meetings are led by faculty, with topics ranging from traditional philosophical problems to pressing contemporary ethical issues.
Intentionally incorporating student feedback in the psychology classroom
As a new member of the UW-Stout community, Zhao has been deeply impressed by the creativity and energy that shapes teaching here. “Many of our undergraduate students engage in hands-on learning experiences that are often part of graduate-level study. In my teaching, I aim to build on this strength by advancing psychology education in ways that prepare students to apply their knowledge in real-world contexts,” they said.
Zhao strives to create opportunities for students to engage in experiential learning, while encouraging critical reflection on how these concepts operate within diverse social, cultural and political environments. As a UW Teaching Fellow, they hope to further develop inclusive and responsive teaching practices by actively listening to students’ experiences of belonging and representation in classrooms and lab settings.
“Understanding the influence of sociocultural context is essential when applying social science beyond the classroom, and as teachers, we do not always have full insight into the realities of our students,” Zhao said. “Through this opportunity, I plan to advance my approach of hands-on teaching by integrating student feedback more intentionally and continuing to learn alongside my students about their realities.”
They hope to foster a learning environment that is both experiential and reflective, preparing students to think critically and apply psychology in ways that are socially and culturally informed.
Wisconsin Teaching Fellows & Scholars is offered by the Universities of Wisconsin’s Office of Professional and Instructional Development, which supports the 13 UW Centers for Teaching and Learning in fostering a culture of teaching and learning excellence in Wisconsin.
