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Wegmann is an Elementary Education major with endorsements in Special Education and English as a Second Language (ESL), and she plans to graduate in December 2026 after completing her student teaching in the fall.

Her goal is to remain in Central Illinois, ideally teaching in Decatur or Macon County and hopes to teach fifth grade or work in a special education classroom supporting upper elementary students.

“There’s so much character development that happens in upper elementary,” Wegmann said. “They start to finally see themselves belonging somewhere in the world and thinking about who they’re going to be and what they’re capable of.”

Wegmann recently completed her pre-student teaching placement at Warrensburg-Latham Elementary School, where she worked with fifth-grade students three days a week. Although the required minimum was around 40 hours, she spent more than 90 hours in the classroom during the semester while also conducting literacy and reading-development case studies.

The experience was especially meaningful because she returned to work with the same cooperating teacher she had previously partnered with during a junior internship.

“I’m working with the same cooperating teacher, but a new group of students every time,” Wegmann said. “It’s really cool because I get to see their new strengths and see how that applies in a different classroom with the same kind of support from my mentor.”

Although Wegmann now feels fully at home in education, she admitted that teaching was not always the obvious path for her. Growing up, she did not consider herself an especially strong student and said she struggled to see herself as confident in the classroom.

That changed when she began taking online college courses during the pandemic.

“Learning independently made me think about my experience as a young student,” Wegmann said. “I want to give those life lessons that I believe my teachers were trying to give to me in a way that makes students drive their own learning and have a say in it.”

That philosophy now shapes the kind of teacher she hopes to become. Wegmann is passionate about student-led and project-based learning, giving students opportunities to take ownership of their education. She also sees a strong connection between that approach and �鶹Լ��’s Performance Learning model.

“How �鶹Լ�� is really performance-based, that’s my teaching style — having more choice in the classroom for students,” Wegmann said.

Wegmann credits �鶹Լ��’s School of Education faculty with helping to prepare her not only to teach content but also to support students and families beyond academics.

“They prepare you for the really hard things, like being a resource for social services and interceding for students and families in need,” Wegmann said. “I feel that my professors have done really well preparing me for the human aspect — the support that students need more than anything.”

One of the most influential mentors in Wegmann’s �鶹Լ�� journey has been Dr. Hee Young Choi, Associate Professor of Education. Choi helped guide her transfer process and later became one of her professors in the ESL endorsement program.

“Dr. Choi taught my first class that I took on campus, and he was really pivotal in welcoming me, and I think that's just part of his character. He's also my teacher for all the ESL endorsement courses,” she said. “I really value getting his perspective on how to welcome learners and people of different cultures.”

Initially, Wegmann was planning to be laser-focused on her studies and get into the classroom as soon as possible, but that feeling quickly changed once she became involved on campus, especially through �鶹Լ�� Cheer.

"I thought to myself, I'm not here to make a bunch of friends. I'm just gonna get my degree and get out and get teaching. I got my (substitute teacher) license and was ready to just be in the classroom,” she said. “I never would've imagined getting involved. I forgot �鶹Լ�� even had a Cheer team at first and when I realized that I could do it, I was so excited.”

A longtime cheerleader, Wegmann joined the program and immediately found a sense of belonging. She is now entering her third game-day season and her second year as Team Captain.

“Once I found my thing, which is the Cheer team, it was kind of game over,” Wegmann said. “I feel very much a part of campus now. I feel very involved.”

This year, �鶹Լ�� Cheer brought home its first trophy from the National Cheerleading Association Collegiate Nationals while competing in Division II.

“It’s like we finally brought home evidence of our hard work,” Wegmann said. “I hope that after bringing home the trophy this year, it sets a new standard for the teams to come.”

For Wegmann, cheerleading is about much more than competition. She values the teamwork, discipline, and leadership that come with the sport, as well as the opportunity to connect with the �鶹Լ�� community during games and service events.

“There are always little kids in the stands that are trying to learn our dance or say our cheers with us,” Wegmann said. “Those are some of my favorite parts of being on a cheer team.”

Wegmann’s experience at �鶹Լ�� has also been unique because she is a married, commuting transfer student. At first, she worried she might struggle to fit in with more traditional college students, but she quickly discovered a welcoming and supportive community.

“When I first came here, I felt so different,” Wegmann said. “I’m already married. I’m not living on campus. How different is my experience going to be because of those things?”

Instead, she found close relationships with classmates and faculty, particularly within the School of Education.

“The professors and my classmates — the School of Ed is small, so everything feels really familiar and friendly,” Wegmann said. “It’s been an endless positive experience.”

That growth and involvement were recognized this spring when Wegmann received the Scovill Prize, �鶹Լ��’s highest student honor, during this spring’s Honors Convocation.

Standing on stage as Choi’s nomination letter was read aloud, Wegmann reflected on how much she had changed since arriving at �鶹Լ��.

“That was a moment where someone saw something in me that I wouldn’t have seen in myself,” Wegmann said.

As she prepares for student teaching and eventually her own classroom, Wegmann hopes to continue learning from her professors and mentors while refining her teaching philosophy.

“Teaching is such a reflective practice,” Wegmann said. “Every time you give a lesson, you walk away thinking, ‘Oh, I could’ve done this.’ It’s making it better and getting students to fall in love with learning.”