The UW–Madison School of Education offers academic excellence in areas spanning the arts, health, and education. We are a proud community of innovative leaders, creative thinkers, and fearless trailblazers. Our talented students are committed to making their college experience a meaningful journey that aligns with their interests and helps them achieve their future goals.
Following is a Q&A with Caeben Schomber, who is pursuing a bachelor’s degree in Physical Education with certificates in Adapted Physical Education and Health Education and graduating in spring 2026.
What grade would you like to teach? I would like to teach grades 3–5 because that is the age when students really start to find their confidence in physical education. I enjoy how excited they are to learn new games and skills and how willing they are to try, even when something feels challenging at first. In grades 3–5, students are old enough to understand teamwork, rules, and basic strategy, but they still bring a sense of energy and fun to every class. I also like being able to build strong relationships with students at this age and help shape positive attitudes toward physical activity they can carry with them into middle school and beyond.
What has been your most meaningful learning experience — or who was the most impactful instructor — during your time in your program, and why? One of my most meaningful learning experiences during my time at UW–Madison was being part of the homeschool program that professor Cindy Kuhrasch created. This experience stood out to me because it showed me how powerful physical education can be when it is intentionally designed to support the whole child, not just physical skills. A major focus of the program was social-emotional learning, and I saw firsthand how movement can be used to build confidence, self-regulation, communication, and positive peer interactions. Cindy emphasized creating a safe and supportive environment where students felt comfortable expressing themselves, making mistakes, and working through challenges. This experience helped me understand that strong physical education instruction goes hand-in-hand with social-emotional learning, and it has shaped how I plan to create inclusive, supportive, and emotionally safe spaces for my future students.
What role did the Teacher Pledge play in your decision to come to UW–Madison? The Teacher Pledge played an important role in my decision to come to UW–Madison, especially as a transfer student coming from Madison College. Transferring can feel overwhelming financially and academically, and the Teacher Pledge made me feel supported during that transition. Knowing that UW–Madison was willing to invest in me and help reduce the cost of tuition and licensure made continuing my path toward teaching feel achievable.
Do you have any tips for students thinking about how to maximize their experience? One tip I would give students is to say “yes” to as many hands-on and field-based experiences as possible, even if they feel a little outside their comfort zone at first. Building relationships with professors, supervisors, and classmates can make a huge difference, so don’t be afraid to ask questions or seek feedback. I also think it’s important to take advantage of programs and opportunities that support teachers, such as mentoring, workshops, and school-based experiences, because that is where real growth happens.
Can you tell us about a time when an academic advisor helped you? Dr. Timm, the head physical education advisor, has been an incredible support throughout my experience. He was the first person I went to, and from the start he made the transition process feel far less stressful. Dr. Timm had my entire academic plan mapped out for me before I transferred from Madison College, which gave me a clear path forward and a lot of peace of mind. His guidance and support made me feel confident I was in the right place and set me up for success from day one.