Check-in, lunch and roundtable discussion (Symphony Room)
11:45 a.m. – 12 p.m.
Welcome and land acknowledgment (Symphony Room)
12 – 12:50 p.m.
Keynote Address by Dr. Tony Chambers (Symphony Room)
1 – 1:45 p.m.
Breakout Sessions Block 1 (Concerto Room)
Understanding the UW–Madison Leadership Certificate
Social Justice 101: Exploring Your Social Identity in Tutoring
Impostor Phenomenon Workshop
1:55 – 2:40 p.m.
Breakout Sessions Block 2 (Overture Room)
Student Support Services from the Dean of Students Office & Across Campus
Creating an Inclusive Tutoring Environment Through Universal Design
Running and Exam Review Session
2:40 – 3 p.m.
Unit meetings for tutors in ACTS (Overture Room), Housing (Concerto Room), the Center for Academic Excellence (Symphony Room), and the Undergraduate Learning Center (Symphony Room)
Expand the session titles below to learn more about the available sessions.
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Welcome, Information and Land Acknowledgement (Symphony Room)
Laura Hiebing (she/her) is a lifelong Madison resident who received her bachelor’s degree in Social Work with a certificate in American Indian Studies and master’s in Social Work from UW–Madison. Her career has involved teaching and supporting students in a variety of settings including K-12 education, college, and adult career programming. Finding community at UW–Madison as a student helped her connect more deeply with her Métis heritage as well as find support while caring for family while in school. These experiences drive her passion to support students for success in higher education and career development. In her free time she enjoys being outdoors, music, and spending time with family.
Keynote Address: Serving students as if everything we do matters to them (Symphony Room)
Students at the University of Wisconsin–Madison are more than their academic performance alone. Our students develop and learn in ways that require significant attention to their overall well-being and sense of belonging, as well as support for their intellectual and academic excellence. To best serve a diverse undergraduate student body, several best practices need to be adhered to. This brief session will explore some of those best practices, along with how tutors and other student support professionals can approach students’ development and learning from a holistic perspective. The session will be interactive and engage participants in identifying key challenges and approaches to supporting undergraduate student success.
Dr. Tony Chambers is the director for community well-being at the Center for Healthy Minds at UW–Madison. Tony also serves as a senior lecturer in the department of Counseling Psychology for the Art and Science of Human Flourishing undergraduate course, co-lead for the Badger Belonging Initiative in the College of Letters and Sciences, and lead for community well-being focus in the Center for Black Excellence and Culture in Madison. He was most recently the associate director of the WCER Network in the School of Education. Tony was appointed and currently serves on the Wisconsin State Superintendent’s Equity Stakeholder Council, and the Midwest Achievement Gap Research Alliance (MAGRA).
Prior to working at the University of Wisconsin, Tony was the vice president for student development and dean of students at Edgewood College in Madison. Before moving to Madison in 2016, Tony was the chairperson for the Leadership, Higher and Adult Education Department, associate professor of higher education and founding director of the Centre for the Study of Students in Postsecondary Education at the Ontario Institute for Studies in Education/University of Toronto. During his time in Toronto, Tony also served as the associate vice-provost, students at the University of Toronto. Tony served as the founding associate director of the National Forum on Higher Education for the Public Good and adjunct associate professor at the University of Michigan.
In addition to his work at the University of Wisconsin, he has served as a senior administrator and/or faculty member at several higher education institutions, including Michigan State University, the University of Iowa, the University of Missouri-St. Louis, the University of Florida, and Illinois State University. He researched and taught in the areas of college student learning, development and success, as well as the social purposes of postsecondary education. Tony also served as a program officer and founding director of the Fetzer Fellows and Senior Scholars Program at the John Fetzer Institute in Michigan. He has been awarded several fellowships, including the Kellogg Foundation National Leadership Fellowship and the Salzburg Seminar Fellowship, and served on several domestic and international boards and councils focusing on higher education and civic engagement. He has been invited to make presentations at conferences and meetings internationally and has published widely in various professional journals and edited books. His publications include the co-edited book, “Higher Education for the Public Good: Emerging Voices from a National Movement” (Jossey-Bass Publishers, 2005).
Block 1 Session A — Understanding the UW–Madison Leadership Certificate (Concerto Room)
The UW–Madison Leadership Certificate is a co-curricular, experiential certificate for undergraduate and graduate students seeking to explore leadership development during their college experience. This workshop will explore the unique certificate requirements, introduce the UW leadership framework, and share tools for engaging students in developing their leadership knowledge and skills.
Cory Hamilton serves as the assistant director for leadership development in the Center for Leadership and Involvement at UW–Madison. His previous experience in higher education includes working in diversity, equity, and inclusion, serving as a career and academic advisor, and creating an interdisciplinary leadership curriculum. He uses his years of adventure education and ropes course experience to create an engaging leadership curriculum focused on cultural intelligence, inclusion, antiracism, allyship, and civility.
Block 1 Session B — Social Justice 101: Exploring Your Social Identity in Tutoring (Concerto Room)
This workshop focuses on Self, Systems, and Skills – providing grounding terminology, social identity reflection, a space to dialogue, and time to work through tutoring scenarios centered on social identity.
Prisma Ruacho (she/her) serves as the social justice education specialist for the Office of Inclusion Education. She earned her bachelor’s degree in business administration in finance and her Master of Arts degree in educational policy and leadership studies from the University of Iowa. Prisma’s passion for student affairs began with her work in cultural centers as she worked to create a sense of belonging for students with marginalized identities at a predominantly white institution. Prisma previously served as the coordinator of the Asian Pacific American Cultural Center where she gained experience in student organization advising, supervising, student leadership development, advocacy, and campus programming. She loves helping students pursue their passions, connect with resources, and engage in critical reflection and learning. She loves visiting college campuses, reading fiction, listening to podcasts, and hanging out with her dog, Leo.
Abbi Stickels (she/they) is a fourth-year student studying dance, environmental studies, and political science in pursuit of a Bachelor’s of Fine Arts degree. This is their third year as an social justice education intern and they have fallen in love with the work and communities surrounding the office. Alongside her social justice work with the Office of Inclusion Education, Abbi works alongside youth organizers as a board member for March for Our Lives Wisconsin. Outside of school, Abbi teaches dance at Storybook Ballet and Central Midwest Ballet and spends their free time playing with her dog Milo. Abbi is passionate and thankful for her work in diversity, education, and inclusion and looks forward to connecting with different groups on campus.
Block 1 Session C — Impostor Phenomenon Workshop (Concerto Room)
In this workshop, we will discuss how the impostor phenomenon (IP) was initially conceptualized and described by Dr. Pauline Clance. From there, we will review how IP presents in thoughts, emotions, and behaviorally so participants have an idea of how to identify IP when it might be present in themselves or others. Participants will have a chance to reflect on times in which they have seen the characteristics of IP. The presentation will conclude with ideas about how to work with and course correct IP when it occurs. Consideration of other factors, such as updates to the literature since its original definition and how IP has been embedded into popular culture, will also be discussed.
Dr. Kathy Wierzchowski works with students on concerns related to anxiety, depression, adjustments and transitions, relationships, and other phase-of-life concerns. At UW’s Mental Health Services, she is involved in outreach, training, and several different areas of clinical service (individual and group counseling, on-call and crisis management, and general assessment). Dr. Wierzchowski also values the area of career counseling and continues to connect with campus partners to discuss concerns related to the area of vocational development.
Block 2 Session A — Student Support Services from the Dean of Students Office & Across Campus (Overture Room)
Staff from the Dean of Students Office will review their services and introduce you to other support services on campus. In this session, they will also discuss how to refer students to support services available on campus.
Hope Dymond (she/her) is a student assistance specialist in the Dean of Students Office who just started in October. She received her bachelor’s in sociology from UW-Stevens Point and a master’s in criminal justice emphasizing victim and offender services and child advocacy from UW- Platteville. In her previous work, she helped advocate for children and teens who were impacted by domestic violence, as well as educate local students about healthy relationships and what to do if they were ever in an unsafe situation. It is her mission to be a safe person for all and to create a safe space where all students feel comfortable talking through any difficult situations that they are experiencing.
Jennifer Horace (she/her), Ph.D., is the assistant director in the Dean of Students Office. She has worked at UW–Madison since 2018. In addition to helping students navigate campus resources, she supports students who have experienced hate and bias incidents. Before joining the Dean of Students Office, she worked in the Office of Compliance as an investigator. She has a bachelor’s from the University of Illinois – Urbana, a master’s from Indiana University, and a doctorate from Clemson University.
Block 2 Session B — Creating an Inclusive Tutoring Environment through Universal Design (Overture Room)
Kate Doran has been an access consultant at the McBurney Disability Resource Center and supervisor of the Study and Learning Skills program since 2014. She strives to create an accessible learning environment for all students, but especially disabled students. Universal and inclusive design are topics close to her heart and she is looking forward to discussing them with all of you!
Block 2 Session C — Running and Exam Review Session (Overture Room)
One of the goals of peer tutoring is to help students develop their own study skills. After attending this session, you will be able to set up and run a mock exam session in the course you tutor. The idea behind a mock exam is to have students take a sample exam and then gather in small groups to discuss their solutions while the facilitator monitors the process.
Andy Kuemmel is a teaching faculty in the Computer Sciences Department. He has taught large lectures in introductory courses, as well as CS 502, a 1-credit course for CS peer mentors.
Conference Organizing Committee
The UW–Madison Tutor Development Conference is organized and presented by members of the Learning Support Group, which is made up of academic support professionals from the following programs: