In-Person Spring Program

9:15-10:00am

Learn about the role of TAs in the College of Letters and Science, the largest college at UW–Madison. We discuss how TAs impact student learning and explain the connection between social justice issues and good, sustainable teaching practices. 

L&S TA Training & Support Team

Lynne Prost is Assistant Dean for Graduate Student Academic Affairs. She directs L&S TA professional development and supports graduate students and programs in interpreting and implementing graduate affairs policy. Lynne holds a PhD in Microbiology from the University of Washington.

Danielle Clevenger, Gullickson Fellow, develops programming for L&S Teaching Assistants. A PhD Candidate in Philosophy, Dani is passionate about the transformative power of philosophy, especially as it relates to teaching and learning. Her research interests include the role of embodied cognition in learning, effective and equitable teaching practices, and philosophy of science more generally.

Orion Risk is a PhD candidate in Interdisciplinary Theatre Studies specializing in performance studies and feminist care theory. As a L&S Project Assistant, Orion develops programming and communications to support TAs. Orion holds two UW–Madison MAs in Interdisciplinary Theatre Studies (2021) and Gender & Women’s Studies (2023). They/them/he.

10:00-10:45am

Session presenters share action-focused tips TAs can apply right away to support the learning of all students.

This session includes a Q&A.

Ask Your Question

Interrupting Ableism

Ruben Mota (he/him) serves as the Americans with Disabilities Act (ADA) Coordinator, collaborating and coordinating with university partners to ensure UW-Madison is continually striving for access and inclusivity for individuals with disabilities. Prior to joining the Office of Compliance, Ruben worked on campus at the McBurney Disability Resource Center as an Associate Director for Student Services. Previously, Ruben worked at two international schools in Switzerland. Ruben enjoys reading, running, home brewing, volunteering, and hanging out with his partner and their house rabbit.

Microagressions in the Classroom

The Office of Inclusion Education, part of Student Affairs, seeks to foster social justice in order to create a place where all Badgers feel like they belong. They offer a broad array of learning opportunities for students that contribute to their Wisconsin Experience.

2:15-3:00pm

Graduate student teachers face specific concerns and pressures. These expert panelists address some common challenges, share strategies for managing them, and introduce campus resources to help during the semester.

This session includes a Q&A.

Ask Your Question

Dean of Students Office

Elaine Goetz serves as Graduate Student Assistance Specialist, located in the Dean of Students Office. She provides graduate student support and assistance, acts as an advocate on behalf of graduate students, and provides outreach and assistance to the faculty and staff who support UW graduate students. Elaine assists graduate students with a variety of concerns by working directly with them and connecting them to appropriate resources on campus. Elaine is passionate about working with graduate students and facilitating their success throughout the entire course of their studies.

She received her Bachelor of Arts in Sport Management from the University of Michigan and her Master of Education in Higher Education from Loyola University Chicago. Elaine is a self-proclaimed foodie and in her free time enjoys exploring new restaurants.

University Health Services

Wendy Ellis joined UHS in 2023 and chose to work in college health because she believes in the importance of promoting mental health to help students achieve their goals and optimize their experience on campus and beyond. Before starting at UHS, Ellis worked as an educator and mental health professional in K-12 school settings, community agencies, and in student assistance positions on campus.

In her free time, Ellis enjoys road trips, being outside, spending time with her three dogs, reading, and exploring new coffee and brunch spots.

3:00-4:00

L&S Teaching Mentors discuss their big teaching takeaways, what they wish they would have known when they first started, and where they go for support.

This session includes a Q&A.

Ask Your Question

Megan Bruun

Teaching Department: Psychology

Megan is a Ph.D. student in the Psychology department. As an undergraduate, she began teaching at the University of Oregon, where she led Introduction to Psychology labs for other undergraduates. She continued to teach while earning her master’s degree. Here at UW-Madison, Megan has been both a teaching assistant and an instructor of record. Her favorite class to teach is Social Psychology because she loves to watch her students apply the material by detecting and observing social psychology concepts in their personal lives. In all of her teaching, she strives to empower students to lead their own learning, be critical thinkers, and build communities of support amongst each other.

Mark Fuka

Teaching Department: Integrative Biology

Mark has been teaching for a total of 6 semesters, with his favorite class to teach being the first of two Introductory Biology laboratory sections because they are hands-on and utilize practical scientific techniques. Additionally, the class introduces students to the importance of scientific writing and communication that undoubtedly aids them in future research endeavors. Mark’s approach to teaching is to guide his students through the facilitation of learning outcomes and clear objectives. When concepts build off one another, it’s often easier to see a clear path forward and allows students to think critically about complex concepts. Mark emphasizes the importance of effective communication in class as it is vital to fostering professional relationships and inclusive science.

Cameron Jones

Teaching Department: Statistics

Cameron has been teaching Stat 240 through the Department of Statistics for two semesters. To him, education is not just about the accumulation of knowledge, but about personal growth as well. Through teaching, Cameron hopes to make a positive contribution towards the growth of every student. It is an honor and a joy to play a part in each student’s unique journey!

Lesley Stevenson

Teaching Department: Communication Arts

Lesley is a Ph.D. student in Media & Cultural Studies with four years of instruction at UW­–Madison. She has worked as a teaching assistant for introductory media production and survey courses as well as lectured “Producing for Internet TV and Video,” an upper-level summer class that merges business and production. In all her classes, Lesley prioritizes media literacy—empowering students to be more thoughtful and critical about the content they consume and create. She leverages her prior experience working in the entertainment industry as much as possible by relating learning goals to real-life experiences, inviting young, relevant guest speakers, and preparing students for the realities of media work. In doing so, Lesley hopes to contribute to a new generation of creators and executives who prioritize equity and inclusion both in front of and behind the camera.

4:15-5:00pm

Experienced international L&S Teaching Mentors discuss teaching at UW–Madison. This session includes a Q&A.

Mojca Penca

Teaching Departments: English; Asian American Studies

In her four years of teaching at UW-Madison, Mojca has taught college composition courses, introductory literature courses at the English Department and the Asian American Studies Department, and worked as a Writing Center Instructor. She has particularly enjoyed teaching “Literature and Culture of Asian America” and the class on “Asian American Literary and Popular Cultures.”

Mojca’s approach to teaching has focused on cultivating a culture of care and compassion in her classrooms as well as creating a dynamic environment built around student engagement and collaboration. She sees the classroom as a space of engagement where students not only feel welcome and respected but where participation is a co-created experience between students and the instructor. Because she recognize that active participation looks different in different academic cultures, Mojca seeks students’ input in identifying strategies that will help them engage in section activities and gain confidence. Confidence-building is key in creating a learning environment that promotes cooperation and communication. Participation is ultimately a validated behavior which she acknowledge through a combination of formal and informal feedback. When students feel confident, they help bring less confident students into the conversation. To build a supportive classroom environment and instill a sense of community, the classroom needs to be envisioned as a space of relationships and interactions.

Jiangjiang Wu

Teaching Departments: Anthropology; SuccessWorks

As a PhD student, Jiangjiang has worked as a teaching assistant at UW-Madison for over 8 semesters, during which she taught amazing courses such as Cultural Anthropology and Human Diversity (Anthro 104) and Communicating about Careers (INTER-LS 215). SHe enjoys promoting meaningful and thought-provoking discussions by posing questions that encourage critical thinking and active engagement. In teaching social sciences courses, Jiangjiang has found that engaging students’ life experiences is an effective way to help them comprehend abstract concepts and ideas.