Campus Connection

Backed by state grant, The Discussion Project returns to UWL

A training program for faculty and staff will be returning to campus this spring — seeking to empower students, promote inclusivity, enhance understanding of policies and foster long-term engagement. 

The Center for Transformative Justice (CTJ) at UW-La Crosse has been awarded a grant from the Wisconsin Institute for Citizenship and Civil Dialogue to continue offering The Discussion Project, a professional development series, to faculty and staff. 

Last year marked the inaugural year of UWL’s partnership with The Discussion Project (TDP), brought to campus by Ashley Nowak, Caleb Colon-Rivera and Ashley Edwards.

“This training is exceptional for not only faculty, but staff and students in various organizational settings as well,” Nowak, director of the CTJ, explains. “For example, the trained faculty and staff participants put their skills to practice as they assisted with ‘Dialogue Matters: Bridging Voices at UWL,’ at New Student Orientation. The session highlights free expression and inclusion while modeling civil discourse.” 

Nowak was drawn to TDP as she sought to create a “civil discourse toolkit” offering multiple approaches for effectively addressing complex topics and perspectives. 

“It’s important for campuses to be intentional about fostering spaces where diverse perspectives are respected and engaged,” Nowak says. “Students arrive with different backgrounds and viewpoints, which can sometimes lead to misunderstandings or divisions. The Discussion Project provides a proactive approach, offering a safe space for dialogue that encourages students to express their thoughts while also listening to others.” 

University staff who have taken part in TDP training at UWL advocate for others to participate, as they have already been able to use the knowledge gained in both personal and professional settings. 

“In terms of personal knowledge, I discovered that I'm capable of directing or following discussions, validating my intensity while keeping the discussion productive,” says Tracie Banning, academic department associate for educational studies and TDP participant. 

Though her role does not frequently require her to lead discussions, Banning has found TDP techniques useful in university staff meetings and as a representative in Madison.

“TDP has provided the Student Life team with new insight on incorporating student-led discussion into health education programs,” says Issy Beach, student wellness coordinator. “Two key takeaways from the training include the importance of being proactive, rather than reactive, when designing discussions and how learners can become doers.” 

Cord Brundage, assistant professor in biology, shares that his students are far more interactive with him and their peers after incorporating discussion activities from TDP.

"My classroom has become more dynamic, and my students are much more enthusiastic than they were prior to my training," Brundage says. "TDP taught ways for both myself and students to explore the material together, helping me to assess their understanding and adapt the course to better meet the learning objectives and their needs. Not only do I feel more successful, but my students have been more successful."

Supported by a $21,000 grant from the Wisconsin Institute for Citizenship and Civil Dialogue, TDP is available to the campus community at no cost, allowing the training to be accessible for those interested in bringing constructive dialogue to their area of campus. 

Looking ahead, UWL plans to continue offering TDP training each year, ensuring the program remains a cornerstone of campus culture. This initiative is an integral part of UWL’s commitment to building a campus environment that values dialogue, inclusivity and respectful exchange of ideas, Nowak says. 

“The goal is not just to offer a workshop,” Nowak continues, “but to weave these principles into the fabric of campus life — supporting both personal growth and community development across the university.”