Diversity, Equity, & Inclusion (DEI) Consultation Hours

About IOI

IOI hosts weekly DEI drop in hours between 10:00-1:00 each Wednesday. During this time we provide private consultation about diversity, equity, and inclusion practices, structures, and ideas that will help your organization, area, class, or unit be more equitable and inclusive of our diverse population at the University of Arizona. No information that you share will provided to your supervisors or colleagues. The purpose of this space is to provide immediate advice and space to think through DEI issues, questions, and ideas, and where appropriate provide referrals to other units or individuals who may be better equipped to help you with the specifics of your concerns and questions. We are bound by mandatory reporting guidelines, but otherwise all content of our conversations will be kept private and confidential.

Please register here to receive the Zoom Link so that you can drop in anytime our scheduled drop in hours. Although all the choices for hours say 10AM, you can use the link provided for anytime during the 10-1 hours on the day for which you are signing up. Please also note that all information asked in the registration questions is purely for data collection. No identifying information provided below will be shared with anyone outside of IOI; data about usage of DEI consultation hours will be reported in the aggregate.

After receiving the link, when you enter the Zoom room, Fredian Tuyisenge will greet you in the waiting room, and she will match you with the consultant who is the best fit for what you'd like to discuss. If you already have a consultant you'd like to meet with, you can also share that with Fredian so she can move you into that person's private breakout room.


DEI Consultants

Denée Jackson (she/her/hers)

  • B.A. in Communications & Africana Studies from the University of Connecticut
  • M.A. in Higher Education & Student Affairs from the University of Connecticut

Denée Jackson graduated from the University of Connecticut for both her bachelor's and master's degrees. She has professional experience in Fraternity and Sorority Life working primarily with the historically black fraternities and sororities, as well as working providing professional development to the staff of a non-profit team who worked to increase physical literacy and nutrition education to students in Hartford. At the University of Arizona, she works on the Masculinities in the Mix team which supports the cultural centers in retaining men of color.

 

Koua Thao (he/him/his)

  • B.A. in Kinesiology Physical Education Teacher Education from California State University, Chico
  • M.A. in Higher Education Leadership from the University of San Diego

Koua Thao is the Masculinities in the Mix, Coordinator to help with retention efforts for students who identify as men of color at the University of Arizona. He is from Marysville, California which is one hour north of Sacramento, and he identifies as Hmong-American and a first-generation college graduate. Koua earned his Bachelor of Arts degree in Kinesiology, Physical Education Teacher Education from California State University, Chico, and in 2019 graduated with a Master of Arts degree in Higher Education, Leadership from the University of San Diego. Koua is passionate about supporting and helping students find their community to help them thrive and succeed. Also, he’s interested in debunking the Model Minority myth to address the importance of disaggregating the Asian Pacific Islander Desi American data. Koua is a founding father of a local Hmong-based fraternity, Eta Mu Theta (Cal State Chico), likes to collect shoes, and enjoys friendly competition.

 

Rachelle (Shelly) Simpson (she/her/hers)

  • B.A. in Business Administration: Marketing, Management from New Mexico State University
  • M.A. in Higher Education from the University of Arizona

Rachelle Simpson is a Tribal member of Acoma Pueblo by way of her mother and Jemez Pueblo by way of her father. It is an honor for her to serve in the role as the Director for the Native American Student Affairs at The University of Arizona. Prior to this position, between 2012-2016, she worked with the New Mexico State University Grants campus Title III Native American Serving Non-Tribal Institutions Grant Program. Her professional experience includes work with Tribal communities in N.M. (Acoma Pueblo, Laguna Pueblo, Tohajiilee, and Zuni Pueblo) serving Native American Dual Credit, Adult Education, and College students to present day serving Native American College students at the University of Arizona.

 

Joshua Hamilton (he/him/his)

  • B.S. in Kinesiology from the University of North Texas
  • M.Ed. in Student Affairs from Arizona State University

Joshua Hamilton currently serves as the Interim Director for African American Student Affairs. He is responsible for providing support to all Black/African/African American students attending the University of Arizona. Joshua is originally from Texas; holds a Master’s degree in Higher Education from Arizona State University and is currently working on his Doctorate of Education from Northern Arizona University.

 

 

Liz Kamerer (any pronouns)

  • B.A. in Women's, Gender and Sexuality Studies from Macalester College
  • M.A. in Postsecondary, Adult, and Continuing Education from Portland State University

Liz is a white, queer, plant-lover from Portland, OR who has worked at the University of Arizona for 5 years as a Learning Specialist and Coordinator, supporting students as they learn to navigate UA systems and advocate for their needs. As a supervisor to student and professional staff, Liz strives to build teams in which members value one another's experiences and identities, there is ample space for dissent, and conversations about equity are familiar and ongoing. Before UA, Liz was a research assistant in community based learning at Portland State University and coordinated an LGBTQ college fair at Washington State University - Vancouver.

 

Dr. Treya Allen (she/her/hers)

  • B.A. in Sociology from Northern Arizona University
  • M.Ed. in Counseling Human Relations and Ed.D. in Educational Leadership from Northern Arizona University

Dr. Treya Allen currently serves as a Program Manager for Diverse and Inclusive Advising at the University of Arizona. Her advising practice centers on elevating scholars and families through culturally relevant ways of knowing -both ancestral and generational. She is the curator of underground retention programs for Black scholars at the collegiate level and an independent learning specialist for students in K-12. Her mission is to empower parents as the first teacher of their children and to see Black students soar academically, socially, and developmentally. Dr. Allen is a first-generation college and graduate student. She is a proud triple alumna of Northern Arizona University.

 

Laura Hunter (she/her/hers)

  • B.A. in Sociology & Criminology from Ohio State University
  • Ph.D. in Sociology from University of Arizona
  • MPH in Health Promotion from University of Arizona (expected Dec 2020)

Laura Hunter works in Initiatives for Organizational Inclusion (IOI) to advance inclusion on our campus. Data-informed action plans and assessment practices are being developed and utilized to ensure progress, accountability, and incentivization. From 2016-2019, she also served in a dual role as Coordinator of Faculty Development and worked to better support our faculty. Some programs Laura codesigned include the Inclusive Leadership Program and the first university-wide faculty mentoring program. She also developed a comprehensive set of research-based professional development workshops for academics, including workshop series on getting published, advancing faculty careers, and supporting diversity in the classroom. She also leads trainings on topics such as implicit bias and imposter syndrome. Laura earned her Ph.D. in sociology at the University of Arizona in 2010, which was followed by a postdoctoral fellowship at the University of Notre Dame. Her research has focused on implicit bias, particularly against women in STEM.

Jane Pizzolato (she/her/hers)

  • B.A. in English from Muhlenberg College
  • Ph.D. in Educational Psychology from Michigan State University

Jane Pizzolato's research and related publications focus on: (a) self-authorship development processes in college students of color, (b) understanding the impact of the gap between policy and practice on TANF community college student development and success, and (c) developing culturally responsive interventions and assessments to create more inclusive models of college student development. Prior to coming to The University of Arizona, Jane spent 9 years as faculty in Higher Education & Organizational Change at the UCLA, and 3 years as Assistant Professor of Applied Developmental Psychology at the University of Pittsburgh. During her time at UCLA, Jane was the faculty chair of the M.Ed. Program in Student Affairs, taught first year seminar courses on race in America, and served as faculty-in-residence in the UCLA Residential Halls that housed Living Learning Communities, where she worked with student leaders and professional staff in developing and implementing programming to support student development and academic success. In addition to her faculty work, Jane has student affairs experience from Michigan State University, where she provided direct student support in Student Athlete Support Services and International Student Affairs. Jane also coordinated the Alcohol, Tobacco, and Other Drug counseling and programming in Judicial Affairs. and At the University of Arizona, Jane works in IOI where she provides consulting services on culturally inclusive assessment practices in student affairs, supports the Campus Conversation Initiative & subsequent data analysis, serves on the core response team for the Bias Education & Support Team, participates in the steering committee for the Inclusive Leadership Program, and provides trainings and workshops as requested across units at the university. Jane is also leading the sub initiative of the UA Strategic Plan focused on equity and inclusion for diverse populations and increasing the retention of students identifying as men of color.