Parent and Family Program – UW–Madison Connecting parents and families to the university Thu, 19 Apr 2018 19:22:27 +0000 en-US hourly 1 Parent and Family Program – UW–Madison 32 32 From Hard Sciences to the Humanities: Career Preparation Takes Center Stage at UW–Madison Wed, 18 Apr 2018 14:55:55 +0000 “Please, help my student land a great job so they don’t have to live in my basement!”

Career advisors at UW–Madison often hear this quip from parents. And while the intent is humorous, the concern is serious—and understandable. The job market is increasingly competitive and constantly changing. These days, some job applications are vetted by computer programs before they even reach human hands.

A student hands a recruiter a resume at the Spring Career and Internship Fair at the Kohl Center.
The Career and Internship Fair, held each semester, is one of many ways students can connect with potential employers. (Photo: Jeff Miller/UW–Madison)

To help students prepare for what’s next, UW–Madison has placed greater emphasis on career advising across academic disciplines, including the humanities. In February, the College of Letters & Science launched SuccessWorks, an innovative career center where students can meet with advisors, attend mock interviews, tune up their résumés, take free professional headshots, and network with area employers.

Each of the UW’s eight schools and colleges now offers tailored career services, and the centralized  Career Exploration Center works with students who are weighing potential majors and careers.

The focus on career preparation appears to be paying off: more than 60 percent of all UW students report having at least one job offer when they graduate, with another 25 percent having plans to pursue graduate or professional school, according to recent survey data.

Defining a Career

To students, the idea of a “career” itself can seem a bit behind the times. When they hear the word “career,” many students think of a step-by-step plan for success stretching decades into the future. Students know this is no longer the way the professional world works. They expect to change jobs multiple times early in their professional lives.

While the extent of job-hopping today is often exaggerated (and difficult to measure), it’s true that younger people are switching jobs—and careers—more frequently than in the past. That landscape makes it all the more important that students receive a well-balanced education and cultivate skills that can translate across industries. Even in the most technical of fields, employers often look beyond technical skills, seeing added value in the ability to communicate clearly and think critically.

The Value of a Liberal Arts Education

Disciplines in the liberal arts and sciences often face the most scrutiny when it comes to career value. Advisors at UW–Madison also hear concerns that a degree in the liberal arts is a “luxury” that doesn’t offer a great return on investment. That mindset discounts the holistic experience—and versatile skill-building—of a liberal arts education.

A well-rounded liberal arts and sciences education challenges students to gather and evaluate complex evidence, analyze information, and develop persuasive arguments. These are powerful, portable skills that help students to excel in any industry.

“Students majoring in physics, philosophy, psychology, or more than 50 other areas in the College of Letters & Science learn to think and create, communicate clearly, and understand the world from many points of view,” says John Karl Scholz, dean of the College of Letters & Science. “Employers in Wisconsin and from around the world recognize the value of the education we provide to our students.”

American Family Insurance, for instance, employs more than 500 UW–Madison graduates, nearly half of whom received a degree from the College of Letters & Science. Reputation can go a long way, and the success rate of UW–Madison graduates has prompted some companies to frequent campus for recruiting. In addition to preparing students for the job-application process, the SuccessWorks center aims to deepen connections between students and potential employers.

“[SuccessWorks] is going to transform how we prepare liberal arts students for careers and bring us that much closer to our goal of integrating career readiness into our students’ experiences while they are here on campus,” UW Chancellor Rebecca Blank said at the center’s grand opening.

(Read a student perspective on how “SuccessWorks reaffirms intrinsic value of liberal arts education” in the Badger Herald.)

Building Career Communities at SuccessWorks

SuccessWorks provides specialized support through eight career communities, which are grouped by occupations in which recent alumni have excelled. The communities include communications, arts, and entertainment; healthcare and wellness; and technology, data, and analytics.

Giselle Blocker, a UW senior, is set to graduate in May with a degree in history, a long-time passion of hers. Along the way, she realized that she’d prefer to pursue a career in business once she graduates. Blocker sought out SuccessWorks, which helped her translate her skills, connect with alumni mentors, and practice interviewing with real employers. A short time later, she was offered—and accepted—a business analyst job at a major consulting firm.

“No one questioned for a second my intentions about wanting to go into business,” Blocker says of her visits to the SuccessWorks center. “Rather, they immediately asked me how they could help.”

How to Support Your Student’s Career Readiness

No matter your student’s major, intended career, or academic level, the best advice is to prepare early.

Start by encouraging students to connect with on-campus organizations, clubs, and events. These experiences are often the foundation for career success, and they give students access to networks of friends, mentors, and alumni who can help them get ahead.

Remember, too, that you or other family members can be a great starting point for your student’s budding professional network. It’s not always easy for students to get started with networking. By connecting your student to your colleagues, friends, or other family members who can offer professional advice and exposure, you’ll help them build networking skills and confidence.

Below are some additional resources for students who are beginning to prepare for what lies ahead.

First-year students:

Students in the College of Letters & Science:

Students in other schools and colleges:

—Nathan Barker, SuccessWorks at the College of Letters & Science

Second Year: Transitioning to Junior Year Fri, 13 Apr 2018 19:06:03 +0000 The best advice often comes from our students. Below are some suggestions and tips based on reflections of current students. While every student’s transition is unique, it can be helpful to talk with your student about their goals and expectations for the coming year.

  • Students often report that their intended major is an important part of their identity. For many students, entering their junior year means taking more classes in their major. If your student is still deciding on a major, suggest connecting with the Cross-College Advising Service (CCAS), a resource designed to provide academic advising and facilitate career development for undergraduates who are exploring majors and careers. CCAS includes the Career Exploration Center, and together they serve UW–Madison across all eight undergraduate schools and colleges.
  • Encourage your student to take advantage of the opportunities offered by specific schools and colleges, such as events, career fairs, and career advising.
  • Some students may find they have more time commitments and continue to work on time management. Building up a résumé and looking for internships may sometimes feel like another class. Encourage your student to take advantage of wellness resources offered by University Health Services and the campuswide UWell program, and time-management resources from the Greater University Tutoring Service (GUTS).
  • Some students report taking a more active role in student organizations and as leaders on campus during their junior year. This often strengthens a student’s connection to the university and fosters friendships. There are nearly 1,000 organizations that students can choose from, or they can create their own.
  • Students also shared that they found themselves making more decisions in their junior year. Empower students to make decisions by supporting their interests and encouraging them to take advantage of campus resources. An advising appointment is a great place for your student to start.
  • Encourage students to find their niche on campus, whether that’s through a student organization, campus job, or volunteer work. It’s important to have an outlet and a community.
  • Because of increased involvement opportunities and connections to campus, many students say that they feel more like a campus role model as juniors. One student said, “I would tell students coming into their junior year that they shouldn’t be afraid to share their ideas and make an impact on campus. Junior year has been a great time for me to reflect on my leadership experiences and identify the things that I still want to do before I graduate.”
First Year: Home for the Summer Fri, 13 Apr 2018 19:05:09 +0000 When your student comes home for the summer after the first year at college, life will be different from what it was before. Although that seems obvious, without giving it some prior thought, misunderstandings and conflicts can arise when your student seems to be following a script that is different from yours.

Living away from home for a school year is a life-changing event, and your student will be accustomed to independence, especially after spending the last year in a relatively unsupervised environment. This could be an area of conflict if you expect a phone call to let you know when your student will be home. Be sure to negotiate conflicts early to avoid tensions later on.

On the other hand, you may be anticipating newfound maturity and independence, and be disappointed to find the kitchen sink filled with dirty dishes, laundry left for you to do, and the gas tank on empty when you need the car. It can be daunting to realize that even though your student is now technically an adult, your role as a mentor and coach is still in play.

In the process of launching your student as an independent adult, you will need to continue reinventing just what that role is. You also may think you know your student’s interests and identity, but you could find that your student has made some major changes without discussing those changes with you. The young woman who was set on being a veterinarian may now want to study history, and she may also refuse to participate in the family religion. The young man who was adamantly opposed to an earring may come home with a tattoo or a nose ring. There may be some emotional and rocky times during the summer, but your lives will be enriched if mutual respect and listening are the guides you and your student establish for staying connected with each other.

Here are a few tips for conversations you may want to have with your student to ensure a smooth transition for everyone.

  • Schedule time with your student to make sure activities that are important to you aren’t lost in the shuffle.
  • Have a conversation with your student about expectations for schedules, housework, and behavior during the summer. Decide whether the original rules of the house still apply, and also consider some extra flexibility to take into account your student’s new-found independence and autonomy.
  • Discuss summer plans—will your student return to a hometown job, start an internship, or volunteer?
  • Encourage your student to utilize summer as a time to reflect on future academic and career plans. While students are concentrating on midterms, papers, and other commitments during the academic year, they may have fewer distractions during break.

Summer also can be a particularly good time to assess how financial arrangements worked during your student’s first year, and to determine whether adjustments are needed for the future.

  • Start by asking: Was it difficult to get through the first year with the amount of money available? If so, why? What changes, if any, do we need to make for next year?
  • If financial problems did arise, talk with your student about taking on a part-time job. A commitment of working 10 to 15 hours per week not only provides extra income for your student, but also may be a valuable out-of-class experience. According to Justin Mumford, the assistant director of student employment at the Office of Student Financial Aid, the benefits of working on campus aren’t just financial. “Not only are students able to walk away from an on-campus job experience with tangible transferrable skills, which will ultimately allow for them to advance their preparedness for a future career, but also the critical component of involvement on campus,” said Mumford. “Through this involvement, there is an elevated support system for all aspects of student life at UW–Madison, which includes the potential to identify mentors as well as life-long friendships.”
  • If your student has already had a part-time job, did it affect grades? If so, was that due to working too many hours?

Lastly, the Office of Student Financial Aid can be an excellent resource for students and families.

Spring Commencement Information Fri, 13 Apr 2018 18:50:11 +0000 A graduating student's mortarboard reads "Thanks Mom and Dad!"
Some students decorate their caps for commencement to show appreciation for those who have helped them along the way. (Photo: Bryce Richter/UW–Madison)

Congratulations to the students and families who will celebrate commencement this May! We are excited to celebrate with you and reflect on all your students have accomplished during their time here.

UW–Madison’s spring commencement ceremony for bachelor’s, law, and master’s degree candidates will be held in Camp Randall Stadium at noon on Saturday, May 12.

Schools, colleges, and some academic departments will hold recognition events throughout commencement weekend, scheduled around the main ceremony, to allow graduates and guests time to socialize with deans and faculty members and to celebrate the achievements of the Class of 2018.

The commencement speaker is America’s most-watched anchor, ABC News’ David Muir. Muir is an Emmy Award–winning journalist and co-anchor of ABC’s 20/20.( Learn more and watch his announcement at Times Square.)

Detailed information, including a letter from the Chancellor with ceremony details, a graduation checklist, and more, can be found on the Parent and Family Program website.

Visit the commencement website for details about the weekend’s events, shuttle and parking information, the carry-in policy, and more. The commencement ceremony will take place rain, snow, or shine!

The Parent and Family Program can help with questions you may have about the commencement ceremony. Call us at 1-877-262-3977 or email at

Fall Family Events: Start Planning Your Visit Fri, 13 Apr 2018 18:48:03 +0000 UW–Madison students and their family members pose with UW mascot Bucky Badger during a Family Weekend event.
Campus will be bustling with activity October 12–14 for Family Weekend 2018. Registration opens July 23. (Photo: Bryce Richter/UW–Madions)

We look forward to welcoming your family this fall for Family Weekend, occurring October 12–14, 2018. From grandparents to siblings, Family Weekend gives the whole family a chance to see UW–Madison through the eyes of your student.

The weekend will feature a wide variety of programming options, including behind-the-scenes tours, a family photo shoot with Bucky, a chance to connect with professors and deans, a special event at the Chazen Museum of Art, music performances, and much more. Registration will open on July 23, 2018.

If you’re interested in attending a football game this fall, Wisconsin Athletics provides parents and families an opportunity to purchase single-game tickets before they go on sale to the general public. Please note that there is no registration fee or additional programming, as the football game is the featured experience. Learn more on our website.

Please visit our Parent Events and Activities page for information about all of our event opportunities.

How to Manage Summer Sublets Fri, 13 Apr 2018 18:36:23 +0000 At this time of year, many students start to think about summer plans, including subletting their off-campus rooms and apartments while they’re away. Finding someone to sublet a student’s rental might be a good option, but there are many considerations to keep in mind. Below are tips and information from Campus Area Housing for your student.

Photo of two undergraduates surrounded by their possessions on the lawn of their campus-area rental house during the annual Madison move-out/move-in weekend.
Most leases for off-campus housing end in mid-August. (Photo: Bryce Richter/UW–Madison)

What is subletting?

Subletting is an arrangement among a current tenant (sublessor), a “substitute” tenant (sublessee), and the property owner/manager. A sublessee takes the sublessor’s place and resides in the unit, paying either part of or all of the rent.

Things to know when considering subletting:

  • Not all property owners/management companies permit subletting. Your student should be sure to ask the management company/landlord if subletting is allowed and if there are any additional charges to sublet. For those property owners/management companies that do allow subletting, tenants should understand and follow their subletting process.
  • If there are other roommates in the rental, tenants should have their support. Roommates should feel comfortable with the new sublessee. They may be required to sign the sublet agreement. Roommates can be one of your student’s best marketing strategies, helping to find a replacement roommate through their friends and contacts.
  • Tenants should advertise the sublet rental early and often, making sure it is competitively priced. Remember that paying a small part of the rent may be better than paying 100 percent of the rent when you’re gone.
  • It is important to note that the original resident(s) and any co-signors on the original lease may still be responsible for timely rent payments and any damages through the end of the original lease term. Damages incurred by a sublessee can be taken from the original security deposit.
  • A written sublet agreement between the sublessor and sublessee should always be completed. If your property owner/management company does not provide one, an example can be found on the Tenant Resource Center’s website.
  • For more information about the legalities and specifics of subletting, please refer to the Tenant Resource Center.

Ways your student can promote a sublet:

  • Advertise with Campus Area Housing for $15 per listing. A listing is posted on the website for up to five months.
  • Spread the word via social media, advertising websites, and campus newspapers.
  • Post flyers on and near campus (be sure to ask for approval when posting on bulletin boards in campus buildings).

How to watch out for sublet scams:

Remind your student to be aware of rental scams in Madison. Students trying to find someone to sublet their apartments are especially vulnerable. Here are a few tips to identify scams:

  • The email will come by way of “bcc,” or blind copy. This generally means that you were not the only recipient (they send these emails to hundreds of people at the same time).
  • The grammar and spelling may be poor.
  • The email will use broad terms, rather than specifics, about an apartment.
  • The scammer will offer to send more money than required. The money will be sent as a cashier’s check, which the student cashes at a financial institution, wiring back the excess money. A few days later the bank will learn that the check is bad and will seek to recoup those funds from the student—including the money sent to the scammer.

If you are unsure if an email correspondence is valid, please forward the email to The Campus Area Housing staff will be happy to review it and give you feedback.

You can find important advice about these topics and more on the Campus Area Housing website.

Tips for University Housing Move-Out Week Fri, 13 Apr 2018 16:37:37 +0000 An incoming student and her family member move items from their truck to a housing bin.
With the help of family members, a student begins moving into Witte Residence Hall. (Photo: Bryce Richter/UW–Madison)

To help make the experience of move-out week (May 4–12) as pleasant as possible and to avoid delays, encourage your student to begin planning and packing early.

Students can send home items that won’t be needed during finals week—such as futons, TVs, chairs, shelves, winter coats, bikes, and mopeds—to save on trips and make loads lighter for their official move-out day. If this is not possible, then moving prior to commencement (May 11–12) will help you avoid the frustrations of limited parking and traffic congestion. If you must move out during the graduation ceremonies, please plan for extra time.

Remember that students should vacate their rooms within 24 hours of their last final, and may not stay later than 9 p.m. on Saturday, May 12, unless a hall’s Residence Life Coordinator has given permission. Students staying until Sunday, May 13, must move out by noon.

Each year, University Housing helps students say goodbye sustainably by partnering with students, staff, and campus and community organizations to donate and recycle items they no longer need. Putting the Wisconsin Idea into practice, Sustainability Move Out enables you and your student to positively impact other Badgers and the surrounding community by donating your items rather than sending them to the landfill. In 2017, Housing partnered with 11 organizations to divert over 129,000 pounds of material from the landfill. Please join us this year in supporting the community by bringing such items to a collection location near your student’s hall.

Students should check for specific information (such as instructions for parking and directions to recycling locations) that will be posted in the halls close to move-out week. For more about University Housing move-out week, visit the University Housing website.

If your student will be returning to the University Residence Halls in the fall, two easy options are available for summer storage:

  • Students can contact their residence hall front desk to make arrangements for summer storage for small boxes, carpet, and some small furniture. Keep in mind that space is limited and available on a first-come, first-served basis. All items must be clearly tagged with your student’s returning residence hall name and room number.
  • Lazybones specializes in summer storage and shipping with free packing boxes, pick-up from your student’s room, and delivery. Lazybones can store students’ possessions for the summer and deliver them to their new room in the fall, even before your student arrives.

For students who are not returning to the University Residence Halls:

  • Lazybones picks up students’ boxes, stores them for the summer, and delivers them to their addresses next year or ships them to a specific destination.

To use the Lazybones service, sign up online, e-mail, or call 877-215-2105.

New UW Resources Support Student Mental Health Fri, 13 Apr 2018 16:20:57 +0000 Pedestrians walk past the University Square complex and Student Services Tower at 333 East Campus Mall which houses Financial Services.
University Health Services, located centrally on East Campus Mall, is offering two new online programs to support students’ well-being. (Photo: Bryce Richter/UW–Madison)

University Health Services (UHS) has introduced two new tools to support student mental health and well-being. In addition to these new resources, the no-cost mental health services at UHS include individual, couple/partner, and group counseling; campus-based programming; stress management; and psychiatry services. UHS also offer crisis services, which are available 24/7.

All students are eligible to use UHS services. Experienced, culturally competent professionals provide counseling for a range of mental health and personal concerns, as well as wellness services.

YOU@WISC: A new tool to build resilience and foster campus connections

YOU@WISC is a student connection portal with tools, content, and resources specific to UW–Madison student life designed to build resilience within students and foster campus connections.

Interactive modules within three overarching themes—succeed, thrive, and matter—engage students in many facets of life, including community involvement, mental and emotional well-being, and academic and professional success.

Each theme contains facts and tips, quizzes, Ted Talks, and connections to UW resources. After entering information, experiences, and interests, the themes customize to the user.

If students need guidance on which areas to focus, they can take a “Reality Check Assessment,” which rates achievement and ability in each of the subtopics. This feature functions as a way to measure physical, mental, and emotional well-being, evaluate college experience, and help find purpose through meaningful connections.

There are also opportunities to set and track goals, and a goals archive to reflect on growth.

SilverCloud: An online mental health resource

SilverCloud provides UW–Madison students, faculty, and staff with accessible and confidential treatment options 24 hours a day. SilverCloud does not require a referral from a mental health or medical provider and there is no additional charge for UW–Madison students, faculty, and staff to access the program

In SilverCloud, clients can engage with four content paths that address depression, anxiety, stress, and body image.

Although SilverCloud is not designed to replace in-person mental health treatment for complex concerns, it is a time-flexible option that may be effective for students who experience mild to moderate symptoms. Each module lasts an average of 40 minutes and automatically saves progress, so the modules can be completed at one’s convenience.

“SilverCloud provides an opportunity to access treatment for mental health concerns when it’s most convenient for you,” says Andrea Lawson, co-director of Mental Health Services at UHS. “It provides another tool for students to learn skills, reduce symptoms, and become able to function more effectively in the world.”

Both YOU@WISC and SilverCloud are available for students to add as widgets on their dashboard. Questions about either program can be sent to

For more information about UHS services, visit

— Allison Chang, University Health Services

Ask an Advisor: Class Enrollment and Performance Fri, 13 Apr 2018 15:50:04 +0000 How can students find out how they are doing in their courses?
UW advisor Jonathan Ferguson meets with a student at the Career Exploration Center
A student meets with a career advisor at the UW’s Career Exploration Center in Ingraham Hall. (Photo: Bryce Richter/UW–Madison)

There are many ways students can find out how they’re doing in their courses. The easiest option is for students to speak directly with their professors or TAs (teaching assistants) during office hours. Consistent communication with professors and TAs is key to helping your student stay informed and on track. For some students, utilizing office hours can be intimidating, but it’s important to remember professors were once students, too!

Students can also calculate their grade based on the syllabus. Most syllabi give students a breakdown of how each assignment, quiz, exam, etc. is weighted into the final grade.

Finally, their academic advisors can connect them to resources to support their academic success—whether it’s linking them to free UW tutoring resources, calculating how a course grade will impact their GPA, or talking through other concerns that may be impacting their academic abilities.

— Rachelle Eilers, Advisor, Chican@ & Latin@ Studies

How can my student find interesting courses that also fulfill requirements?

All degrees at UW–Madison require coursework across the academic spectrum, and UW–Madison offers classes exploring just about any interest imaginable—from creative writing to astrophysics, from plant anatomy to international relations.

If students have questions about how to strategically explore their interests while still making timely progress towards their degree requirements, meeting with an academic advisor is a great place to start.

Certain degree requirements are quite broad and leave considerable room for academic exploration, and it’s important to keep an open mind and to be intellectually adventurous.

For example, to fulfill the biological sciences requirement in the College of Letters & Science, a student can take biology, but they can also choose from hundreds of other courses across a vast range of subjects, including botany, landscape architecture, nutritional sciences, and gender and women’s studies. Students will find a range of possibilities for satisfying many other degree requirements.

— Jordan Berken, Advisor, L&S Academic Advising Service

What should students do if the courses they want to take are full or unavailable?

Students should be prepared for the possibility that their first-choice course could be full. I always advise students to make a list of the courses that are required for them, or that they plan to take, and then to create alternate schedules. This way they will have multiple choices that allow them to still make timely degree progress while taking courses they’re interested in.

Academic advisors can also provide insight on what students need to know to best prepare for course enrollment. For example, they can explain what to do if a course fills up quickly, or why some courses will open to students in certain majors or certificates first, and how to create multiple versions of their schedule with courses they want to take.

Always remember: advisors are here to help students plan ahead for their enrollment date and time, to understand how to use course guides and information, to recommend course options, and to explore resources and tools for building a successful course schedule.

— Megan McGarry, Academic Advisor/Study Abroad, Center for Educational Opportunity (CeO)

How do waitlists for courses work?

Once a class is full, students may have the option of enrolling on a waitlist. Course sections with active waitlists are denoted within the program that students use to enroll. If spots become available for  waitlisted students, they will receive an email notifying them that they’ve been authorized to enroll. The email comes from the department offering the class and includes a deadline by which the student needs to enroll before the permission is passed on to another student.

The length of time students spend on a waitlist varies. In many cases, currently enrolled students need to drop the class before waitlisted students can be offered a spot. I encourage students to remain optimistic about their chances of getting off a waitlist, but also advise them to enroll in alternate courses.

Students can address course-specific waitlist questions to the department offering the class. Many courses have subject notes that provide contact information for enrollment-related questions. Academic advisors can also be a good resource for connecting students to departments if the student is unsure how to contact a specific department.

— Katie Paar, Student Services Coordinator & Outreach Specialist, Office of the Registrar

What does it mean to drop or add a course? How does that work?

Students have the opportunity to change the course registration for the term by adding or dropping classes by the appropriate deadlines. Any changes to a student’s enrollment can be done through the new UW enrollment tool, the Course Search & Enroll app, or through the original enrollment tools available in their Student Center.

Students may want to add or drop a course if they find more suitable classes or need to reduce their credit load to focus on their other courses. Dropping courses can be a positive choice for some students because it gives them the opportunity to refocus and to prioritize their goals. Students may also find dropping a course helpful when trying to address health issues, stress, or other personal matters.

Students can find information regarding important deadlines on the Office of the Registrar’s website.

Information about modular courses and deadlines are also available on the website.

— Tori Richardson, Assistant Dean, L&S Academic Deans’ Services

Graduation Checklist Mon, 19 Mar 2018 15:32:08 +0000 Two graduates share an emotional hug at the conclusion of a UW–Madison spring commencement ceremony at Camp Randall Stadium.
Photo: Bryce Richter/UW–Madison

Below are a few reminders for May graduates. For the most up-to-date information related to commencement, please visit

Apply for graduation: Students must apply to graduate and indicate their intention to attend the commencement ceremony in the MyUW Student Center “My Academics” tab. Students must apply before April 4, 2018, to ensure that their name will appear in the commencement program. Learn more on the commencement website.

Confirm diploma mailing address: Diplomas are mailed to the Home address listed in MyUW Student Center. If students want their diploma mailed to a different address, they should add a Diploma address in Student Center.

To receive their diploma, international students must add a Diploma address in MyUW Student Center. The Diploma address can be the same as their home address, but some address needs to be listed in Student Center with an address type of “Diploma.”

For student loan borrowers: An exit interview is required for students that borrowed an institutional loan from UW—Madison (i.e. Perkins Loan, Nielsen, Dohmen, etc). Failure to do so will delay the mailing of a diploma. Learn more about the institutional loan exit interview process.  If your student instead received Federal Direct Loans (subsidized or unsubsidized), they will be invited to complete similar exit counseling online.

Resolve outstanding holds: Students should check MyUW Student Center for any holds, such as outstanding library fines, and follow the corresponding instructions. Some types of hold will prevent diplomas and transcripts from being available until the hold is cleared.

Commencement attire: Candidates should wear academic attire — cap and gown for all candidates, with a hood for master’s and doctoral candidates — appropriate to the degree to be conferred. All academic attire may be acquired from the University Book Store.

Exclusive alumni pins: Graduating students can grab their official Wisconsin Alumni Association alumni pin at commencement. They’ll want to wear it loud and proud because they’re joining a family of 440,000 alumni around the world!

Diploma covers: Most students will receive an optional embossed diploma folder as part of their school/college’s commencement event. Please check the information provided to the student by their school/college. The Office of the Registrar does have diploma covers for students who are unable to participate in regular commencement events.

For families: You are receiving this e-newsletter because our records indicate that you have a fourth- or fifth-year student. If your student is graduating and you would like to remove yourself from the Parent and Family Program, you can unsubscribe from our program. Otherwise, you will continue to receive our communications. If your student is not graduating, update your profile here or contact us.