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Spring 2017 Transfer Newsletter

It definitely felt like spring was late to class this year! At the end of spring break week, the cherry trees in the Quad were barely giving us a hint at the blossoms. Eventually things got squared away and the trees put on their annual spectacular show. Now spring quarter is racing toward the finish line and the long, cold winter is a not-so-distant memory. Many students are winding up their undergraduate UW years while others are just anticipating the start. As always, spring is both a sad and a happy time on campus as we say goodbye to one group and get ready to welcome another during summer orientations.

Welcome

A big development for transfer students this year is that many applicants received earlier admission decisions for autumn quarter! Transfer Advising and Orientation sessions will start a month ahead of previous summers, enabling transfer students to connect with advising and register for autumn quarter classes earlier. Transfer students who receive notification of admission for autumn quarter need to register for an Advising & Orientation session as soon as possible to get the best selection of courses for fall!  

For other updates of interest to transfer students, check out the contents of this newsletter. In addition to updates and announcements from UW departments, programs and offices, we have several interesting student profiles that highlight current UW students who were transfers. They represent a variety of majors and experiences at the UW. Take a look at the kinds of exciting activities and opportunities that await you at the University of Washington!

New Transfer Initiatives at the UW

Staff across the UW has been working tirelessly over the past year to look at how we support, program, and advocate for the transfer student experience and transition into our community.  Some of the key outcomes from these efforts are our transfer student web portal and transfer student advocate cards.

Transfer Website

We are in the final development stages of our transfer web portal, and hope to have the site live for prospective transfers and community college staff by early summer.  Our goal with this project was to consolidate transfer students information into one space within the UW website framework.  We hope this site will walk students through each part of their transfer transition process from when they first start at the community college all the way through being a current student here at UW.

We would love feedback from you all on what we might be missing from the site? What do you like about the site? Are there is additional details that we could add into any of the various sections.

 The new web portal for transfer students is: transfer.uw.edu please send your feedback/comments to our new transfer email account at trengage@uw.edu.

Admissions Update

As announced at the UW/CC Advising Conference in March, the Seattle campus of the UW was able to make just over 450 offers to Washington CC transfer applicants in late April. Additionally, expect another 500 offers in May. The bulk of the remaining offers will go out in June, followed by offers to Engineering and Informatics majors in July. For context, the Seattle campus of the UW expects to make offers to about 1,800 Washington CC transfer applicants total for autumn quarter 2017, for an expected enrollment of about 1,200. In the past, most transfer offers went out in mid- or late-June, so this is significant progress.

—Paul Seegert, UW Director of Admissions

College of Engineering to Implement New Admission Processes

The UW is excited to announce a significant improvement to the undergraduate experience for future engineers. Beginning with the 2018 freshman class, the College of Engineering will implement a new Direct to College admission process for entering freshmen. Applicants, including Running Start applicants, who select an engineering major as their first choice major will be considered for Direct to College (DTC) admission. Admitted applicants will enter the University as undeclared engineering students and will be assured that they will be able to pursue an engineering degree at the UW. DTC admission will be the primary pathway to engineering majors for students who enter the UW as freshmen.  The Computer Science major is not part of the DTC process.

The admission pathway for transfer students to enter engineering majors upon admission to the UW will be maintained with a significant improvement on the timing of the process. Beginning with the autumn 2019 admission process, the engineering departmental application deadline will move from July 1 to April 5. As a reminder, engineering transfer students must first submit the UW transfer application by the published deadline, and then to be considered for admission directly to an engineering major, they must also submit the engineering departmental application. The earlier engineering application deadline will allow for much earlier notification of engineering transfer applicants regarding their options at the UW.

More information: http://www.engr.washington.edu/admission/directtocollege/faq

Engineering Transfer Ambassador Program

Friendly Advice from Engineering Transfer Students

The Engineering Transfer Student Ambassador program provides an avenue for prospective transfer students to connect with previously transferred students who are now studying engineering at the University of Washington. Engineering Transfer Ambassadors are available to help prospective students navigate the process of transferring to UW and support their transition into the College of Engineering once they arrive.

All our Ambassadors have volunteered their time to help and are excited to share their experiences. Don’t hesitate to contact them!

Engineering Transfer Ambassador profiles: http://www.engr.washington.edu/mentors/transfers

If you have questions about the Transfer Student Ambassador Program or are interested in becoming an ambassador, please contact Lauren Fryhle at lfryhle@uw.edu.

For engineering advising, contact Student Academic Services at engradv@uw.edu or (206) 543-1770.

College of the Environment Future Student Visit Day

High school juniors, seniors, and prospective transfer students who are passionate about exploring how the world works are invited to join the UW College of the Environment for Future Student Visit Day. Explore College of the Environment majors, meet faculty, and hear from current students. 

When: Friday, August 18, 2017
Where: University of Washington’s Seattle Campus
Learn more & Register: environment.uw.edu/visit-day

For questions and more details contact coenvadv@uw.edu

Interdisciplinary Writing Program

Many, if not most, transfer students have a clear sense of what they would like to major in by the time they arrive on the UW campus. The Interdisciplinary Writing Program, or "IWP," can help students reach that goal! The IWP, which is based in the English department, offers small writing seminars linked to a wide variety of UW courses. Our 5-credit seminars are linked with disciplines ranging from Biology to American Indian Studies; from English to Atmospheric Sciences. If you plan to enroll in one of these lecture courses, many of which satisfy major prerequisites, you can sign up for the accompanying IWP writing course too. Here are some of the reasons you should consider enrolling in an IWP course:

The IWP writing courses have been shown to help students succeed in the linked lecture course.

 Depending on the writing seminar, students explore many of the same topics and readings that are assigned in the lecture course. Discussing and writing about content from the lecture course reinforces concepts and builds literacy that is relevant (which means students can do better on lecture exams!). Just as important, students learn to write in a specific discipline, which is a skill that major admissions committees and prospective employers always seek in applicants. Students say that studying a topic in one class, while simultaneously writing about it in another, is an incredibly rewarding experience—through their intensive writing, some students even discover topics they hope to study in grad school and on into their professional lives.

Students get to work on their writing in a small group setting (21 students max!), and have many opportunities to work one-on-one with their instructor and peers.

One of the core principles of the IWP is that writing should always be front and center in every course. For that reason, classes are capped at 21, and every student will be supported as they develop, revise, and polish their writing. All IWP courses feature intensive student-instructor conferencing and peer review as part of the curriculum, which enables students to produce texts they are really proud of. Many students testify that the intellectual community they develop in the IWP is one of their most gratifying undergraduate experiences. What’s more, working so closely with peers helps foster relationships that can be difficult to find in lecture courses or elsewhere at a large institution. Through the small writing seminar students can build study groups for their lecture courses, and forge relationships with instructors that prove to be academically and professionally fruitful.

 All IWP courses can be used to fulfill the "C" (Composition) or "W"(Writing Intensive) requirements.

Taking an IWP course automatically satisfies the “C” (Composition), or if you already have a “C” credit, it satisfies the “W” (Writing Intensive) credit. In fact, you can satisfy all three of your required writing credits by taking three separate IWP courses! That way you can move through your core requirements, all while becoming intellectually prepared for your major.

Check out our fall course offerings below, and if you have any questions, please do not hesitate to contact: Karen Wennerstrom, IWP Program Coordinator, at IWPengl@uw.edu  or Carrie Matthews, IWP Director, at crmatthe@uw.edu

Here are some of the courses we will be linking with this fall:

  • HSTAA 110, History of American Citizenship – ENGL 198 C
  • ANTH 101, Exploring Sociocultural Anthropology – ENGL 198 J
  • AIS 102, Introduction to American Indian Studies – ENGL 198 L
  • ASTR 10, Astronomy - ENGL 199 A
  • BIOL 180 A & B, Introductory Biology – ENGL 199 C, D, E, L, M
  • ATM S 111, Global Warming: Understanding the Issues – 199 F
  • ENGL 202, Introduction to the Study of English Language and Literature – ENGL 297 A, ENGL 297 B
  • ENGL 491 B, Community Literacy Program – ENGL 298 A
  • POL S 202, Introduction to American Politics – ENGL 298 B
  • POL S 203, Introduction to International Relations – ENGL 298 C
  • JSIS 200, States and Capitalism: The Origins of the Modern Global System– ENGL 298 G
  • BIOL 200, Introductory Biology – ENGL 299 A
  • BIOL 220, Introductory Biology – ENGL 299 B
  • PSYCH 202, Biopsychology – ENGL 299 C

Recent Alum Rayna Mathis takes History into the Art World

At 21 years old, Rayna Mathis, a recent graduate from the Department of History, is off to a fantastic start in her career. She graduated in the Spring of 2016 at just 20 years old, having already launched her career as a museum professional. Rayna currently works as Coordinator for School and Educator Programs at the Seattle Art Museum (SAM), a position she has held since May 2016.

Read more...

Transfer Students Find Home in Department of History

The University of Washington can be an intimidating place. With over 30,000 enrolled undergraduates, along with another 14,600 graduate and professional students, the UW is a city onto itself. For transfer students, who often arrive from smaller colleges, it can be a challenge to figure out all the ins and outs of campus life. One way to smooth the transition is by finding a home in a particular program or department. For two recent transfer students about to complete their studies at the UW, the Department of History provided that welcoming space, offering small classes, hands-on support and the chance to conduct original research with guidance from faculty.

Read more...

Transfer Spotlight: Taylor Winge Hernandez & Cindy H. Lin

The University of Washington School of Public Health (SPH) has undergraduate majors in Public Health, Environmental Health and Health Informatics and Health Information Management (HIHIM). In each program students are engaging in experiential learning as part of their undergraduate experience. Below are profiles of students who transferred to the University of Washington to complete their bachelor’s degree in Public Health and HIHIM, how they engaged with experiential learning, and the overall impact these experiences have had on them at different levels. Public Health Majors engage in a two-quarter long Capstone experience, which places them at a community organization in collaboration with the UW Carlson Leadership & Public Service Center. HIHIM students often start or have started work in their field as they finish the program and are able to apply what they are learning in the classroom directly to their positions.

Student: Taylor Winge Hernandez
Degree Pursuing: Bachelor of Arts Public Health
Previous school/s before UW: South Seattle Community College

Can you tell us a bit about your current Senior Capstone placement?

Currently I am a walk leader for Sound Steps, and this is a Lifelong Recreation Program that was created by Seattle Parks and Recreation. 

I love my placement because I get to walk with adults age 50 and older and assist in training for either a 10k or half marathon. This is an important program because it creates a community that promotes health, wellness, and social interaction that can significantly improve quality of life for older adults and the volunteers. I am located at the South Sound location at Jefferson Community Center and Rainer Community Center. Walking in these locations has been beneficial for me because I have gotten the chance to get out in communities I haven't been to before and see what they have done to improve public health and community infrastructure like parks and safe sidewalks and what still needs to be done to make these communities safer, more accessible, and enjoyable for those living there. This program has taught me to respect and appreciate all that the walkers have to offer, and to dismiss my prior opinions about these communities because these areas really have a lot to offer to the community. 

How has what you’ve learned in the classroom supported your learning in the community and vice versa?

In the classroom Deb Hinchey [Capstone Lecturer and coordinator] has been amazing at providing tools for us to use in our communities so we can get the most out of it. One thing she taught us that has stuck with me is the difference between helping, fixing, and serving and the pros and cons of each approach when addressing our populations at our sites. At my site I need to use a serving approach because I want to serve the community and have as little bias as possible and not come into a community with an opinion or ideas that may be offensive to those that thrive in their communities. In my community, I have learned a valuable lesson that older adults are not necessarily vulnerable like society makes them out to be. They are wise, they have had many life experiences that are useful to learn about, and they are awesome resources to collaborate with! 

What one piece of advice would you give to an incoming transfer student regarding how to gain the most from the Capstone experience in the Public Health Major? 

I would advise incoming transfer students to pick a site that aligns with their core values and interests in public health. While some of these sites may help you get a job post grad or look good on a resume, that isn't necessarily the point of this class. I chose Sound Steps because I am an active individual that is passionate about the betterment of quality of life among individuals in our communities. I also thought that Sound Steps would be a great opportunity to work with a population that I haven't before. 

Also, transfer students, go to lecture and quiz section, I know you may have senioritis or just want to sleep, but going to lectures and quiz sections helps you work with your community better and identify changes that should be made in the communities. If I didn't go to lectures or quiz I honestly wouldn't have understood what the goal of capstone was. I am glad I put effort into this class because it addresses important obstacles public health advocates like each and every one of us goes through at our sites and in our future professional work. 

Student: Cindy H. Lin
Degree: Bachelor of Science in Health Informatics and Health Information Management
Previous school/s before UW: Georgia Institute of Technology

Can you tell us a bit about your current work and or if applicable capstone project?

I am currently transitioning into a position as Health Information Specialist at Seattle Children’s Hospital. Just two weeks ago, I wrapped up the Back Scanning Project at Seattle Children’s Hospital as the project supervisor. I was hired in August 2016 as a medical record assistant on the team, not long after I started the HIHIM program at UW. After many transitions, I was offered the position as the supervisor of the project in January 2017. 

During the project, we were working on transferring legacy patient records into Seattle Children’s Electronic Health Record system. The patient medical information becomes available 24/7 for the providers and medical staff to provide higher quality and faster services. When the project was finished, the team transferred about 50,000 inches of charts into the system since the beginning of the project in December 2015. I think that’s a pretty amazing number!

How has what you’ve learned in the classroom supported your learning in the field / community and vice versa?

In the HIHIM program, there are many opportunities where you can gain real world experiences. We get to visit different healthcare facilities, work on assignments that are related to current healthcare issues, and most importantly, collaborate with real world clients to deliver solutions on the capstone project.

Working on the Back Scanning Team at Seattle Children’s Hospital was my first healthcare professional experience. I was able to understand more about work process and documentation better through the materials I have learned from school. And the knowledge and experience I have gained from work provide me more insights to share with my peers at school. During last quarter in one of the management courses, I was able to reflect on how I managed my team at work compared to the managerial techniques that were taught in class. I was continually looking for areas for improvement based on the knowledge taught in the class and the advices I received from my instructors and managers. I would say that was one of my greatest learning periods in my career, and I have grown so much from the experience. 

What one piece of advice would you give to an incoming transfer student regarding how to gain the most from the experiential learning component of HIHIM?

My advice to the incoming students would be: “Step out of your comfort zone and network!” Through networking, you gain many professional relationships that could potentially lead you to an internship or future employment for experiences in HIM field. Also, through each professional relationship, you get to learn more about different positions and explore different career paths. I was able to shadow with an analyst at work because I have professional connection that helps me with the opportunity! So, while you are working diligently on your school assignments and keeping up your grades, make sure to grasp every opportunity to build your professional network as diligently as well!

Transfer Spotlight: Nina Mesihovic

Major: Geography
Previous Institution: Seattle Central College
Year and quarter transferred: Winter 2016

When Nina transferred into UW, she had already made the decision to major in Geography. She excelled in her coursework in the Department of Geography and beyond throughout her first year. Additionally, Nina pursued her strong desire to go on one of the university’s many study abroad programs, deciding on OMAD’s summer program in Tahiti, a month-long program that examines the island’s colonial legacy and present-day issues of inequality.

Her academic excellence during her first year made her eligible for Geography’s yearlong honors program, an intensive three-quarter sequence of developing and carrying out an in-depth research project and writing an honors thesis. Nina’s experiences in Tahiti raised many unanswered questions, which ultimately served as the foundation of her honors project. Her research delves into the complicated nature and effects of the island nation’s tourist-based economy, noting the stark differences between the beautiful postcard images of Tahiti versus the harsher realities that many of the island’s residents face in their day-to-day lives. More specifically, Nina uses qualitative research methods to better understand the relationship between immigration and environmental issues on the island.     

Nina has won multiple competitive scholarship awards from UW, including a Merit Scholarship from the Office of Minority Affairs and Diversity (OMAD) and the Mary Gates Research Scholarship through the Center for Experiential Learning and Diversity. She also serves as an officer for the Relational Poverty Network, a registered student organization (RSO) currently working to better integrate the concepts of relational poverty and inequality into the UW curriculum.

What was the hardest part of transferring? The hardest part for me was worrying that everyone would be much younger than me, that I wouldn’t have any peers in my age group, and that I would leave college with no friends. None of that was true. There were plenty of people of all ages and I connected and became friends with many, regardless of age. The Geography Department was especially a good place to foster such relationships.

What was something that surprised you in your transfer experience?
 In the community college I felt like I was on my own. Even though there were advisors, I didn't know about them. I felt like I had to do everything myself. Transferring to the UW changed that. I immediately felt like a part of a family; there was always someone checking on me, from OMAD, from the Department of Geography, and from the university-at-large, offering help or just the encouragement. The feeling of belonging definitely made me a better student. 

What resources were most helpful to you when you were preparing to transfer? I went to Transfer Thursday. It provided me with all the information I needed. I also contacted a recent graduate and she connected me with her advisor, Raul, in OMAD. He encouraged me to pursue a study abroad, to apply for scholarships, and get involved with different things on campus.

How did you go about planning your study abroad experience? Actually it was not the easiest thing for me. As a permanent resident without a passport I had to go through the hurdle of obtaining an official Travel Document (not a passport) through USCIS and then a visa for France (I went to Tahiti which is considered a French territory). While juggling all of that, I applied for study abroad scholarships and did a lot of research on my own. I wanted to know about their cell phone connections, what kind of electrical outlets they use, what is the exchange rate for the currency, but I also read a lot about the island’s culture and geography. I planned my packing list months in advance and I wanted to make sure my experience ended up untarnished by anything I could have prevented. It was an amazing experience and I recommend it to all! 

What advice do you have for future transfer students considering study abroad? Plan ahead, know more than required, apply for scholarships, allocate the spending money and have an open heart and mind. Without an open mind you will not allow yourself to experience it all.

Transfer Spotlight: Daniel Phung

Major: Bioresource Science and Engineering
Hometown: Grew up in Vietnam but calls Tacoma, Wash., home
Previous Institution:
Tacoma Community College
Year Transferred:
 Fall 2016

How did you select BSE as your major?
I had two associate degrees in chemical engineering and electrical engineering, and Mike Roberts from the Washington Pulp and Paper Foundation came to talk about the BSE program at Tacoma Community College. UW is a well-known school, and Mike said BSE is like chemical engineering but you get to explore a lot of other areas—bioconversion and biofuels, pulp and paper, renewable energy. I’ve been here for two quarters now, and I agree with Mike!

What’s your favorite part of the program so far?
I really like the job reps who come to campus to give presentations about their company and internships they’re offering. That’s really special compared to other majors. My first quarter here, I got three internship offers, and I was amazed. I had just gotten here from community college, and I couldn’t believe I’d have so many opportunities to choose from.

So which internship did you end up choosing?
I’m going to Kentucky to work for Domtar (http://www.domtar.com/) as a process engineer for 15 months. It’s a fully paid internship, and I’m really excited. I’ve never been to Kentucky or anywhere else in that area, so it will be a very different experience. I move down there right after finals this spring.

What was the hardest part of transferring? 
The hardest part is waiting to get your acceptance letter. For transfer students, you apply around May and then have to wait until August to find out if you get in—and then you start in September!

What advice do you have for future transfer students considering BSE?

I would tell them to finish all of their core classes and prerequisites before coming here, because when you get here you must have them done to get into the BSE classes. Otherwise you’ll have to spend more time to catch up. Also, start your application early and introduce yourself to the people in the department to show interest. Everyone here was really helpful to me, and then they know you before you apply and arrive.

What are your future plans?
Long, long-term, I’d love to have my own start-up company to help developing countries solve their energy or pollution problems.

Transfer Spotlight: Marcelo Marco Ramirez

Name: Marcelo Marco Ramirez
Studies: Latin American & Caribbean Studies; Human Rights Minor
Previous institution: Seattle Central College & The University of Central Florida
Year/Qtr transferred: Fall 2015
Hometown: Ocala, Florida
Favorite quote: "The best way to not feel hopeless is to get up and do something. Don’t wait for good things to happen to you. If you go out and make some good things happen, you will fill the world with hope, you will fill yourself with hope." —44th President of the United States Barack Hussein Obama

How did you choose UW?

I fell in love with UW and the Pacific Northwest region when I was 12. As a son of a truck driver, I was fortunate enough to tag along with my father three summers in a row from 2004-2006. When I first saw the "sail-gating" from the 520 bridge, I was mesmerized at how unique this place was off the bat. Later, I found out this university had an incredible academic reputation built on a foundation of perseverance which engrains itself within the culture of its alumni. Years later, life moved me from working for the Democratic National Committee= and both Obama campaigns to my favorite city in the Union. Having regained my scholastic confidence at Seattle Central, I felt compelled to succumb to the challenge of belonging to this special and determined community. In total, I've lived in Seattle for five years and I'll especially cherish these last two at UDub.

How did you select your major?

After an immense amount of time soul searching for my true passion. Like most transfer students, my academic career was very unorthodox. I didn't let the gaps in my learning process define who I am. Rather, I embraced the lessons learned outside the classroom and grew from that knowledge in the workforce. The reason I chose my major was to connect with my roots while establishing a professional future in the law. The University of Washington has provided some of the best opportunities through my personally confirmed major such as taking on the role of interpreter at the many citizen workshops hosted by the City of Seattle's Office of Immigrant and Refugee Affairs. Only through the intrigue cultivated in the classroom was I able to venture into truly discovering my life's purpose.  

What is your favorite thing about being at UW? 

It would definitely have to be the people here. Without a doubt. From the cleaning crew and service workers all the way to the donors of Meany Hall's Center for the Performing Arts and the best faculty in the country. Everyone here has a story to tell and we as fellow listeners and learners only benefit from such a dynamic perspective. The reading materials are only half as enjoyable if it isn't accompanied by the exciting discourse each professor facilitates according to their unique but ever engaging style of teaching. This obviously extends into the out of the class banter that usually takes place after the bell. I promise you, you will always learn something knew here the more you engage with the people. Our non-violent protest events are something to be very proud of as well. The Black Lives Matter movement has profoundly made an impact on bringing to light the harsh truth of what goes on in our country when it comes to the treatment of all people of color. The undocumented activists here will force you out of your comfort zone so that you realize that with great privilege comes great responsibility in the age of an unknown future where facts are becoming rare commodities. It is the people here who will greatly contribute to your learning experience and personal growth; trust me when I tell you never to take it for granted or merely walk by in silence. 

What has made you feel like a Husky?

Easy, the routine of being able to work hard and play hard. Yes, our workloads are arguably arduous at best but once we complete the tasks at hand we know how to come together and support our student athlete community. Coming from The South and traditionally being exposed to the SEC, I can tell you it's a real treat and perk to know our teams are as good if not better in the classrooms as they are in a game. Going to the Stanford football matchup at home this year was so memorable because you can see the pride in the countless faces lining up the greatest setting in college football once we came out victorious. 

What is something that surprised you about the transfer experience?

How valuable we can be to invigorating the learning experience in the classroom. Time and time again I've been personally told by professors just how much they enjoy transfer students overwhelmingly compared to traditional students. As I mentioned before, everyone has a special story and the hunger to learn is what sets us apart in the classroom. Use it as the motivation to excel and finish strong.

Advice to prospective transfer students?

Embrace who you are first before you start worrying with planning your everyday moves for the rest of your life. This place works on living and learning in the moment so that you enjoy the lessons' impact beyond your time here. Don't take the beautiful architecture for granted and do visit a different part of campus each week until you know all of it like the back of your hand. Trust in your advisors and truly take the time to practice taking constructive criticism. Starve your ego and feed your humility, it'll ultimately help you discover the purpose of your education at the UDub. Question everything all the time and don't contribute to the silence in class discussion. Above all, stay in touch with the network you build here. Huskies never hunt alone.

What will you do after graduation?

Right now, I'm waiting to hear back from five law schools. This institution has given me the confidence to pursue my next academic challenge and continue to excel armed with the kowledge gained here. For any fellow Star Wars nerd Husky, treat this place like your personal Dagobah.

Scholarships for Community College Transfer Students

The Martin Family Foundation offers financial awards to community college students interested in eventually obtaining bachelors’ degrees from the University of Washington - Seattle. If you are considering an application to UW, you may qualify for one of the following:

  • Martin Family Foundation Honors Scholarship – For students transferring to UW Seattle summer, fall or winter 2017-18. The scholarship is open to students who are currently attending or are recent graduates of all 36 Washington State Community & Technical Colleges pursuing their first baccalaureate degree. The scholarship is $12,000 per year for up to three years for completion of an undergraduate baccalaureate degree. Application Deadline: Thursday, July 6, 2017.

  • Martin Achievement Scholarship – Funding for students early on in their community college studies, and continuing at the community college for another academic year at the time they apply, planning for eventual transfer to the UW summer or fall of the year after application. The scholarship is $5,000 for the final academic year at the community college and up to $12,000 per year for up to three years of undergraduate support at the UW-Seattle. The scholarship is open to students attending the following Washington State Community Colleges: Bellevue, Cascadia, Edmonds, Everett, Grays Harbor, Green River, Highline, North Seattle, Olympic, Peninsula, Pierce, Seattle Central, Shoreline, South Seattle or Tacoma Community College pursuing their first baccalaureate degree. Next Application Deadline: mid-April 2018 for those planning to transfer to UW in 2019-20.

The application process for both of these scholarships include written application materials and an interview. Multiple Martin Scholarships are awarded each year. Please visit the Martin Family Foundation Scholarships website for more information, and feel free to contact the UW Office of Merit Scholarships, Fellowships & Awards, scholarq@uw.edu, 206-543-2603.

Healthy Huskies Resources

College is a time for personal growth. Often students face new challenges and may struggle to meet their mental or physical health needs. Regardless of the number of resources available on campus, it can be difficult to find and access them at such a large university. As you consider transferring to the University of Washington, we want to introduce you to a few of the many and wide array of wellness resources available on the UW Seattle campus that support students to enjoy their college experience, reach their full potential, and be a Healthy Husky.

You can review more wellness resources in the Wellness Resources for Students Guide to learn how to access the many health resources available to students and support friends/peers in crisis.