Every fall, new Huskies arrive at the University of Washington — curious, driven and a little nervous. More than 25% of our first-year students are the first in their families to seek a four-year degree. Of the UW’s undergraduate population, 55% receive financial aid, 74% are Washington state residents, representing all 39 Washington counties. Throughout their undergraduate journey, thousands will plug into research and community engagement, gaining experience and developing character traits that prepare them for their future.
Why should you care? Because it’s not just about current students. What happens at the University of Washington doesn’t stay on campus. In just a few fast years, undergraduates will leave with more than a diploma: They’ll carry with them the persistence, empathy and civic responsibility our workplaces, communities and democracy demand.
Undergraduate experiences beyond the classroom, like research, community engagement and leadership education enliven and animate classroom experiences and bring students into the breadth and depth of the UW.
We readily see the ripple effects of undergraduate education, from the alum who teaches your child multiplication, to the nurse who cares for your parent, or the software engineer at your office who solves a thorny problem. However, undergraduate experiences beyond the classroom, like research, community engagement and leadership education have the potential to become difference-makers for students and the world they graduate into. They enliven and animate classroom experiences and bring students into the breadth and depth of the UW, one of America’s leading research universities. Teaching the next generation the foundations of research and service for the public good matters to Washington state residents personally, publicly, profoundly for decades to come.
Research, community engagement and leadership education — the areas we focus on in our work — are integral to students’ career preparation and teach skills, habits and mindsets that AI can’t generate. Undergraduate researchers learn persistence, flex the muscle that discerns fact from fiction, apply knowledge across a range of complex problems, and so much more. Students who learn to lead through communities wrangle with ethics, deepen their self-awareness, practice respectful dialogue, and develop a sustained commitment to our civic spaces.
One undergraduate researcher explored how people diagnosed with Alzheimer’s feel about different interventions and saw firsthand how those facing this disease have different opinions and approaches to the idea of memories. She was surprised to learn that some viewed forgetting as a gift. She plans on taking the lesson of being curious about different perspectives to her journalism career.
Another undergraduate volunteered in schools, helping students apply to post-secondary education. In this service and leadership work, he practiced public speaking and community-listening skills. He’s brought these skills to his law career representing victims of crime. He learned that listening and effective communication builds trust between communities and the justice system.
Sophie Pierszalowski, left, is the director of the UW’s Office of Undergraduate Research. Fran Lo, right, is the executive director of the Community Engagement and Leadership Education Center at the UW.
Let’s look at the big picture again. By 2031, an estimated 72% of jobs will require education beyond high school. Students who take part in research, community engagement and leadership education are more likely to persist to graduation. These opportunities help students articulate their why, which sets them apart in scholarship applications, job interviews, graduate school applications and more. More than two-thirds of UW graduates stay in Washington state. Undergraduate research, community engagement and leadership development teach the habits of heart and mind we should expect from our business community, politicians, civic leaders and the neighbors next door.
Summer’s over and fall is here. We are delighted to begin again — as we do at the start of every new school year — with this newest group of Huskies. We can’t wait to see what inspires them within and beyond the classroom and, most importantly, how they will contribute to the world beyond them. There is no time like the present, for their future and ours.
Fran Lo is the executive director of the Community Engagement and Leadership Education Center at the UW. Sophie Pierszalowski is the director of the UW’s Office of Undergraduate Research.
Four University of Washington undergraduates have been awarded Fulbright scholarships for the 2025–26 academic year, joining three other UW students and alumni selected for the prestigious international program. They join about 2,000 recipients nationwide who will pursue graduate study, conduct research or teach English abroad.
This year’s undergraduate awardees will travel to Germany, Mexico, Tajikistan and the United Kingdom to engage in research, teaching assistantships and advanced study in the arts.
Funded by the U.S. Department of State, the Fulbright Program is the nation’s flagship international exchange initiative, supporting students in building global connections through education, service and scholarship.
Seven UW students and recent alumni were selected for Fulbright exchange awards. Top row: Emily Bassett, Thomas Key, Vincent Da, Elana Skeers. Bottom row: Sabrina Prestes Oliveira, Jack Regala and Annabella Li. Photo: University of Washington
The 2025 Spring CELEbration produced by the University of Washington’s Community Engagement and Leadership Education Center showcased the dedication and impact of Mary Gates Leadership Scholars and CELE Center program participants like Otoniel Velasquez-Paz, Braedyn Reed and Finn Guzman — all committed to leadership, community engagement and civic health. The annual event highlighted projects spanning educational equity and mentorship, civic participation and environmental justice.
Through table talks, poster presentations and lightning talks, students connected academic learning with real-world change and demonstrated a powerful truth: When supported in aligning their values with leadership, students’ impact extends far beyond the walls of campus.
“The Spring CELEbration highlights students’ deep engagement with community issues and their work to strengthen civic health and democracy,” said Fran Lo, CELE Center executive director. Here’s how these graduating seniors are preparing to take the lessons, skills and relationships they’ve cultivated through CELE Center programs into new chapters in policy, entrepreneurship, education and beyond.
Supported by CELE Center programming and Mary Gates Leadership Scholarships, Velasquez-Paz, Reed and Guzman, along with all CELE Center graduating seniors, enter the next stage of their lives as community leaders. They will continue shaping neighborhoods, institutions and systems, demonstrating ethical leadership that sets the future of our communities and democracy in motion.
Programs: Dream Project, Mary Gates Leadership Scholar
Otoniel Velasquez-Paz is an advocate for community college pathways, citing their strong language support and affordability. Photo: Photo by Jayden Becles
Otoniel Velasquez-Paz works to expand college and career access for students in communities where a college-going culture is still developing. He is a Mary Gates Leadership Scholar and Dream Project mentor at Evergreen High School, located in the Southwest Seattle neighborhood of White Center. There, he supports the school’s college and career center by providing guidance and resources tailored to students’ goals.
As a bilingual Spanish and English speaker, Velasquez-Paz understands the unique challenges many primarily Spanish-speaking students face in the college process. These students often have limited opportunities to explore the full range of postsecondary options and need more personalized support to plan for life after high school.
“We support students in achieving whatever dreams they have,” he said. “Our goal is not just to push them toward college; it’s to support any post-high-school plans they have.”
Growing up in Moses Lake, a community with a large Hispanic population and many families involved in seasonal work, Velasquez-Paz was shaped by mentors who helped guide his path. “As a student from this community myself, I saw the need for targeted support,” he said. Velasquez-Paz launched a series of postsecondary panels focused on empowering students to take charge of their own futures.
A key feature of his project was a live document capturing panelists’ responses, translated into multiple languages including Spanish and Vietnamese. “Many students come to me wanting to speak Spanish,” Velasquez-Paz said. “Having written knowledge in their language makes a difference.”
Velasquez-Paz is an advocate for community college pathways, citing their strong language support and affordability. He attended community college before transferring to the University of Washington, and his mother is currently studying English at the same college.
He sees his work as part of a broader effort to offer hope and access amidst recent changes in federal policy that have increased barriers for undocumented students. “The goal of my project is to show students that despite these barriers, there are still people and resources they can rely on to succeed,” he said.
Velasquez-Paz received a Mary Gates Leadership Scholarship, a $5,000 award that supports undergraduates developing their leadership skills through hands-on experience, reflection and mentorship. The funding eased his financial burden and allowed him to focus on outreach and coordination. “I’ve developed skills in collaboration, public speaking and event planning, all of which are helping me grow as a leader,” he said.
His academic and leadership experiences are deeply intertwined. “Environmental justice is closely linked to social justice,” he said. “This work has given me a better understanding of the real-world impacts of environmental decisions.”
Velasquez-Paz plans to enter the private sector after graduation to gain experience, with the long-term goal of working in policy. “Engineers can design great solutions,” he said, “but without government support, nothing happens. Civic engagement has to be part of the work.”
Building more connected communities
Braedyn Reed, ’25
Major: Community, Environment and Planning
Programs: Husky Leadership Certificate, Leadership minor, Mary Gates Leadership Scholar
Braedyn Reed connected her diverse experiences in mentoring, entrepreneurship and nonprofit work into a cohesive leadership philosophy and earned a Husky Leadership Certificate. Photo: Photo by Jayden Becles
Braedyn Reed, ’25, believes leadership begins with curiosity and a deep love for humanity. As a participant in the Husky Leadership Certificate program, a Husky 100 honoree, and co-founder of Tread, a student-led platform connecting consumers with local businesses that share their values, Reed shared insights on leading with intention, service and impact in her lightning talk.
The Husky Leadership Certificate guides students to reflect on their leadership journey throughout their undergraduate education. Each participant is paired with a UW faculty, staff or alumni mentor and creates an e-portfolio to articulate their growth, values and vision for continued impact.
For Reed, that reflection has been key to her leadership growth. “I enjoy pushing myself to grow, but there’s no greater challenge or reward than inspiring positive change in the people and systems around me,” Reed said. “Seeing the impact I can create is deeply fulfilling.”
Reed’s drive to create meaningful impact led to the creation of Tread. One afternoon over coffee, Reed and her Tread co-founder began to ask why it was so hard to learn a local business’s moral values; like paying a living wage, practicing sustainability or fostering inclusion. That question sparked action.
“Tread is about putting your money where your heart is,” Reed said. “You can shape your community by choosing who and what you support.” Still in development, the platform has recruited volunteers and partners, built a website and begun testing its viability; a real-world experiment rooted in a year of community-building.
Over the past year, Reed has served on the U District Partnership’s Business Improvement Area Ratepayer Advisory Board. What started as an exploratory email turned into a seat at the table and deeper engagement with the neighborhood’s complex ecosystem.
“I found the behind-the-scenes look at how neighborhoods function incredibly interesting,” she said. “I learned about local businesses and municipal systems, and I shared those insights with my UW network. Any chance to get people involved is worth sharing.”
The Husky Leadership Certificate helped Reed connect her diverse experiences in mentoring, entrepreneurship and nonprofit work into a cohesive leadership philosophy. “The HLC pushed me to see my leadership as taking ownership. That it’s about stepping up to solve problems and building trust, not titles,” she said.
That mindset has helped her navigate uncertainty. “One big lesson: Don’t think too many steps ahead. Focus on the present, trust your mentors and teammates, and take it one step at a time.”
“Braedyn’s motivation to effect change, along with her introspection on leadership, truly shines,” shared mentor Sean Gehrke, assistant dean in Undergraduate Academic Affairs. “Her commitment to improving communities stands out.”
Reed sees leadership programs as transformative. “The power isn’t just in learning, it’s in the shift of seeing yourself as a leader. Confidence grows, skills build and ideas take root.”
Her advice to her peers: “Don’t wait to lead. Whether or not you have a formal role, ask how you can contribute and build a better world.”
After graduation, Reed plans to continue exploring community development strategies like Tread, apply her civic leadership skills during her internship and embrace opportunities. “I don’t have all the answers yet, but I’m excited to keep learning and experimenting.”
Finn Guzman will continue in the UW Intercollegiate Athletic Leadership master’s program, where he plans to make athletics and education more inclusive and accessible for all students. Photo: Photo by Jayden Becles
For Finn Guzman, ’25, leadership means building trust, listening with intention and creating space for others. A first-generation Latino college student from Moses Lake, Washington, Guzman grew up in a community with limited access to sports and educational resources, an experience that shaped his commitment to service and advocacy in athletics.
During the evening’s table talk, Guzman shared how he explored authentic, inclusive leadership through the Husky Leadership Certificate and the Dream Project.
“The HLC gave me time to be introspective, to reflect on the person I was, who I am now and who I’m becoming,” he said. “It helped me understand that leadership isn’t about being in charge. It’s about showing up, creating space and leading with empathy.”
Through the Dream Project, Guzman mentored high school students; many of whom, like him, were the first in their families to pursue higher education. That experience deepened his understanding of community-based education and helped him connect classroom theory to real-world impact.
“In class, we talk about equity and access,” he said. “But it becomes real when you’re sitting with a student trying to figure out college on their own. That’s when you see what equity looks like in action.”
As an intern and squad leader with Rainier Athletes, Guzman continued to grow a leadership style rooted in relational care, flexibility and accountability.
“For me, coaching is more than sports,” he said. “It’s about supporting the whole student-athlete and making sure they feel safe, can show up as themselves and have someone who believes in them. I try to be the person I didn’t have growing up.”
After graduating this spring, Guzman will continue as a Double Dawg in the UW Intercollegiate Athletic Leadership master’s program, where he plans to make athletics and education more inclusive and accessible for all students.
“Sports have always been a huge part of my life,” he said. “I’m excited for the growth, challenges and opportunities this next chapter will bring.”
What you care about can change the world
When you support the Community Engagement and Leadership Education (CELE) Center, you help Huskies create a more just, equitable and thriving world. Join us today in advancing the intelligent, compassionate and ethical leaders our communities and our democracy demand.
The U.S. Department of State has recognized the University of Washington for producing 41 recipients of the Benjamin A. Gilman International Scholarship during the spring 2025 cycle. The Gilman Scholarship supports U.S. undergraduates with financial need in studying or interning abroad. The UW’s strong showing reflects the University’s commitment to expanding global learning opportunities for all students.
The 28th Annual Undergraduate Research Symposium brought together more than 1,500 undergraduate scholars from the University of Washington and regional colleges to present 1,138 projects in over 100 disciplines. For many undergraduates, research is more than an academic pursuit — it’s a way to connect classroom learning to urgent real-world issues.
University of Washington undergrad Lorenzo Roel Flores McCleese, ‘27, was recently named a Udall Scholar. Lorenzo is pursuing bachelor’s degrees in environmental science and terrestrial resource management as well as informatics, with a focus on data science. He is also minoring in diversity.
Undergraduate Academic Affairs is delighted to announce the Undergraduate Research Collective, a new paid opportunity for undergraduates with no prior research experience to connect to research in their first and second years at the University of Washington. Leaders in the Office of Undergraduate Research are the program’s visionaries, architects and builders. Startup funding is provided in part by the Ana Mari Cauce Fund for Undergraduate Research, a new giving opportunity to honor President Cauce for her leadership in and support of undergraduate research.
Undergraduate research is one of the most impactful experiences available to students, benefiting students during their time at the UW and well beyond graduation. Students who participate in research often report it reinforced what they are learning in the classroom; increased their ability to think critically; engendered a sense of pride and purpose in being involved in work that contributes to the public good; and built a foundation for their future careers. As one of America’s leading public research institutions, the UW offers first-in-class opportunities for undergraduate research.
Students showcasing their research across a variety of fields at the Undergraduate Research Symposium. Students participating in the Undergraduate Research Collective will present their research at the end of their second year in the program. Photo: Photo by David Ryder
“We see the way students light up when they connect with research — many share that their experiences were transformative,” says Sophie Pierszalowski, director of the Office of Undergraduate Research. “That said, research opportunities can be competitive and challenging to access for early career students without prior experience. These students are the future of research — our legacy of research excellence starts with them.”
The Undergraduate Research Collective is a cohort-based, two-year program designed for first- and second-year students and first-year transfer students with no prior research experience. It aims to improve systems and increase access to research for early-career undergraduates. Additionally, students in the Collective receive an $8,000 scholarship over the two years of the program.
In the first year, students develop relationships with their cohort; receive advising from the Office of Undergraduate Research; participate in a weekly seminar focused on research preparation and community-building; and are matched with and develop an onboarding plan with their faculty mentor. More than 20 faculty mentors from across disciplines have signed on to support undergraduates through the Undergraduate Research Collective.
In the second year of the program, students work on a research project with their faculty mentor for five to 10 hours per week; participate in cohort-based professional development workshops and events; and present their project at the Undergraduate Research Symposium.
Startup funding is key and is provided by the Mary Gates Endowment and the Ana Mari Cauce Fund for Undergraduate Research. The Mary Gates Endowment is one of the University’s largest endowments for undergraduates. The Ana Mari Cauce Fund was established by friends, colleagues and admirers of the outgoing UW president to honor and recognize her long-standing commitment to undergraduate research. Throughout her decades-long career at the UW, President Cauce has mentored and been influenced by undergraduate researchers and is a stalwart champion of broadening access to undergraduate research opportunities.
“Undergraduate students involved in research have the opportunity to consider questions and problems that matter,” said Ed Taylor, vice provost and dean of Undergraduate Academic Affairs. “The experience begins with finding their passion, thinking critically about important issues, then applying those insights toward resolving real problems. Guided by mentors and inspired by the legacy of President Cauce, UW students involved in research push the boundaries of knowledge and contribute directly to improving the lives of individuals, communities and our society writ large.”
The pilot phase of the program will support 20 students. According to Pierszalowski, “The Office of Undergraduate Research envisions a future where capacity and infrastructure for early career undergraduate research programming at the UW continues to grow. We hope to partner with departments, research centers, individual donors and other research organizations who understand the value of this work and want to help grow this interdisciplinary effort to engage early career students in research through supportive and accessible pathways.”
The Undergraduate Research Collective two-year pilot is largely funded by donations made to celebrate President Cauce’s leadership and legacy. Visit our fundraising page to learn more about how you can support this program.
UAA’s Community Engagement and Leadership Education (CELE) Center is among the programs and organizations impacted by the federal government’s April 25 termination of $400M in AmeriCorps grants. The grant termination led to the abrupt cessation of CELE Center’s AmeriCorps K-12 Community-Engaged Learning Coordinator position. The impact of these grant terminations on the 40 CELE Center students currently enrolled in an AmeriCorps-affiliated program is not yet known.
This came about on April 25, when one of the CELE Center’s partners for AmeriCorps volunteers, the Washington Campus Coalition for the Public Good (WACC), had its AmeriCorps grant terminated, effective immediately, along with 1,000 other AmeriCorps programs engaging over 32,000 AmeriCorps members across the country. WACC provides funding and support for AmeriCorps positions on more than 30 campuses across Washington state, including all three UW campuses. As AmeriCorps members, students and volunteers contributed to the success of our state and nation by supporting K-12 academic engagement, housing and food security and other critical social issues. AmeriCorps members receive modest education grants or stipends for living expenses, depending on their type of service.
As the federal agency for national service and volunteerism, AmeriCorps has provided opportunities for more than 1.3 million individuals to serve their country, providing billions of hours of service to meet basic needs, improve communities and positively impact young people.
Additionally, the CELE Center recently received notification from National Jumpstart, the umbrella nonprofit the University of Washington Jumpstart program is under, that all 31 of their university-affiliated partner sites will close by this summer. This includes the UW Jumpstart program. The national organization cited financial constraints, a shift in their operational model, and uncertainty about the future of AmeriCorps funding as factors leading to this outcome.
Over the last 20+ years of Jumpstart at the UW, more than 1,200 UW undergraduates worked with over 5,000 Seattle preschool children from low-income families across Seattle to promote quality early learning so all children can be prepared for kindergarten. The lifelong impact of early childhood education is well-documented, and we are proud to contribute to that work. In the last several years, Jumpstart at the UW — which launched in 2003 as a collaboration between Undergraduate Academic Affairs, the Office of Minority Affairs & Diversity, the College of Education, and the Work Study Office — enrolled dozens of UW students annually to serve as AmeriCorps members to work with preschoolers. Read one student’s experiences here.
These programs make our communities, state and country stronger, safer and more compassionate. Community-engagement opportunities help student AmeriCorps members develop interpersonal, critical thinking and leadership skills that benefit them in their future communities and careers. CELE Center staff are exploring ways to support affected UW students, staff, AmeriCorps members and community partners.
On Friday, May 16, more than 1,500 undergraduates will present innovative research, scholarship and creative work as they converge at the 28th Annual Undergraduate Research Symposium. The all-day celebration features undergraduates actively plugging into and contributing to the University of Washington’s strengths as an engine of discovery, public good and progress. Presenters represent all three UW campuses, as well as local community and regional colleges, highlighting the breadth of undergraduate research across the region.
On May 7, the University of Washington’s Community Engagement and Leadership Education (CELE) Center will present the 2025 Spring CELEbration, an inspiring undergraduate showcase of student service, leadership and community-engaged work.
The annual event features students in CELE Center programs and Mary Gates Endowment Leadership Scholars, presenting work focused on service, leadership and social change — from mentorship and educational equity to civic engagement and environmental justice.
