Amgen Scholar and UW biochemistry and chemistry double-major Margaux Pinney. Photo: David Ryder
Many undergraduates return home for the summer; some study abroad; some work fulltime; some take classes. Some students spend the summer in unique research opportunities available at the University of Washington. Undergraduates who participated in a variety of research programs over the summer will share their work with their peers and the public over three days the week of August 19, 2013.
Summer STEM Research Poster Session
Starting on Wednesday, August 21, undergraduates from the UW and schools across the country will present their research in STEM disciplines at the Summer STEM Research Poster Session. This event is a collaboration among several UW summer research programs connecting undergraduates to research in science, technology, engineering, and math.
Poster session
Wednesday, August 21 | 9 a.m.-noon
Mary Gates Hall Commons
Amgen Scholars and Howard Hughes Medical Institute Students
Amgen Scholars and students in the Howard Hughes Medical Institute Exceptional Research Opportunities Program will share their research via oral presentations on Thursday, August 22.
The Amgen Scholars Program provides a transformative opportunity for some of the nation’s top undergraduates to explore and prepare for careers in scientific research. Students are placed in premiere UW research groups in the biomedical sciences and participate in related seminars, career exploration, graduate school preparation, and other activities. The UW is one of 10 U.S. sites to host an Amgen Scholars Program.
Oral presentations
Thursday, August 22 | 2:30-5 p.m.
Mary Gates Hall, rooms 171, 284, 288
Summer Institute in the Arts and Humanities
The week closes with a day-long series of presentations by students in the Summer Institute in the Arts and Humanities. Taught by faculty from the departments of geography, comparative history of ideas, and international studies, undergraduates focused on the interdisciplinary theme, “Outbreak! Reimagining Death and Life, Disease and Health.”
Student Presentations
Friday, August 23 | 9 a.m.-4:30 p.m.
Allen Library Auditorium
The Undergraduate Research Program in Undergraduate Academic Affairs organizes the STEM Research Poster Session, hosts Amgen Scholars and HHMI Exceptional Research Opportunities Program students, and collaborates with the Simpson Center for the Humanities to produce the Summer Institute in the Arts and Humanities.
Dear Alumni and Friends of Undergraduate Academic Affairs,
We recently celebrated the University of Washington’s 138th Commencement Ceremony. Each year, graduation is an opportunity for me to reflect on the early accomplishments of our newest alumni and anticipate their future contributions to the world. University of Washington undergraduates are getting involved on campus and beyond in record numbers. Their deep dives into research questions, community-based service, leadership, and scholarship create legacies on campus and imprint the power of engagement on their hearts.
They are evidence that how we do our work and how we live our lives matters. By choosing to bring their academic work beyond the classroom and into labs and the community, these new graduates took the kind of intellectual risks we asked of them several years ago at Freshman Convocation.
The students you’ll read about in this issue of Undergraduate Academic Affairs’ alumni e-newsletter are all risk-takers in the best sense. They’ve pursued their interests on campus, in the city, and across the world. They’ve realized an expanded worldview and see themselves as global citizens.
Learning to say “hello” in the language of their study abroad host country has meaning for these students. Compassion flows from their service to others. Undergraduates tutoring in preschool and elementary school settings know that their work involves more than reading to kids. It’s understanding the lives of these children, the context of their families, and the language they speak.
I’m inspired when I hear about the academic challenges our graduates have had—both the success and failures. It’s an absolute marvel to hear a student tell his story of failing his first class ever and then realize triumph when he’s come to a place of mastery born out of that very failure. What important experiences to have as undergraduates. When we do our work well, students discover their strengths and passions in a supportive but challenging environment.
Each year at commencement, I see the sea of caps and gowns. Unified in the academic regalia yet distinct in the way they adorn themselves. Individuals who came here with unique stories now exiting the University with a more solid foundation ready to make their own broader contribution to our world. I couldn’t be more proud of our students or our University at this time.
Sincerely,
Ed Taylor
Vice Provost & Dean
Undergraduate Academic Affairs
Transforming the world of Oz was a team effort by Dorothy, the Tin Man, Cowardly Lion, and Scarecrow. What was their secret to success? How did they lead? Here at the University of Washington, we know that successful leadership begins with learning to lead and includes meaningful—and multiple—ways to practice and sharpen those skills.
The new Husky Leadership Initiative offers undergraduate students opportunities to discover who they are as leaders, grow their leadership abilities, and make a real difference in the world.
In fall, 2012, the Husky Leadership Initiative kicked off the year with the successful event, U Lead, We Lead. U Lead We Lead used the ancient art of storytelling to start a contemporary conversation on leadership with UW undergraduates and community leaders. The conversation continued throughout the school year with the Spring Training Leadership Conference, a leadership certificate program, informal fireside chats with local luminaries, and now—putting learning into practice—the first UW team leadership scholarship award.
Diana Ackerley and Foundation Executive Director Kim Ackerley Cleworth join the first recipients of the Ackerley Learning to Lead Together scholarship. Students, from left, are Carter Case, Marina Kelsh, Angela Feng, and Max Sugarman.
The Ackerley Learning to Lead Together scholarship program supports undergraduates developing their leadership potential in collaboration with peers through innovative team projects that build strong communities. The first Ackerley Learning to Lead Together scholarship was awarded May 7 at the Spring Celebration of Service and Leadership to Max Sugarman, Angela Feng, Carter Case, and Marina Kelsh for their project, “Empowered Eco-Education: ¡Vamos a comer!”Their project will offer lessons around the topics of food, nutrition, and access to healthy food as an environmental issue. They aim to serve elementary school students and their parents and high school students within Seattle’s South Park community.
From left: Christopher Ackerley, Foundation Executive Director Kim Ackerley Cleworth, Ginger Ackerley, and Ted Ackerley
Generously funded by the Ackerley Family Foundation, this scholarship is a direct reflection of the family’s belief that leadership is honed through learning and experience. “Learning to lead and learning the meaning of leadership is a very basic part in all of our roles in life,” says Ginger Ackerley, who along with her late husband, Barry, established the Foundation. “Within the Foundation some of us have titles, some of us do not, however we all lead; we have to in order to complete our mission. I would hope the recipients of the Ackerley Learning to Lead Together scholarship would join us in an effort to be a positive influence in our world.”
Team Dorothy reached their goal by recognizing the skills each team member brought to the job at hand. The Learning to Lead Together scholarship program enables UW team members to learn to lead collaboratively and experience the ways they complement each other to accomplish a greater goal.
“Leadership is more than a position of authority,” says Ed Taylor, vice provost and dean of Undergraduate Academic Affairs. “It is a set of practices and behaviors incorporating teamwork, respect, responsibility, and civic engagement.”
If the University of Washington were a swimming pool, Dawn Tuason has not only swam the length of it, she’s swam the width of it as well.
Involved in service, research, and scholarship, Dawn exemplifies the potential of a UW undergraduate experience like no other. Throughout her time as an undergraduate, Dawn has been a mentor and student leader in the Dream Project; she’s presented in the Undergraduate Research Symposium; she’s been involved in the Pipeline Project; she works at the front desk of the Center for Undergraduate Advising, Diversity, and Student Success; and more. She’s discovered a passion for early childhood education and has truly embraced all that the UW has to offer. Dawn just graduated and will begin her master’s degree in the UW College of Education next fall.
Here’s a glimpse at a typical day for Dawn.
5 a.m.
As a commuter student from Renton, I wake up bright and early to start my emails to the various groups I’m a part of on campus.
5:30 a.m.
As an undergrad, Dawn was a student leader in the UW Dream Project.
I grab breakfast, make some tea, and take careful preparation in getting dressed because as a college student, looking windswept and rushed is almost too easy. If it’s Monday, I even wear heels. At 5’11”, I’m a powerhouse but I need the extra courage (aka the height) to get up in front of nearly 400 undergrads as a class facilitator for the Dream Project.
Public speaking is…an acquired taste. One I’m still learning how to do, but I know that someday, a student will see me and know that it’s possible for them to be just as courageous and trust that the support will be there to learn how to! I believe in doing something that scares me but will challenge me and change me for the better, in order to show others they can do it too.
6:00 a.m.
I’m on the road, stuck in traffic with the windows up singing at the top of my lungs to any kind of music currently on rotation. This week, it’s music from Bizet’s opera, Carmen, and the musical Wicked. I’m heading to my yoga, weight lifting, or spin class. Exercise is easier if you just get it over with first thing in the morning.
7:35 a.m.
I’m off to work at the Center for Undergraduate Advising, Diversity, and Student Success. As a student associate, I greet students; answer phone calls, and make the atmosphere a generally positive place. Anywhere from scheduling advising appointments, to best places to grab coffee on campus, I’m there to support undergraduate students.
9:30 a.m.-1:30 p.m.
I’m in a blur of classes and snacking my lunch throughout the day. This quarter I’m taking my second year of American Sign Language, my global health class for my minor in global health, and since I’m majoring in early childhood and family studies, I take two to three courses involving early childhood development, psychology, and service learning. Service learning requires me to gain field experience with the population I’m intending to work with after I graduate. This year, I’m excited to volunteer and work with 1-2 year old toddlers close to campus. Incorporating my knowledge of American Sign Language, global health, and education not just into my daily routine, but to my future endeavors is something I get by staying connected through the services that UAA offers.
1:30-2:30 p.m.
Dawn Tuason presents her research on inclusive classrooms at the 2012 Undergraduate Research Symposium. Photo: Theo Stroomer
If I’m not in a weekly lecture around this time, I’m back as a student associate at the advising office. It’s usually slow around 4 p.m. so I get to take a break at the front desk and do some homework as I wait for the CLUE evening shift to begin.
6-7:30 p.m.
Dawn Tuason leads a Dream Project class for mentors.
My Dream Project co-lead and I prep for our upcoming lecture and think of ways to engage our class, which allows us to critically think about how we can best support not just our high school students but ourselves as mentors outside of and within the high schools we serve.
8 p.m.
After a full day of running around, it’s nice to release some pent up energy and head to my Zumba classes. I love to dance and move across the dance floor for one and a half glorious hours of fluid and flexible freedom.
9:30 p.m.
I get home in time to watch my weekly TV dramas on Hulu, work on any homework or graduate school applications that I didn’t finish during my occasional breaks between classes, and have some peace and quiet to end my night!
Taking our inspiration from the classic children’s book (and graduation gift), Oh the Places You’ll Go by Dr. Seuss, we asked some new graduates a couple questions. Those questions are:
What’s your most memorable experience with an Undergraduate Academic Affairs program?
Dr. Seuss says, “You have brains in your head. / You have feet in your shoes / You can steer yourself / any direction you choose. / You’re on your own. And you know what you know. / And YOU are the guy who’ll decide where to go.” Where will you go? Where will you be one year after graduation?
Dr. Seuss writes, “You’ll join the high fliers / who soar to high heights.” Which high fliers would you most like to join and what high heights will you soar to?
“This is probably one of my favorite photos. I was actually taking a photo for an open house for our office and one of my co-workers told me a joke to get me to smile. It’s a very ‘UW’ photo and I absolutely love it for that reason.”
Devan Berkley
Major: Political Science
Minor: Human Rights and Values in Society
Hometown: Tacoma, WA
Involved in: Dream Project, First Year Programs, and service learning through the Carlson Leadership & Public Service Center
What’s your most memorable experience with an Undergraduate Academic Affairs program?
My most memorable experience in undergraduate academic affairs has been my time working at the office of First Year Programs. Having worked there for the past two years I have grown a great deal both personally and professionally. I can honestly say it has been a life changing experience that has constantly opened doors for me. Apart from this, my work has been extremely fulfilling. I’ve had the opportunity to help literally thousands of students in making their transition to the University of Washington a little bit easier. Even something as small as giving a new student the right office to contact is very rewarding. I have been truly exposed to the diversity of the University of Washington and all that it offers and it has been absolutely thrilling.
Where will you be one year after graduation?
One year after graduation I will be finishing up a masters program at Seattle University. Next year I will be part of the inaugural cohort Seattle University’s Bridge Masters of Business Administration Program. After the program I hope to begin a career in local government so that I can continue to serve the people of Seattle and the state of Washington.
To what high heights will you soar?
As nerdy as it sounds, I want to join the high fliers in government. I love this great experiment known as American democracy and I hope to work within state government to make our state a better place for all of us to live in. My dream since I was child has always been to run for elected office and I plan to follow that dream. Even if I am unsuccessful, the journey itself will still have been worth it. Beyond my professional goals, I hope to continue to grow as a person and to constantly challenge myself. At the end of my life’s journey I hope to be a model for others and to inspire them to do great things. I believe everyone needs someone to look up to and I hope to be that person for others.
“In this picture, I am visiting Junior, the male jaguar at the Woodland Park Zoo, during my animal behavior psychology lab.”
Myra Branch
Major: Psychology
Minor: Anthropology
Hometown: Olympia, WA
Involved in: First Year Programs and service learning through the Carlson Leadership & Public Service Center
What’s your most memorable experience with an Undergraduate Academic Affairs program?
I have had nothing but memorable experiences with First Year Programs and UAA. My favorite memory though, was after my first quarter teaching a Freshman Interest Group (FIG). I had just spent the last 2 quarters learning how to plan lessons, facilitate discussions, grade, and do all the other things that go into teaching, then I had to implement all of that to a group of 24 first-year students, some of whom were older than me. Needless to say, I was a little relieved to be done.
During finals week, I was finishing my grading and I saw I had an email from a student. The subject said “Thanks.” The student thanked me for helping her feel comfortable talking to a group, even though English was her second language. This small gesture of thanks put all the work I had just done into perspective. I realized that in teaching, a small gesture from student to teacher or vice versa can be immensely powerful. This stuck with me; since then, I celebrate all victories, no matter how “small.”
Where will you be one year after graduation?
One year after graduation, I will be finishing up my first year of coursework at Columbia University’s programs in Occupational Therapy. I will be gearing up to begin my Level II Fieldwork (3 months in a mental health setting).
To what high heights will you soar?
I am excited to first become an alumna of the University of Washington. I have been working towards this for four amazing, challenging years, and I would not be able to pursue continuing education without the training and challenging coursework I have been exposed to during my time here. I then plan to get my master’s of science in occupational therapy, practice for a few years, then go back to school to get my doctorate, with my end goal being to teach and continue to practice OT.
“This photo was taken around the U-District, right before I accompanied my youngest sister, who has autism, to her senior prom. It was a remarkable honor to be her date and chaperon for the evening!”
Merzamie Cagaitan
Majors: English Language & Literature, Comparative History of Ideas
Minor: Diversity Studies
Hometown: Puyallup, WA
Involved in: Academic Support Programs, Dream Project, First Year Programs, Global Opportunities, Office of Merit Scholarships, Fellowships and Awards, Pipeline Project, Undergraduate Research Program, and service learning through the Carlson Leadership & Public Service Center
What’s your most memorable experience with an Undergraduate Academic Affairs program?
One of my most memorable experiences as an undergraduate has been serving as a peer instructor for First Year Program’s Freshman Interest Group seminars. I was in a FIG seminar during my freshman year, and—together with my life-long dream of becoming an educator—was inspired to lead FIG seminars for the next three years. I have been extremely blessed by the students I worked with, learned with, and played with, and by the support the FYP staff lent me all throughout those challenging weeks of navigating what student-leadership really looks like at a university setting. My active involvement in the FIG program has given me the skills, confidence, and courage to then design my own course at the UW and teach it during my last year as a senior!
Where will you be one year after graduation?
I am accepting a Fulbright Award to teach English in South Korea for the 2013-2014 academic year. My destination within the country is still unknown, but, a year after graduation, I will still be there, in front of a classroom, hopefully building community and relationships much like I have done here.
To what high heights will you soar?
Ever since I was in second grade, I have made make-shift classrooms where I would teach my younger sisters and cousins how to read and write. The spirit to mentor and teach has only strengthened over the years. My ultimate goal is to claim a Ph.D. in English language and literature and to one day research, write, and teach as an English professor at a university.
“In this photo I’m on Capitol Hill in Seattle celebrating my cousin’s wedding.”
Roman Camarda
Majors: Biochemistry and Photomedia
Hometown: Seattle, WA
Involved in: Honors Program, Undergraduate Research Program
What’s your most memorable experience with an Undergraduate Academic Affairs program?
It is hard for me to label a single experience as most memorable when I think about my time in the Honors Program and working on undergraduate research. However, I can’t imagine a more memorable experience than studying abroad with Honors in Rome and Istanbul. Also, the excitement and happiness I felt upon finding out I had been accepted to my top graduate school choices wouldn’t have been the same had I not shared it with my undergraduate research mentor and the rest of the lab members.
Where will you be one year after graduation?
One year after graduation I will be finishing up my first year in the Biomedical Sciences Program at the University of California San Francisco.
To what high heights will you soar?
I am immensely excited about joining the ranks of amazing researchers at UCSF. The goal of my Ph.D. thesis work is to gain a better understanding of the role altered metabolism plays in cancer, which in my mind counts as some pretty high heights.
“I’m trying to make a compelling case about some piece of African American literature at Rutgers University in summer of 2012.”
Alex Catchings
Major: English
Hometown: Vancouver, WA
Involved in: Honors Program, Undergraduate Research Program
What’s your most memorable experience with an Undergraduate Academic Affairs program?
Being a part of the Undergraduate Research Leaders program in varying capacities has been one of the most delightful parts of my undergraduate experience. Without a doubt, being an Undergraduate Research Leader allowed me to really wield and take pride in my research, and see how far I’ve come since I started here in summer of 2008. The staff have been enduringly supportive through my most anxious moments and euphoric of victories, and the community of Undergraduate Research Leaders has been a treat to know and to watch as they all pursue their own boundless trajectories.
Where will you be one year after graduation?
I will be a graduate student in the English department at U.C. Berkeley. In a year, I will be finishing up my first year of coursework and starting to put my oral examination list together of three or four hundred books so I can start working toward writing my dissertation the following year. I’ll hopefully be active in the Bay Area music scene, as well, playing folk-jazz music.
To what high heights will you soar?
I hope to be like my mentors, who happen to be professors and close friends. Sonnet Retman is my UW mentor who is without doubt the best educator I have ever known. I hope to be a fraction of the professor she is, and I hope I can develop the sense of currency, family focus, and intellectual power she maintains on a daily basis. My other mentor, Daphne Brooks, is at Princeton University, and I hope to be an accomplished cultural presence like her. She has penned the liner notes for the most recent Aretha Franklin Anthology Box Set, is an active and influential music critic, and keeps an unbelievably busy schedule touching glasses with some of the most powerful figures in pop culture. Finding a sweet spot where my network and my nature are constantly expanding while I maintain a truthful, sturdy center like these powerful professors would make for a perfect career, to me.
Involved in: Academic Support Programs, Carlson Leadership and Public Service Center, Center for Learning and Undergraduate Enrichment (CLUE), Dream Project, First Year Programs, Global Opportunities, Honors Program, Office of Merit Scholarships, Fellowships and Awards, Undergraduate Academic Affairs Advising, Undergraduate Research Program
What’s your most memorable experience with an Undergraduate Academic Affairs program?
I found my calling as a scholar when I began conducting research with Dr. Ricardo Gomez of the UW Information School. Under his tutelage, I investigated fieldwork data he collected in South Africa that assessed the country’s current challenges in information and communication technologies for development. Presenting my work at the UW Undergraduate Research Symposium was an intrinsically rewarding experience. Engaging in the exciting talks and poster sessions at these academic conferences allowed me to increase the visibility of my research topic to people outside my specific discipline. Sharing my research developed my expertise in discussing my research in a clear and meaningful way, and the feedback I received from my colleagues shaped further exploration into my research questions. At the conclusion of our research project, Dr. Gomez and I submitted our findings to The Electronic Journal of Information Systems in Developing Countries, which accepted our paper for publication.
Where will you be one year after graduation?
I have been admitted into Syracuse University’s Ph.D. program in information science and technology this fall, and will be spending this summer in the heart of Washington, D.C., as a Google Policy Fellow. Continuing my education through doctoral studies would be the ideal next step to producing meaningful research contributions in my domains of expertise.
I hope to refine my understanding of the interconnectedness between technology and government as agents of social change. With my doctorate degree, I plan to reshape the dialogue about the role of technology in developing regions. Receiving a world-class education will also appropriately instruct me to advise federal agencies and fine-tune the innovative policy solutions of global think tanks. In turn, I hope to refine my understanding of the interconnectedness between technology and government as agents of social change.
To what high heights will you soar?
I am currently aiming to become the next Chief Information Officer for the United States of America so that I can directly influence how information is disseminated to vulnerable populations and create opportunities for these communities through technology. I aspire to bridge the gap between engineers, policy makers, scientists, and other key national stakeholders in transforming the landscape of the nation’s information infrastructure so that underserved places like my Yakama Reservation back home can benefit from improved technology access.
“I am the second from the left, and I am in front of Suzzallo Library with three of my orientation leader co-workers and Dubs!”
Andy Marzano
Major: History
Hometown: Sammamish, WA
Involved in: Carlson Leadership and Public Service Center, Dream Project, First Year Programs, Pipeline Project
What’s your most memorable experience with an Undergraduate Academic Affairs program?
It’s difficult to pinpoint one experience as my favorite or most memorable because all of them were very unique and meant a lot to me respectively. I did have a fantastic summer as an orientation leader though. My co-workers were awesome and made the experience hardly feel like work because we all enjoyed each other’s company and had a plethora of good times together on and off the job. We’re still close today as well. The more I look back, the more I realize how lucky and how happy I am that I got to spend a summer working with those people and representing the UW. Also, who wouldn’t like having to hang out on the UW campus during the spring and summer??
Where will you be one year after graduation?
Upon graduation, I will head to the Midwest to join the Teach For America (TFA) corps in Detroit, MI, where I will be teaching secondary social studies. I have always wanted to be a teacher, so I feel blessed to be given this opportunity. The minimum commitment to TFA is two years as a corps member, but I have a feeling I will remain in education for much, much longer.
To what high heights will you soar?
I believe that the most monumental struggle of our generation is the one currently being waged to end educational inequity. Just like the Civil Rights Movement and the Civil War before it, the fight to close the educational achievement gap is one against oppression and to bring about the promises of freedom and equality upon which our nation is founded. I think those involved in educational reform and who are committed to the quality education of our nation’s youth are doing the things necessary to allow kids to soar to high heights and know no limits to what they can do with their lives. I cannot think of any work I’d rather do than join those already working to make this possible.
In this photo “I was at the National Student Nurses Association Council of State Presidents in Pittsburgh, PA, representing the nursing students of Washington state.”
Christopher Nelson
Major: Nursing
Hometown: Key Biscayne, FL
Involved in: Mary Gates Endowment for Students, Office of Merit Scholarships, Fellowships and Awards
What’s your most memorable experience with an Undergraduate Academic Affairs program?
Designing the Mary Gates Venture Scholarship proposal to go to Denmark and Greenland to study the expanded nursing scope of practice of registered nurses at isolated Arctic settlements.
Where will you be one year after graduation?
I’ll be on my Fulbright in Nuuk, Greenland, doing research as part of my masters of circumpolar health through the University of the Arctic consortium.
To what high heights will you soar?
I’ll be working towards my Ph.D. in nursing science and public health!
“This photo was taken in summer 2012 in Moore’a an Island of Tahiti where my group and I went to visit and volunteer at a youth camp for children with disadvantage backgrounds. This was a photo taken during our activities.”
Jennifer Nguyen
Major: Psychology
Minor: Diversity
Hometown: Seattle, WA
Involved in: Academic Support Programs, Dream Project, First Year Programs, Global Opportunities, Undergraduate Academic Affairs Advising, Undergraduate Research Program, and service learning through Carlson Leadership & Public Service Center
What’s your most memorable experience with an Undergraduate Academic Affairs program?
Growing up I knew I wanted to help people and being a part of the Undergraduate Academic Advising program allowed me to do that. Through Undergraduate Advising, I created many memories with the staff and especially with the students I worked with. My most memorable experience was when I met with a student who was at a crossrsoad in his life, confused and lacking motivation. He was a sophomore and began feeling the pressure of figuring out what to do with his life. As a peer adviser on drop-ins, we only had 15 minutes with the students we meet.
I listened, pondered and guided, sharing my experience as an undergraduate and what I’ve learned from it. After about 20-25 minutes later, he gave me a sigh, placed his hand out and smiled at me. “Thank you for listening. I was not sure who to come to.” He stood up, shook my hand and looked more confident leaving. Nothing beats knowing you can put a smile on someone’s face by simply listening to them and being able to use your experience to help others.
Where will you be one year after graduation?
I love traveling. After my two amazing study abroad trips to Brazil and Tahiti, I hope to take a year off and travel. I hope to travel and experience other cultures, food, meet new people and build a web of knowledge. I would like to travel as a flight attendant. I like to help people and hope that I could do so by being a flight attendant and see the world. I also hope to join an organization and travel to other states or countries and help communities that need a helping hand. They say the best teacher is the experiences you gain and the people to interact with day to day.
After a year I plan to go back to school through a psychology or public administration program to continue to my education and participate in programs where I can give back to my community.
To what high heights will you soar?
I love working with the undergraduate advising program here on campus and I hope that one day I can return and work on campus again to give back to an office that has given me so much more.
I want to continue my pre-med track and apply to medical school, however after working closely with the pre-med advisers, I realized there are so many ways to help others.
“This is a picture of me outside of my favorite place to study on campus, Molly’s Cafe in the bottom of the Henry Art Gallery.”
Helen Olsen
Majors: Geography and Public Health
Minor: African Studies
Hometown: Newport, OR
Involved in: Center for Learning and Undergraduate Enrichment (CLUE), Global Opportunities, Honors Program, Office of Merit Scholarships, Fellowships and Awards, Undergraduate Research Program
What’s your most memorable experience with an Undergraduate Academic Affairs program?
I have had the opportunity to be involved with a number of Undergraduate Academic Affairs programs during my time at the University of Washington. From running CLUE discussion session for geography classes to participating in an Honors Experiential Spring Break experience, I have tried to take full advantage of the range of learning experiences available to undergraduate students outside of the classroom. Without the support of the Fritz Scholarship, which is facilitated by Global Opportunities, I wouldn’t have been able to participate in the Honors Study Abroad program in Sierra Leone during the summer of 2011. By studying women’s maternal and reproductive health access in the region, I had an opportunity to see firsthand the way in which development programs play out on the ground in low-resource settings. Returning to the UW, my research experiences in Sierra Leone have continued to inform my research interests and personal goals.
Where will you be one year after graduation?
After graduating from the University of Washington, I am planning on moving across the country to New Jersey to begin a graduate program in geography at Rutgers University: New Brunswick. This opportunity is both exciting and terrifying. I know that this will be a new intellectual adventure and one that the Department of Geography, as well as the many programs offered by Undergraduate Academic Affairs, has prepared me for. Wish me luck!
To what high heights will you soar?
At the moment, the high flyers I’d like to join are people who have successfully completed a Ph.D. program in seven years or less! But, in all seriousness, I’m hoping that my time in graduate school will be a space for me to learn more about myself, about my personal motivations and professional goals for the future. I am humbled and inspired by the work of people like Kavita Ramdas, Melinda Gates, and Ananya Roy. Right now, I’m not sure if I want to be an academic or a development professional but I know that whatever path I choose, I want to be an advocate for health equity both at home and abroad.
“This is me as Jumpstart Corps member, showing off a student’s artwork.”
Vanessa Pham
Major: Early Childhood and Family Studies
Minor: Education, Learning and Society
Hometown: Federal Way, WA
Involved in: Dream Project, First Year Programs, Honors Program, Jumpstart, Pipeline Project, Undergraduate Research Program, and service learning through the Carlson Leadership & Public Service Center
What’s your most memorable experience with an Undergraduate Academic Affairs program?
One of the highlights of my undergraduate career has been my involvement with the Pipeline Project’s Neah Bay “Telling Your Stories” project. This year I spent two weeks in Neah Bay, Washington, doing my favorite type of work (and play) with the most amazing group of people. It just goes to show that you do not have to travel far to meet passionate people and experience and learn from a new community.
Where will you be one year after graduation?
A few weeks after graduation, I will be diving right back into school! Still a Husky, I have been accepted to the the UW’s Elementary Teacher Education Program. By the end of four quarters I will have my masters in teaching and residency certification for teaching. After graduate school, I will teach somewhere in the Puget Sound area.
To what high heights will you soar?
Teaching is not a career I take lightly. The “high fliers” I hope to join are those teachers who think critically about their practice and are on a social justice mission. I also cannot wait to meet my future students, who I also consider “high fliers.” I think of “high heights” in terms of roles I will take on in the future. For instance, I know I am a lifelong learner and will always seek out new ways of understanding the world. The “highest height” I am aiming for right now is to become more of a leader and activist.
“On the UW Farm site at the Center for Urban Horticulture, at a work party!”
Rachel Stubbs
Major: Biology
Minor: Education, Learning, and Societies
Hometown: Nashville, TN
Involved in: Carlson Leadership and Public Service Center, Honors Program, Office of Merit Scholarships, Fellowships and Awards, Pipeline Project
What’s your most memorable experience with an Undergraduate Academic Affairs program?
Teaching environmental science in Eastern Washington through the Pipeline Project’s Alternative Spring Break program helped me to realize that I get so much joy and energy out of teaching, especially in a hands-on, inquiry-based way. That was freshman year, and the rest of my time at UW has been shaped by this experience as I’ve continued to seek out science-teaching courses and experience through Pipeline and other venues.
Where will you be one year after graduation?
Living in Seattle and learning at UW about science, education, and urban food-production (through the UW Farm!) has opened my eyes to some amazing ideas. After graduation, I aspire to share these insights with school communities in my hometown in Nashville. I want to teach science, inspiring young people with cool student-directed, inquiry-based activities and lessons like those I’ve been privy to here!
To what high heights will you soar?
I want to be the coolest science teacher ever, convincing students that studying the natural world and our relationship to it is the coolest thing. Ever. I also want to grow a lot of food and teach others how to do it, too!
“In this photo, I was actually standing in front of a chalkboard in my classroom, wearing the red Jumpstart shirts that corps members and team leaders wear when we go into the classrooms.”
Andrew Tran
Majors: Psychology and Sociology
Hometown: Seattle, WA
Involved in: Jumpstart, Pipeline Project, service learning through Carlson Leadership & Public Service Center
What’s your most memorable experience with an Undergraduate Academic Affairs program?
My first memorable experience with UAA has to be my 2 years of service with Jumpstart, both as a corps member and team leader. The best feeling was walking into the classrooms of my preschools and being bombarded with hugs and smiles from all the children I helped. I was able to be part of the many lives of underprivileged preschool children in south Seattle—preparing them for a successful academic future.
Where will you be one year after graduation?
One year after my graduation, I will be taking part in the masters program of social work at the University of Washington in Seattle.
To what high heights will you soar?
The high fliers I would most like to join are the individuals who are helping people who are not able to help themselves.
I would like to join the heroes who are helping low-income families, displaced children, the homeless, and other underrepresented populations, each and every day. As long as I put my heart and effort into all that I do, I know it will make me into the high flier I want to be.
“In this photo, I am sitting at the edge of a dock staring at the beautiful view that is Lake Crescent on my way to Neah Bay to reconnect with the amazing community I first met through the Pipeline Project. I’m enjoying the last few weeks of summer prior to my senior year of undergrad. I’m feeling the breeze and the warmth of the sun in anticipation, excitement and hope for the year ahead.”
Dawn Tuason
Major: Early Childhood and Family Studies
Minor: Global Health
Hometown: Seattle, WA
Involved in: Carlson Leadership and Public Service Center, Center for Learning and Undergraduate Enrichment (CLUE), Dream Project, Office of Merit Scholarships, Fellowships and Awards, Pipeline Project, Undergraduate Academic Affairs Advising
What’s your most memorable experience with an Undergraduate Academic Affairs program?
Being a participant through the Pipeline Project has allowed me to partake in a rich experience full of new adventures, new friendships and a new perspective on the meaning of community and the preservation of one’s culture. The program has given me many opportunities to reach outside my comfort zone, connect with other community members and young students, and truly become interested in education and the equal access we must all advocate for.
Where will you be one year after graduation?
One year from now, I will have completed my first year of my master’s program here at the UW’s College of Education special education program. I will be waiting to see which direction the wind steers me next, in the hopes that it involves studying or traveling abroad or teaching young children during the summer months.
To what high heights will you soar?
I would like to continue my work in the early childhood field, be even more immersed within the deaf community and truly be fluent in American Sign Language, and be a part of the research taking place that fosters programs to support youth in being empowered, inspired, and positively impacted.
“I’m in Leogane Haiti, improving relations with the locals after an incredibly hard day working with an amazing group of Haitian and international volunteers helping the Leoganese dig out from the 2010 earthquake.”
Benjamin Wiselogle
Major: Global Studies
Hometown: Bothell, WA
Involved in: Academic Support Programs, Carlson Leadership & Public Service Center, Dream Project, Office of Merit Scholarships, Fellowships and Awards, Undergraduate Academic Affairs Advising, Other: Student Veteran’s Association (UW Bothell)
What’s your most memorable experience with an Undergraduate Academic Affairs program?
I’m not sure if this applies, but living and working in Haiti during the 2011-2012 school year, at the same time earning academic credit.
Where will you be one year after graduation?
Well, thanks to the mentorship of Natalia Dyba, I’ll be at the University in Cambridge in the UK, or if I earn the position I’m currently interviewing for, I’ll be working in Afghanistan on a deferment from Cambridge.
To what high heights will you soar?
With a little help from my friends, I’m going to change the world and make it a more equitable place. Like Hilary from Carolina for Kibera says, “Talent is universal, opportunity is not.”
John Timu, left, and Hau’oli Jamora present their research at the 2013 Undergraduate Research Symposium Photo: David Ryder
UW junior John Timu took a noticeably deep breath as he and classmate Hau’oli Jamora prepared to present at the 2013 UW Undergraduate Research Symposium. As Husky football players, they’re celebrated for accomplishments on the gridiron, but the classroom is a different playing field. Outfitted in letterman jackets, they took position behind the podium, ready to tackle a formidable opponent—the stereotype that athletes aren’t academically successful.“It’s shocking how (football) players are discredited and not given the respect they deserve for their intelligence,” says Jamora. “We want to analyze where this message comes from and how do we change the perception?”
Jamora and Timu applied and were chosen to present their research, “Decolonizing Education: Translating Football Intelligence Into the Classroom,” in a 10-minute, multimedia lecture at the 16th annual symposium. The event provides a public forum for undergraduates to share scholarly research and is open to students representing all disciplines. Jamora and Timu joined more than 1,000 undergraduates presenting their research this year.
The student-athletes’ topic originated from their anthropology studies. Both are minoring in the field and wanted to explore their personal observations and experiences in an academic context. How do societal perceptions of football intelligence compare to “elite” extracurriculars such as chess, golf, and tennis? Their work began in January, 2013, and employed methodologies learned in class. They organized peer focus groups, conducted interviews, surveyed photos and evaluated patterns in public discourse and sports broadcasting. They also analyzed formats that particularly appeal to younger audiences such as social media sites and popular video games like Madden NFL.
“Like most college students, we like to play video games, so we did plenty of research!” laughs Jamora.
The findings also factored in how football players themselves sometimes contribute to the problem. Jamora and Timu examined Facebook and Twitter comments from prominent NFL players. The posts often relied on slang and poor grammar, which perpetuates an impression of ignorance.
“If you look at media, video games, and even NFL commentators, what they say and the phrases they use focus on the player’s physical ability rather than their intelligence,” says Timu. “It’s disturbing how often athletes are compared to animals or described as savage or machinelike.”
To counter prevailing attitudes, their symposium presentation evidenced how football is a game of the mind as much as the body. Using video footage, they illustrated the complexities of executing just one play. Like chess, football players assess options, strategize and map out possibilities.
“On the football field, you have seconds to make decisions and everything counts. You can’t overlook details. We take those skills into the classroom and it helps us perform better academically,” says Timu.
The duo serve as personal examples. Both are the first in their families to attend college. Jamora maintains a 3.5 GPA and sometimes wakes as early as 5:30 a.m. and goes to bed at midnight to accommodate practices, games, and homework. Timu maintains a similar schedule. In April, he became the first UW student-athlete to win the prestigious Brett E. Baldwin Memorial Scholarship for Anthropology.
Hau’oli Jamora, anthropology professor and research mentor Holly Barker, and John Timu at the 2013 Undergraduate Research Symposium.
“John and Hau’oli, plus some of their teammates, are really changing the culture of the (football) team,” says Dr. Holly Barker, an anthropology department lecturer who mentors both students and nominated Timu for the Baldwin award. “They’ve helped create an expectation that football players should do well in class and be visible, academic leaders.”
Barker works extensively with student-athletes and teaches an “Anthropology in Sport” seminar. She has witnessed a twofold, positive effect from the players’ research. Non-athletes offer testimonials that they now realize how smart football players can be. The resulting, more integrated atmosphere has encouraged players—including Jamora and Timu—to sit at the front of class, raise their hands, and feel welcome to participate on an equal playing field.
“These negative stereotypes can really affect players. It surprised me to find out how much graduation rates and other numbers involved with academic achievement are impacted,” says Jamora. “It often goes under the radar, but it impacts society when you limit people in this way.”
For Jamora and Timu, their opportunities appear limitless. Both aspire to play in the NFL, but graduate school is also an option. Timu plans to finish his undergraduate work early so he can commence graduate studies before completing his UW football career.
“The UW is a research institution, but so much of that tends to happen at the graduate level. The symposium is important because we need to give undergrads an understanding of what research entails and demystify it if we want to get our best, brightest and most diverse students to consider grad school,” says Barker.
At the conclusion of their symposium presentation, Jamora put on his glasses with a sly smile and they both removed their letterman jackets to reveal professional attire.
“Do we have to take off our (athletic) jackets to be taken seriously?” Jamora asked the audience.
The symposium was a welcome opportunity to present their research and demonstrate that football players are forces to contend with both on and off the field.
Learn about UW undergraduates who volunteer over spring break to work with elementary school kids in rural and tribal Washington state communities. In Alternative Spring Break, undergrads work with the young students to help them create their own book or learn about environmental science. Alternative Spring Break is a program of the Pipeline Project, a unit within Undergraduate Academic Affairs. Video created and produced by UW Video for the UW 360 magazine show.
More than 1,000 talented University of Washington undergraduates will showcase their contributions to innovative and groundbreaking research at the Sixteenth Annual Undergraduate Research Symposium, one of the largest such symposia in the country. The symposium will take place May 17, 2013 from 11:00 a.m. – 6:00 p.m., in Mary Gates Hall. Some presentations will also occur in Johnson Hall and Meany Studio Theater.
The Annual Undergraduate Research Symposium provides a forum for undergraduate students to present the research, scholarly, and creative work they have accomplished alongside faculty and graduate mentors throughout the academic year. These students are making significant contributions to real-world and cutting-edge issues of our time. Through their poster and oral presentations at the Research Symposium, undergraduates also learn to explain and connect their work to a general audience. The resulting shared learning and discussion—among faculty, staff, students, and community members—is a valuable experience for many students and guests at the event.
The Undergraduate Research Symposium showcases the diversity of undergraduate research, which spans all disciplines and addresses critical issues of our time. In 2011-12, more than 7,000 undergraduates participated in University-sponsored research, benefiting from the University’s resources as a research powerhouse, and contributing to solutions to critical societal problems. At this year’s Undergraduate Research Symposium, students will share their research on topics which relate to new methods for targeted DNA sequencing, improving waste management efficiency at the UW, translating athletes’ football intelligence to classroom success, cultivating a sustainable farm at a prison, creating an accurate, low-cost, paper-based test to diagnose infectious diseases such as malaria in developing countries, and producing a Native American comic book to share important information relating to cancer education, among many others.
Undergraduate Research Symposium
5/17/13 | 11 a.m.-6 p.m.
Mary Gates Hall and select rooms in Johnson Hall and Meany Studio Theater
Students often utilize, and sometimes discover, new talents as they approach challenging research questions. Elain Fu, a research assistant professor in bioengineering, mentors undergraduates in her lab. She says that one of her favorite things to see is when students begin to recognize their own talents and capabilities through their involvement in research—an empowering experience. Fu has also seen undergraduates make great contributions to her discipline. Speaking of one undergraduate in her lab, senior Tinny Liang, Fu says “She has not only contributed to the research in my lab, being a co-author on three papers and counting, but her enthusiasm for her work is infectious.”
Students often spearhead original research projects that allow them to pursue personally-relevant topics which build upon their strengths. Undergraduate Alex Catchings, a senior majoring in English, decided to delve into the subject of race and higher education. “My experience as an undergraduate researcher has crystallized my inherent interests in issues of race and higher education,” Catchings says. He says that UW programs like the Undergraduate Research Program, the Ronald E. McNair Post-Baccalaureate Achievement Program, the Mary Gates Endowment for Students, and support from professors across the English and American Ethnic Studies Departments have supported him to continue these interests.
Distinguished speakers Regent Joanne Harrell, Head Football Coach Steve Sarkisian, and UAA Dean and Vice Provost Ed Taylor will address symposium participants and attendees in a brief welcome at 12:30 p.m. in the Mary Gates Hall Commons. The annual undergraduate research mentor awards, which recognize exceptional faculty and graduate student mentors to undergraduate researchers, will also be announced during the program.
The Symposium is organized by Undergraduate Academic Affairs’ Undergraduate Research Program, which facilitates research experiences for students in all academic disciplines. Symposium attendees are encouraged to search the online proceedings, locate the poster and oral presentation sessions that interest them, and create their own, personalized proceedings to navigate the Symposium. Visit exp.uw.edu/urp/symp/ to use this tool.
UW undergraduate Masooda Zarifi helps preschool children complete a fun alphabet maze activity.
At this year’s annual Spring Celebration of Service and Leadership, over 100 University of Washington undergraduates will share their involvement in transformative leadership and service activities. Fellow students, members of the community, and university faculty and staff are invited to attend the event and celebrate the inspirational work of students who have stepped up to improve our community and campus. The Spring Celebration of Service and Leadership will take place on May 7, 2013, from 3:00 – 5:30 p.m. at the Samuel E. Kelly Ethnic Cultural Center on the UW Seattle campus.
UW undergraduates dedicate many hours to service and leadership activities in the community. In the 2011-12 school year alone, more than 5,900 UW students devoted an astounding 556,335 hours to public service through university sponsored activities. At the Spring Celebration, students will share their involvement in topics as varied as environmental sustainability, unemployment law, addiction treatment methods, early literacy, healthcare, and more.
While their service and leadership work varies, students who participate in these kinds of activities experience both short and long term benefits. Student involvement in public service has been shown to help students develop the critical thinking and practical skills that reinforce their learning in the classroom. “It’s not enough to focus only on the things you can learn from books or lectures,” says Déana Scipio, an instructor in the College of Education. “Students need hands-on experiences.”
Ric Robinson, a professor in the Department of Biological Structure, believes student involvement in leadership and service activities also advances students’ critical-thinking skills, vital to success in the workforce. Robinson mentors UW undergraduate Kayla Ritchie who publishes a quarterly student-run neuroscience journal called Grey Matters. “Kayla is already exhibiting and learning the day-to-day leadership and problem-solving skills necessary to make ambitious real world projects succeed,” he says. Ritchie and another student contributor will share their experiences at this year’s Spring Celebration.
The four university program co-hosts of the Spring Celebration—the Carlson Leadership and Public Service Center, Jumpstart, the Pipeline Project, and the Mary Gates Endowment for Students—strive to foster just this kind of meaningful experience for undergraduates. Together these programs support students’ engagement with the community and advancement of their leadership and critical thinking skills. This year marks the 15- and 10-year anniversaries of the Pipeline Project and Jumpstart. Together these two programs have supported over 12,000 undergraduates to thoughtfully engage with schoolchildren and the critical issues that impact the preschool and K-12 education systems.
UW alum Gloria Johnston was one such student. As an undergraduate she devoted hundreds of hours to participating in Jumpstart, an early literacy program that connects college students as tutors and mentors with preschool children from low-income communities. “My Jumpstart experience was the foundation for my interest in direct service and community involvement,” she says. At the Spring Celebration, Johnston will join UW alum Solmaz Mohadjer, former Pipeline Project volunteer, to share the enduring impact of their undergraduate service experiences.
The Spring Celebration will begin with a gallery of student poster presentations on service and leadership. After the gallery presentations Ed Taylor, dean of Undergraduate Academic Affairs, will open a short program and author, educator, and civic entrepreneur Eric Liu will discuss the impact of students’ service and leadership on our community. The program will also recognize this year’s Edward E. Carlson Leadership Awardee, Yuriana Garcia, for her trailblazing efforts to educate undocumented students about options to pay for college. After the program, and for the first time in Spring Celebration history, over 40 student presenters will share their stories and converse with event attendees in collaborative, small group “breakout sessions.”
Event Details
WHEN: May 7, 2013, 3:00-5:30 p.m.
WHERE: Samuel E. Kelly Ethnic Cultural Center (ECC), UW Seattle campus
EVENT SCHEDULE:
3:00 p.m. Gallery of Student Projects
Sample topics include:
Bridging the Gap: Business and Healthcare
Drugs, Addiction and the Brain: Biology Education in King County Jail and Monroe Prison
Reaching Every Student: Saturation Sustainability in Greater Seattle Area Schools
UW Formula Motorsports: Building Engineers by Building Racecars
4:15 p.m. Program honoring UW Student Engagement
4:45 p.m. Collaborative Small Group “Breakout Sessions”
Breakout Sessions will center on the themes of:
Civic Engagement: Students who participated in Citizen University, a conference on the art of Great Citizenship, share their learning on what it means to be an engaged citizen.
Leadership: Students in the Husky Leadership Initiative certificate program share their leadership philosophy and how they developed it.
Educational Equity: Students engaged in service and leadership around issues of educational equity share their efforts “Pecha Kucha” style.
Genevieve (Gennie) Gebhart is the UW’s most recent Luce Scholar.
Genevieve (Gennie) Gebhart, a senior Honors student majoring in international studies and economics, was recently selected as a 2013-14 Luce Scholar. A graduate of Mercer Island High School, Gebhart is one of 18 students nationwide to receive this scholarship this year.
The University of Washington is one of two Pac-12 institutions with a Luce Scholar this year.
The Luce Scholars Program is a major national scholarship awarded to fewer than 20 students each year. More than 160 candidates were nominated by 75 colleges and universities this year. The program is designed to raise awareness of Asia among young American leaders and funds a stipend, language training, and places scholars in professional worksites in Asia. A unique element of the Luce Scholars Program is that the foundation seeks students with little to no experience in and of Asia. Students who have had broad experience in Asia or who are majoring in Asian studies, for example, are ineligible for the scholarship.
Though she isn’t new to international travel (and was in Rome when she learned about her selection), Gebhart wrote by email that “Asia is the area of the world about which I know the least. I hope to gain some insight into Asia in general and my country of placement in particular, and [I] feel lucky to be able to do it with the support of the Luce Foundation’s experience, expertise, and infrastructure.”
As an undergraduate, Gebhart’s accomplishments extend well beyond the classroom and include research projects and leadership accomplishments. She has been on the Dean’s list every quarter since entering the UW in 2009; earned a Mary Gates Research Scholarship to research eating disorders, family dynamics and film in southern Italy; received Mary Gates Leadership Scholarships for her work developing the women’s program of the Husky Cycling Club and then serving as the club’s president; was the youngest-ever recipient of the UW Libraries Research Award for Undergraduates; and was selected for several additional scholarships. As if that weren’t enough, Gebhart is also a vocalist on the Grammy-nominated recording of “The Shoe Bird” with the Seattle Symphony.
Gebhart’s interests have led her on a multidisciplinary path culminating in a plan to pursue international librarianship and address issues of information access. She wrote, “My multidisciplinary education has been one big string of surprises. I never could have predicted that I would be involved in economics, or film studies, or library sciences—and, I never could have predicted that I would be doing those things all at once! My education at UW has made me more open to different fields and ways of doing things, and it’s made me more perceptive of unexpected connections among all those fields. For something like information sciences, this is invaluable—what librarians do is so multidisciplinary and requires so much intellectual flexibility.
“Information access takes a different shape in every nation and every community,” writes Gebhart, “but in the end it comes down to a balance between literacy, distribution, and policy. I see my role as figuring out how to optimize these three elements, something that I think is impossible without public engagement and advocacy at every level. So, I think I can make the greatest contribution in clarifying and communicating the urgency of information issues to non-academic and non-professional audiences. We’ve got these buzz words like ‘open access,’ ‘information justice,’ and ‘information commons’ floating around, but the connections between them are new, counterintuitive, and not yet well understood.”
Gebhart’s interest in libraries was inspired in part and wholly supported by her work in UW’s library system. “It’s the people I get to work with that have really role-modeled for me the many ways in which a librarian can be a force for the greater good,” she notes.
After her term as a Luce Scholar, Gebhart is considering graduate school but also wants to be open to opportunities that may present themselves while in Asia. Ultimately, though, “I see myself following a path that sticks to what I think is at the heart of librarianship, regardless of how technology and resources change. It’s about how about how people express, record, and narrate their experiences, and how available information can shape communities and the people in them. I hope to look back one day and be able to say that everything I’ve done has been in service to those greater ideas, to using information for public good.”
In addition to her academic pursuits, Gebhart enjoys creative writing, swimming, hiking, and is studying Italian, French, and Latin.
