Which chemistry should I take?keyboard_arrow_down

All students must take a online chemistry placement test before registering for chemistry.

CHEM 110 is a great place to start for students with little or no chemistry background.

Many health professional schools expect a year of general chemistry. This could include CHEM 142/152/162, or the honors version (CHEM 145/155/165) that covers more advanced topics and includes advanced laboratory exercises. The chemistry department also offers an accelerated two-quarter sequence (CHEM 143/153) for students with a strong foundation of Stoichiometry and gas laws.

Students interested in nursing and Physical and Occupational Therapy programs should consider CHEM 120/220/221, a year-long sequence that combines both general and organic chemistry.

What math or statistics should I take?keyboard_arrow_down

We encourage students to research their intended major(s) and health professional programs to determine how much math and/or statistics coursework is needed.

Some programs will accept statistics coursework toward their pre-requisites. Statistics may be included in entrance exams like the MCAT. Q SCI courses cover the same content with a life sciences focus, and will meet health professional schools’ expectations in this area.

If a student needs to begin in MATH 120, they are encouraged to take it sooner rather than later, as their intended major or profession may require additional math coursework. If a student has already taken MATH 124 (including as an AP course), they are encouraged to delay further math coursework while they research their intended major(s) and profession(s) to see what else they may need to complete.

What biology should I take?keyboard_arrow_down

Students interested in Nursing, Physical & Occupational Therapy and Medical Laboratory Science may need coursework in anatomy and physiology. BIOL 118/119 includes a physiology lecture and lab, and NURS 301 includes an anatomy lecture. If the program(s) you are exploring require an anatomy lab as well, you may want to consider taking a combined Anatomy & Physiology with lab sequence at a Community College.

Most health professional programs require a year-long introductory series (BIOL 180/200/220). Students are encouraged to delay this sequence until sophomore year. Students need to take CHEM 152 or CHEM 220 before or simultaneously with BIOL 200.

BIOL 161/162 (AP Biology) does not fulfill health professional school requirements. Students will need to take BIOL 180/200/220 series.

What physics should I take?keyboard_arrow_down

There are two introductory physics sequences, and students should select the one that is the best fit with their intended major and profession. Pre-Health students usually take PHYS 114/115/116, including the separate labs (PHYS 117/118/119). Students planning on engineering, computer science, or physical science majors should take PHYS 121/122/123. Students with strong foundations in math and physics can also consider the honors section of PHYS 121, starting only in autumn quarter.

What if I have AP/IB/A-Level credits?keyboard_arrow_down

Many health professional programs accept AP/IB/A-Level courses for their prerequisites, but some do not. Research your target schools to learn more about their expectations. Even if these courses meet a program’s requirements, a score is not seen as equivalent to a grade, and will not factor into a student’s GPA when applying.

Students are encouraged to research the requirements of their intended major(s). They should also review content covered on entrance exams (e.g. MCAT, DAT, etc.) to confirm they have a strong foundation in the subject. Students with these types of credits can consider:

• Repeating coursework that you earned AP/IB/A-level credit for (Chemistry, Physics, Biology)
• Taking more advanced coursework at UW (Calculus, Upper Division Inorganic Chemistry)
• Taking an Honors sequence (Calculus, Chemistry, Physics)

What if I have Running Start credits?keyboard_arrow_down

These courses display on your transcript as community college credits with grades. They will meet the pre-requisites for most health professional schools. Research your target schools to learn more about their expectations. When applying to health professional programs, you will need to provide official transcripts from these schools even if the credits appear on your UW transcript.

Dentistrykeyboard_arrow_down

Doctor of Dental Surgery (D.D.S.) or Doctor of Dental Medicine (D.M.D)

For school-specific information on prerequisite courses, please see this chart from the American Dental Education Association.

Complete these prerequisites prior to taking the DAT: biology, general and organic chemistry and statistics.

• Most common requirements:
  • Biology: two semesters or three quarters with lab
  • General chemistry: two semesters or three quarters with lab
  • Organic chemistry: two semesters or three quarters with lab
  • Biochemistry: one semester or two quarters, no lab
  • General physics: two semesters or three quarters with lab
  • English: two semesters or three quarters
• Other frequent requirements include:
  • Microbiology: one semester or two quarters, usually no lab
  • Anatomy: one semester or two quarters, lab requirements vary
  • College math: one to two semesters or two to three quarters

Medicinekeyboard_arrow_down

Allopathic (M.D.) and Osteopathic (D.O) Medicine

For school-specific information on prerequisite courses for D.O. schools, please see the Osteopathic Medical College Information Book. For M.D. schools, you will need to visit individual school websites or purchase a subscription to the Medical School Admission Requirements (usually not necessary until you’re closer to applying).

Complete these prerequisites prior to taking the MCAT: biology, general and organic chemistry, biochemistry, physics, psychology and sociology.

• Most common requirements:
  • Biology: two semesters or three quarters with lab
  • General chemistry: two semesters or three quarters with lab
  • Organic chemistry: two semesters or three quarters with lab
  • Biochemistry: one semester or two quarters, no lab
  • General physics: two semesters or three quarters with lab
  • College math: two semesters or three quarters
  • English: two semesters or three quarters
• Additional recommendations:
  • Introduction to Psychology: Because 16 percent of questions on the MCAT are on psychology topics, we recommend strong preparation in introductory psychology. While MCAT preparation does not have to come from a graded, for-credit course, more than 20 U.S. medical schools do require at least one course in the behavioral sciences.
  • Other valuable courses include sociology and ethics, as well as courses with strong writing and speaking components.

Nursingkeyboard_arrow_down

Bachelor of Science in Nursing (B.S.N.), Master of Science in Nursing (M.S.N.), Doctor of Nursing Practice (D.N.P.)

Programs for nurses, nurse-practitioner and certified nurse-midwives can vary significantly in their prerequisite courses. Students interested in pursuing nursing should look at nursing education programs early to ensure that they understand the prerequisites for different schools. The common requirements listed below are a good starting place.

• Most common requirements:
  • General chemistry: two semesters or three quarters with lab
  • Anatomy and physiology: two semesters or three quarters with lab
  • Microbiology: one semester or two quarters with lab
  • Nutrition: one semester or two quarters
  • Statistics: one semester or two quarters
• Additional recommendations:

  Nursing programs can vary significantly in their prerequisite courses. Additional required courses may include one or more of:

  • Human growth and development across the lifespan
  • Organic chemistry I
  • Introductory psychology
  • Ethics
  • Courses in the humanities and social sciences

Nutrition & Dieteticskeyboard_arrow_down

Registered Dietitian (RD) and Registered Dietitian Nutritionist (RDN)

To obtain this credential after completing your undergraduate degree, prospective students should plan to complete a master’s or doctoral degree that includes the dietetic coursework as well as 1200+ hours of supervised practice through a program accredited by the Accreditation Council for Education in Nutrition and Dietetics (ACEND).

• Most common requirements:
  • Human nutrition
  • General chemistry
  • Organic chemistry
  • Biochemistry
  • Human physiology
  • Psychology
  • Microbiology
  • Social science course
• Additional recommendations:

  Most graduate dietetic programs do not require a particular undergraduate major, but students should research the programs of the schools to which they hope to apply to determine if there is a requirement. Dietetic programs are competitive, so it is important for students to pursue experiences to develop themselves as strong applicants. Students can gain experience while an undergraduate by becoming a member of student, community, or professional organizations, volunteering, working on a research study, and/or being employed in a position related to food/nutrition.

Optometrykeyboard_arrow_down

Doctor of Optometry (O.D.)

For school-specific information on prerequisite courses, please visit the Optometry Centralized Application Service.

Complete these prerequisites prior to taking the OAT: biology, anatomy and physiology, general and organic chemistry, physics, statistics.

• Most common requirements:
  • Biology: two semesters or three quarters with lab
  • Microbiology: one semester or two quarters with lab
  • General chemistry: two semesters or three quarters with lab
  • Organic chemistry: one semester or two quarters with lab
  • Biochemistry: one semester or two quarters, no lab
  • General physics: two semesters or three quarters with lab
  • Statistics: one semester or two quarters
  • Calculus: one semester or two quarters 
  • English: two semesters or two quarters
  • Psychology: one semester or two quarters
• Other frequent requirements include:
  • Anatomy and physiology: two semesters or three quarters, may or may not require lab

Physical Therapykeyboard_arrow_down

Doctor of Physical Therapy (D.P.T.)

For school-specific information on prerequisite courses, please visit the Physical Therapist Centralized Application Service Course Prerequisite Summary and the PTCAS List of Programs.

• Most common requirements:
  • Biology: two semesters or three quarters with lab
  • Anatomy and physiology: two semesters or three quarters with lab
  • General chemistry: two semesters or three quarters with lab
  • General physics: two semesters or three quarters with lab
  • Psychology: one semester or two quarters
  • Statistics: one semester or two quarters
• Other frequent requirements include:

   (required by 15 to 20 percent of schools):

  • College math: one semester or two quarters
  • Exercise physiology: one semester or two quarters
  • Medical terminology: one semester or two quarters
  • English composition/writing: one to two semesters or two to three quarters

Public Healthkeyboard_arrow_down

Masters of Public Health (M.P.H.) or Doctor of Public Health (Dr.P.H.)

Programs in public health typically do not have specific prerequisite courses. More information about public health programs and their requirements is available on the Schools of Public Health Application Service Program Finder. A great list of health-related courses across the Five Colleges is available from the Five College Program in Culture, Health and Science.

There are five core disciplines within the broad umbrella of public health:

• Behavioral science/health education
• Biostatistics
• Environmental health
• Epidemiology
• Health services administration

If you are preparing to enter a program in public health, you may major in whatever you choose. Take courses across a range of disciplines that are relevant to your interests, and begin to explore programs in public health early on to form a comprehensive academic plan. The individual programs will provide some guidance on how their applicants can be best prepared. All aspiring students of public health should build strong oral and written communication skills.

Podiatrykeyboard_arrow_down

Doctor of Podiatric Medicine (D.P.M.)

For school-specific information on prerequisite courses, please visit the American Association of Colleges of Podiatric Medicine.

Complete these prerequisites prior to taking the MCAT: biology, general and organic chemistry, biochemistry, physics, psychology and sociology.

• Most common requirements:
  • Biology: two semesters or three quarters with lab (one school requires a third course)
  • General chemistry: two semesters or three quarters with lab
  • Organic chemistry: two semesters or three quarters with lab
  • General physics: two semesters or three quarters with lab
  • English: two semesters or three quarters
• Additional recommendations:

  In addition to the specific prerequisite courses for podiatry schools, the pre-health office recommends that pre-podiatry students take the following courses in preparation for the MCAT, which is the entrance examination required for podiatry schools:

  • Biochemistry: one semester or two quarters, no lab
  • Anatomy and/or physiology: one semester or two quarters
  • Introductory psychology: one semester or two quarters
  • Also useful may be sociology, statistics and ethics.

Pharmacykeyboard_arrow_down

Doctor of Pharmacy (Pharm.D.)

For school-specific information on prerequisite courses, please see the American Association of Colleges of Pharmacy’s prerequisite course information.

Complete these prerequisites prior to taking the PCAT: biology, anatomy and physiology, general and organic chemistry, biochemistry, statistics, calculus.

• Most common requirements:
  • Biology: two semesters or three quarters with lab
  • Microbiology: one semester or two quarter with lab
  • Anatomy and physiology: two semesters or three quarters with lab
  • General chemistry: two semesters or three quarters with lab
  • Organic chemistry: two semesters or three quarters with lab
  • General physics: one semester or two quarters with lab (a few schools require two semesters)
  • Statistics: one semester or two quarters
  • Calculus: one semester or two quarters
  • English: two semesters or three quarters
• Other frequent requirements include:
  • Economics: one semester or two quarters
  • Public speaking: one semester or two quarters
  • Humanities: one to four semesters or two to six quarters
  • General education/elective courses: one to four semesters or two to six quarters
• Additional recommendations:
  • Biochemistry: one semester or two quarters

Social Work & Social Welfarekeyboard_arrow_down

Master of Social Work (MSW)

• Most common requirements:
  • Statistics Course
  • Undergraduate coursework in liberal arts/humanities which may include (but are not limited to) courses in psychology, sociology, political science, human development, history, anthropology, ethnic studies or geography

Veterinary Medicinekeyboard_arrow_down

Docor of Veterinary Medicine (D.V.M.)

For school-specific information on prerequisite courses, please visit the Veterinary Medical College Application Service Summary of Course Prerequisites.

• Most common requirements:
  • Biology: two semesters or three quarters with lab
  • Genetics: one semester or two quarters with lab
  • General chemistry: two semesters or three quarters with lab
  • Organic chemistry: two semesters or three quarters with lab
  • Biochemistry: one semester or two quarters, no lab
  • General physics: two semesters or three quarters with lab
  • College math: two semesters
  • English: two semesters
  • Humanities and/or social sciences: specific requirements vary
• Other frequent requirements include:

   (required by at least 30 percent of U.S. veterinary schools):

  • Microbiology: one semester or two quarters with lab
  • Public speaking: one semester or two quarters

1. Academic Preparednesskeyboard_arrow_down

In addition to meeting standard academic requirements, professional schools will expect you to demonstrate thinking and reasoning competencies. Below are a few skill sets that prepare you for professional school.

• Critical Thinking: Uses logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
• Quantitative Reasoning: Applies quantitative reasoning and appropriate mathematics to describe or explain phenomena in the natural world.
• Scientific Inquiry: Applies knowledge of the scientific process to integrate and synthesize information, solve problems, and formulate research questions and hypotheses. Is facile in the language of the sciences and uses it to participate in the discourse of science and explain how scientific knowledge is discovered and validated.
• Written Communication: Effectively conveys information to others using written words and sentences.

Additionally, different health professions require different standardized tests in the application process.

• Medical school require the Medical College Admission Test (MCAT)
• Dental school require the Dental Admissions Test (DAT)
• Veterminary medicine and Public Health require the Graduate Record Examinations (GRE)

2. Clinical Exposurekeyboard_arrow_down

Clinical exposure and time spent interacting with patients and health professionals is important to demonstrate that you understand the career you are aspiring to, and that you will be good at it.

• Find out whether career is a good fit with skills and interests
• Help identify strengths and areas for improvement

Find volunteering, shadowing and working opportunities in Washington State at the Career & Internship Center website.

Clinical exposure can be viewed as Professional-Facing Time and Patient-Facing Time.

Professional-Facing

Shadowing: following doctors/pharmacists/dentists during their day

Medicial Scribing: work with a doctor or team of doctors to take notes for them

Family: if family member is a healthcare professional, spending time with family member

Patient-Facing

Volunteering: in a hospital, dentist office, pharmacy, PT clinic or nursing home

Paid Employment: common jobs include CNA, EMT, Medical Assistant, Phlebotomist, Pharm Tech, PT Aid

3. Leadership and Social Competencieskeyboard_arrow_down

Health professions require a variety of social and leadership skills, below is a list of competencies that often lead to success in professional schools.

• Service Orientation: Demonstrates a desire to help others and sensitivity to others’ needs and feelings. Demonstrates a desire to alleviate others’ distress. Recognizes and acts on their responsibilities to society locally, nationally, and globally.
• Social Skills: Demonstrates awareness of others’ needs, goals, feelings, and the ways social and behavioral cues affect peoples’ interactions and behaviors. Adjusts behaviors appropriately in response to these cues. Treats others with respect.
• Cultural Competence: Demonstrates knowledge of social and cultural factors that affect interactions and behaviors. Shows an appreciation and respect for multiple dimensions of diversity. Recognizes and acts on the obligation to inform one’s own judgment. Engages diverse and competing perspectives as a resource for learning, citizenship, and work. Recognizes and appropriately addresses bias in themselves and others. Interacts effectively with people from diverse backgrounds.
• Teamwork: Works collaboratively with others to achieve shared goals. Shares information and knowledge with others and provides feedback. Puts team goals ahead of individual goals.
• Oral Communication: Effectively conveys information to others using spoken words and sentences. Listens effectively. Recognizes potential communication barriers and adjusts approach or clarifies information as needed.
• Ethical Responsibility to Self and Others: Behaves in an honest and ethical manner. Cultivates personal and academic integrity. Adheres to ethical principles and follows rules and procedures. Resists peer pressure to engage in unethical behavior and encourages others to behave in honest and ethical ways. Develops and demonstrates ethical and moral reasoning.
• Reliability and Dependability: Consistently fulfills obligations in a timely and satisfactory manner. Takes responsibility for personal actions and performance.
• Resilience and Adaptability: Demonstrates tolerance of stressful or changing environments or situations and adapts effectively to them. Is persistent, even under difficult situations. Recovers from setbacks.
• Capacity for Improvement: Sets goals for continuous improvement and for learning new concepts and skills. Engages in reflective practice for improvement. Solicits and responds appropriately to feedback.

There are many ways to demonstrate and practice these skills including the following opportunities:

• Involvement in an student organization
• Fraternity or Sorority
• Sports team
• Volunteer program
• Research
• Job

Get involved on campus in health related student groups or with Husky Leadership Certificate.

4. Researchkeyboard_arrow_down

Research experience is not a requirement for many health professions, but participating in research can enrich your understanding of what you learn in your college coursework and enhance your practice as a health professional.

Research experience also can lead to excellent alternatives to health professional school for students who may be interested in pursuing careers in the health care innovation and development.

Learn more and find a research opportuniy at Undergraduate Research Program website.

How can I get clinical experience?keyboard_arrow_down

Students are encouraged to complement their coursework with clinical exposure every quarter. We encourage students to think about clinical experience in two categories of professional-facing (shadowing) and patient-facing. It is recommended to get a good balance of both and this can be done in many different ways. Here is a link to volunteer programs around the region. The UW School of Medicine also provides some helpful guidelines for shadowing on their website here. Students are also encouraged to view our short video on “Getting Great Clinical Exposure”.

When should I get involved in volunteering and community service?keyboard_arrow_down

Students are encouraged to build a schedule each quarter that includes coursework for their major, general education requirements, and health professional school, as well as co-curricular activities including clubs, clinical exposure, and research. Community service is a great opportunity to get involved on campus/greater community, practice leadership skills, and complement coursework. We encourage students to get started as soon as they can and to be mindful of what their schedule allows them to do.

To start, students can get involved with The Center for Experiential Learning and Diversity, Undergraduate Community Based Internships (UCBI), Service Learning, and Registered Student Organizations (RSOs).

Here is a list of pre-health related RSOs (under ‘Health-related organizations and opportunities’ tab) that students can explore.

Other opportunities can also include volunteering in your local community in causes students are interested/passionate about or working part-time to build soft and professional skills.

Is there a database or job board that lists clinical experience opportunities that I can go to easily?keyboard_arrow_down

Students are encouraged to explore this list of clinical volunteer opportunities as a great way to get started. Students should also reach out to their networks to identify other opportunities for clinical exposure. The Career & Internship Center website has a host of helpful resources, including job and internship postings on Handshake as well as templates for conducting a career conversation with a health professional.

Students can also check Northwest Health Career Path (a site and map search tool) to find other opportunities in the area.

Simply volunteering in a hospital doesn’t seem that valuable or exciting. What other ways can I get hands-on experience in health as an undergraduate?keyboard_arrow_down

We encourage students to think creatively and take initiative in all of their volunteering work. Volunteering in a hospital can be a valuable and exciting experience when a student embraces the opportunity as so. In addition to hospitals, there are many other places that students can volunteer at and we encourage them to explore them here.

If their schedule allows, students can take balance working part-time to gain clinical experience. Some of these jobs include Certified Nursing Assistant (CNA), Medical Assistant, Emergency Medical Technician (EMT), Medical Scribe and Phlebotomist.

Students can also consider experiences through Health related Registered Student Organizations such as UW Healthcare Alternative Spring Break where students spend their spring break in rural or underserved areas of Washington State shadowing healthcare professionals. We also encourage students to subscribe to the ‘News & Events’ section of the UW Pre-Health website to stay updated on various opportunities.

For more information, please visit the Association of American Medical Colleges (AAMC) webpage on Getting Experience.

What are jobs/experiences I can do to get more patient/professional exposure?keyboard_arrow_down

Common jobs that students get while in school or after graduating during gap years include (and are not limited to): Certified Nursing Assistant (CNA), Medical Assistant, Emergency Medical Technician (EMT), Medical Scribe, Phlebotomist, Dental Assistant, Dental Hygienist, Physical Therapy Assistant/Aide, and Pharmacy Technician to name a few.

Scribing Opportunities: Handshake & Indeed
Bellevue College Allied Health Certificate Options
Certified Nursing Assistant Classes and Training Programs in Seattle
Emergency Medical Technician Courses offered in King County
Dental Hygiene Schools in Washington State
Pharmacy Technician Schools and Programs in Washington State

Is research a requirement or necessary to get into health professional school?keyboard_arrow_down

While research experience is not a requirement for most health professional schools, they provide students the opportunity to explore the intersection of research and medicine, to confirm which career is the best fit with their skills and interests. Research experience may add an extra layer to a student’s application if the institutions where they are applying have a research focus, or if the student is particularly interested in research. While many students think that lab research is most important, experience with social science research is just as fascinating and valuable.

Visit the UW Undergraduate Research Program and attend an Undergraduate Research Info Session to learn more about research opportunities at UW.

How important is my GPA?keyboard_arrow_down

Even though an applicant’s GPA is important to health professional schools, admissions committees consider many factors in their selection processes.

Admissions committees look for upward trends in applicants’ grades during their college career, as it is expected that a student’s performance improve as they build their skills and knowledge in the classroom. Inconsistent academic performance (variable grades, frequent withdrawals) may indicate to admissions officials that an applicant may not be able to handle the rigors of health professional school.

Students should be sure to prioritize self-care along with their studies and co-curricular activities – their academic success should not determine their self-worth.

The importance of GPA varies from school to school so we encourage students to do their research by attending information sessions and getting to know a school’s admission process. GPA is one of many factors in the admission process. We encourage students to research schools they are interested in and take note of not only the average GPA, but the range (10th -- 90th percentiles) in which students are accepted.

How will health professional schools view my Running Start/AP/IB credits?keyboard_arrow_down

Students should review the course planning guidelines here and meet with an academic adviser to identify next steps in terms of coursework for their intended major(s) and general education requirements. Students are encouraged to contact the admissions office at their target schools to learn more about their specific expectations regarding prerequisite coursework.

Should I retake a class?keyboard_arrow_down

If you are considering retaking a class, we encourage you to first consider:

1). What will change (study habits, time management) if you do retake the course again?

2). Do you understand that you will be expected to do better the second time around?

3). What are the opportunity cost(s) of retaking the class? (ie. student cannot take other classes or does not have time for gaining clinical experience).

4). How much will your grade go up by? And, will this make a significant impact on your GPA?

This is a case-by-case situation and we advise students to discuss this with their academic adviser and career coach to assess if it will be beneficial for a student to retake a class.

Can I take some prerequisite classes here at the UW and others at Community College?keyboard_arrow_down

Regardless of where a student takes their prerequisite classes, we encourage students to complete the entire series at one institution. Starting and finishing a series (chemistry, biology, physics) at different institutions can present many problems as these courses are taught differently.

How do I finish everything before I graduate?keyboard_arrow_down

There is no need for students to rush complete all of their prerequisite coursework before graduation. Whereas in the past it was common for students to apply to health professional school before their senior year, it is increasingly common for applicants to take multiple “gap years” after graduation to gain more clinical experience, prepare for exams, travel and prepare for application.

Health professional schools are looking for evidence of maturity in a strong application, and older applicants have more life experience which usually translates into more maturity. Taking extra time to finish college will not negatively affect an application, and may even strengthen it.

Students who want to complete all of their prerequisite coursework before they graduate are encouraged to work closely with general and departmental advisers to ensure that they are completing all of their graduation requirements along the way. Finishing all requirements before graduating will require a relentless focus on time management to ensure balance in completing coursework, gaining clinical/research/leadership experience and prioritizing self-care.

How can I avoid falling “behind” in preparing for health professional school?keyboard_arrow_down

There is no need to rush and try to get all requirements completed in the first two years. Students have four years to complete them and can even take some or all of the requirements after graduating college. Although traditionally students begin applying to health graduate schools during junior year, many applicants in recent years have waited until senior year and beyond.

I’m feeling overwhelmed and not sure what to do. Where can I seek advice/help?keyboard_arrow_down

We understand that it is hard to balance academics, co-curricular, gaining clinical experience, and self-care all at once. We are here to help! Whether students are struggling with classes, time management, pressure, finding community, their mental health, or balancing their academic and personal lives, there are many resources available on campus to help.

Besides seeing an advisor (UAA/departmental/OMA&D) or a career coach at the C&IC, students can also:

Visit the Husky Health & Well-Being Website
Make an appointment with an Academic Success Coach with UW Academic Support Programs
Access CLUE drop-in tutoring and writing center
Come in for a drop-in counseling session with Let’s Talk
Visit the UW Counseling Center and explore their services
Visit the UW Husky Health Centerand explore their services
Enroll in EDUC 215: Wellness & Resilience for College & Beyond (5 credit class)