Features – Page 10 – Undergraduate Academic Affairs

Connecting, belonging, being well: Across UAA, programs welcome back students

The pack is back! For the first time since the transition to mostly virtual learning in March 2020, Huskies are crossing Red Square on their way to class. These Dawgs include two classes who are completely new to campus: incoming first-year students and second-year students, in addition to upperclassmen who鈥檝e spent more than 18 months away from campus.

Student well-being is top of mind as programs across Undergraduate Academic Affairs are welcoming back our students. This work involves building community so students feel connected and a sense of belonging. It鈥檚 recognizing and addressing the increased stresses students may be experiencing as a result of the pandemic and the transition back to in-person learning. It鈥檚 programs incorporating resilience and mindfulness work to give students the tools to care for their mental health. It鈥檚 the dedication to meeting students where they are at. Programs are also maintaining some virtual programmatic offerings this year to increase students鈥� access to services. Read on to learn more about how programs throughout Undergraduate Academic Affairs are orienting and supporting students this autumn.

Academic Support Programs: An academic home away from home

Academic Support Programs are free and available for all students. See the CLUE tutoring schedule, , online academic resources, and schedule a meeting with an academic success coach .

Academic Support Programs runs CLUE, the largest late night, multidisciplinary tutoring center at the 91爆料, and Academic Success Coaching, individualized meetings with a peer coach to develop skills for academic success.This year they are expanding these programs to reach more students in new and innovative ways.

CLUE: Tutoring center creates a sense of community

When Academic Support Programs Director Ryan Burt asked this year鈥檚 CLUE tutors why they were interested in becoming tutors, many shared that last year鈥檚 virtual CLUE was a space where they came to be together to navigate all that was happening around them. CLUE remains focused on creating a similar sense of community to the tutoring space for the 2021-22 school year. Student tutors play a big role in setting a welcoming tone, which starts with their own self-reflection.

In the autumn quarter training class Burt co-teaches with CLUE Program Manager Lizzy Harman, tutors check in about their own experiences returning to campus. They talk about how to navigate social and emotional challenges that they and other students might be experiencing. They focus on language and strategies to develop resilience and a growth mindset, both for themselves and the students they tutor. This emphasis on their mental state is intentional. When people are in a stressed state, it can be hard to focus on one鈥檚 studies or work. These weekly class sessions happen right before CLUE opens, preparing tutors to take a holistic approach to their work. This allows them to create a calm, safe and supportive space and helps them guide students to stay motivated as challenges or setbacks arise.

Above: A tutor provides free tutoring in 2018. This year, CLUE is offering in-person and virtual tutoring. Of course, all CLUE participants are following the 91爆料鈥檚 current face covering policy. Photo: Bryan Nakata

This year, CLUE is offering tutoring both in-person and virtually. Both spaces are busy; tutors quickly switch between leading tutoring tables in the Mary Gates Hall Commons and leading online sessions. This hybrid approach increases students鈥� access to tutoring: Some students don鈥檛 want or are unable to stay on campus late, live too far away from campus to come back for evening tutoring, or want to limit exposure to others.

Academic Success Coaching: Setting goals and making plans to reach them

Academic Success Coaching Manager Alli Bothello oversaw the expansion of the Academic Success Coaching program, expanding from eight coaches last year to 14 coaches this year. Coaching sessions are open-ended and guided by what is on the student鈥檚 mind. Conversations can range from time management and study strategies to concern over disappointing test results 鈥� 鈥淚 didn鈥檛 do well on my first test; now I鈥檒l never get into my major鈥︹€� to topics beyond academics. The coaches work with each student to guide them through these experiences, with a goal of helping students find resources, develop ways to move forward from setbacks and set and reach their goals. Coaches are available to meet at whatever frequency the student needs, be it weekly, quarterly or as needs arise. They are also hosting workshops on developing effective study strategies, time management, self-care and building a community, and finals exam prep.

Academic Support Programs are free and available for all students. See the CLUE tutoring schedule, upcoming study skills workshops, online academic resources, and schedule a meeting with an academic success coach on their website.

First Year Programs: Building community and wayfinding through the 91爆料

Cornerstones of First Year Programs鈥� (FYP) work are helping students learn about campus resources, build their community and understand how to navigate the 91爆料. This work is rooted in the knowledge that students who feel connected to campus socially and academically are more likely to persist through college and earn their degree.

First-year networks: Connecting Huskies with similar lived experiences and interests

Photo of 15 student first-year network leaders posing with the signs identifying the network they are facilitating. — First-year networks help students make connections with other Huskies who have similar lived experiences, interests and aspirations. Here, the peer network leaders share their group鈥檚 focus.

First-year networks are social groups run by peer leaders. The 14 networks鈥� themes range from shared interests, including mindful-living, foodies, to shared identities, such as East Asian and transfer students. Students are connected through a Discord (a group chatting platform), and are invited to various events and meetups, learn about academic support programs and most importantly meet a group of students with similar interests and shared identities, helping them establish a community at the 91爆料. FYP surveyed students as they signed up for networks: 93% registered to make friends and 90% are seeking connections to students with shared interests.

First-year interest groups keep well-being at the forefront of their work

Mindfulness and self-care is incorporated into each General Studies 199 class meeting, taught by First-year Interest Group Leaders. The goals of this are to help students understand mindfulness and its benefits. They explore mindfulness activities like journaling, meditation, 3-minute dance parties and breathing exercises.

Each FIG Leader brings in a peer health educator to lead a seminar on one of four topics: mental health, coping with clouds, Sleepy Husky or physical health. The peer educators explore the science of the given topic and discuss how it connects to physical, mental and emotional health. One past participant commented, 鈥淭he mental health seminar project was important to me since the pandemic has taken a toll on me when it comes to being motivated and isolated.鈥� There is also great power in hearing peers talk about similar experiences, with another participant sharing, 鈥淏eing able to have guest speakers talk about research, mental health and admissions was extremely valuable because it gave me more understanding for how the areas work. I don’t feel alone in the process of college.鈥�

First Year Programs also has 听

Honors: Introducing a student-led mentorship program

Photo of almost 50 students, wearing face coverings, posing for a group photo. — The new, student-led Honors Peer Mentoring Program launched with a welcome event on October 21, 2021. Photo: Provided by Shannon Hong

The Honors Program鈥檚 new wellness-oriented program is student-led. Shannon Hong, a junior majoring in neuroscience, first experienced peer mentoring through the student-led . Finding it valuable, she approached Honors to start a similar program for them. The , launched this fall, creates a network of support within the Honors Program. Volunteer mentors are connected with mentees and focus to help them navigate the Honors requirements and their general Husky experience. 鈥淢y peers and I initially created the Honors Peer Mentoring Program to help students feel more supported and engaged in the Honors community,鈥� explains Hong. 鈥淏ut since then, it has grown into something bigger 鈥� a program that empowers students to become leaders and take initiative in their 91爆料 Honors experience.鈥� These mentoring relationships are available throughout the entire year.

Applications for the Honors Peer Mentoring Program winter cohort will open on January 3, 2022. to learn more.

Office of Educational Assessment: Surveying students to best meet their needs

The Office of Educational Assessment is launching Husky Check-in surveys this year. Designed to gauge student needs in real time, these twice-a-quarter surveys will focus on timely issues related to the student experience. The first survey explored how students are accessing support services, their preferences for virtual versus in-person offerings, whether where they live impacts their preference and what additional unmet needs may exist. The research team will share the results with key stakeholders across campus who can use the feedback to adapt programs to match the needs of students. The first survey launched the week of October 11, 2021; approximately 1,300 undergraduate and 400 graduate students participated.

Resilience Lab: Working towards a campus culture of compassion and mindfulness

Learn about upcoming and request copies of the .

The Resilience Lab鈥檚 work centers on promoting well-being among students, faculty and staff at the 91爆料. Their Be REAL (REsilient Attitudes and Living), a program developed in collaboration with the Center for Child and Family Well-Being, has equipped more than 100 faculty and staff members with skills and tools to foster their own wellness and that of their colleagues and students. Be REAL participants learn mindfulness skills to manage stressful emotions, strengthen self-awareness and to foster community well-being and mental health. Because of that ripple effect, Be REAL reaches people far beyond those who signed up for the 6-week course. And the reach of this work will continue to deepen. For example, some alumni of Be REAL choose to participate in a community of practice where they can ask questions and brainstorm ways to bring these ideas into their work. 鈥淚t鈥檚 really powerful to do this with colleagues,” explains Sasha Duttchoudhury, Resilience Lab graduate student assistant. 鈥淒oing this on 鈥榳ork time鈥� shows value, that the 91爆料 values our well-being.鈥�

The Be REAL faculty and staff program grew out of the student Be REAL course. The current format allows for flexibility, allowing it to be a stand-alone class or taught as part of other programs. Be REAL is also offered as a one-quarter class for students. Be REAL recently created a .

Another way the Resilience Lab is bringing well-being practices to the campus community is through the 鈥淲ell-being for Life and Learning鈥� initiative. Students, staff and faculty collaborated on this work to create a vision for the classroom as a cornerstone of well-being. The resulting guidebook is organized into four main pillars: teaching for equity and access; nurturing connections; building coping and resilience skills; and connecting to the environment. The guidebook鈥檚 appeal is wide: with programs from STEM to social sciences ordering copies.

President Cauce talks about the benefits of Be REAL in her annual address:

91爆料 News recently ran a story about the Resilience Lab鈥檚 work, including an interview with director Megan Kennedy. Read the article here.

Robinson Center: Intentionally bringing students to campus and creating community

Photo of a student's hand signing a blanket that reads "91爆料 Robinson Center 2021" and has handwritten notes of encouragement from other students on it. — Students sign blankets for one another as a community-building activity at this year鈥檚 orientation.

Preparing Transition School students to come to campus for the first time began in spring 2021. Transition School principal Lisa Scott recognized that for this group 鈥� students who spend what would be their ninth grade year preparing to fully matriculate into the 91爆料 the following year 鈥� knowing their way around campus and building a community was crucial to their emotional and physical well-being. Scott developed a plan to safely bring these students to campus in May 2021. They spent the day completing a campus-wide scavenger hunt and acclimating to the campus environment. 鈥淢any parents have told me that the May Activity Day was the highlight of their student鈥檚 year,鈥� shared Scott. This group of students returned to the 91爆料 campus as first year Early Entrance Program students in autumn 2021.

To prepare Robinson Center students for the 2021-22 school year, the Robinson Center held orientations for the Early Entrance, 91爆料 Academy and Transition School students. Though each orientation was fine-tuned to meet the groups鈥� specific needs, common threads included building community, exploring campus and learning about campus resources.

Learn more about the .

Students are typically two to three years younger than most of their college peers, and student well-being programs remain a priority throughout the year. Students continue to meet with mentors and attend seminar classes on topics including majors and resources. The Robinson Center serves as a mini-HUB with places to relax, study, hangout with friends and eat outside.

When touring the space recently, an engineering colleague commented, 鈥淵ou can feel the community in this space.鈥�

Student-Athlete Academic Services: Keeping the pulse on student-athlete well-being

Illustration of elements of sports student-athletes compete in: shoes, soccer ball, tennis racket and ball, relay baton, basketball, football, softball ball and helmet, bat, baseball, dumbell, uneven bars, volleyball, golf ball and tee, oar — *Illustration: Burke Smithers*

(SAAS) has been checking on the well-being of the 91爆料鈥檚 650 student-athletes throughout the pandemic through their regular pulse surveys. These 10-question surveys asked about what鈥檚 going well to what鈥檚 been most challenging. SAAS adjusted their programs and outreach based on the feedback they received.

Throughout the pandemic, the SAAS team also discovered new ways of serving their students: virtual counseling and virtual tutoring. Pre-pandemic, these services were exclusively offered in person. Yet the effectiveness of these online programs means the SAAS team will carry them forward. For athletes who travel to meets, games and competitions, being able to continue to access tutoring and counseling uninterrupted is hugely beneficial.

Join the team and make your own wellness commitment with this printable. Print it, write your commitment on it and post it somewhere visible to you to continue to encourage yourself.

The SAAS team saw both first- and second- year students join their orientation. This year鈥檚 focus was building community 鈥� community within the 22 teams, within the student-athlete community and the broader 91爆料 community. Activities included a campus-wide scavenger hunt to find campus resources and a barbeque with coaches and staff from around campus to help students connect to the 91爆料鈥檚 services. They also participated in the NCAA鈥檚 Mental Health Awareness Week. Students particularly embraced the wellness wall, where they anonymously wrote a commitment to personal wellness they are committing to for the 2021-22 year. Mental health services, team doctors and nutrition advising supports continue year round. In addition, SAAS provides advising, tutoring, career development, internships and academic coaching year round to best support our Husky student-athletes.

Undergraduate Research Program: Introducing undergrads to the what, why and how of research

Photo of student wearing a purple 91爆料 face covering working on a computer in a medical lab. — The Undergraduate Research Program works with students to find research opportunities across all fields, including the humanities, arts and sciences.

The Undergraduate Research Program is building community within their 43 undergraduate research leaders (URLs) 鈥� student volunteers who help their peers get involved with research. Last year, the URLs spoke to more than 1,500 students about these opportunities. This work included a two-day orientation, which took a holistic approach to leadership development, with lots of time for reflection and conversation. There was an emphasis on empathy to help students slow down, reflect on the experiences of one another and and find commonalities with their own experiences. Mindfulness practices like deep breathing and other grounding exercises were included to help students center themselves.

Another key component of orientation was a diversity, equity and inclusion training on inclusivity and bias. The URLs learned about the experiences and potential barriers encountered by students from groups ranging from BIPOC students to first-gen to neurodiverse students to transfer students. Students then reflected on how this awareness will change their mindset in their work as a URL, explaining, 鈥淥ur role is not just to promote research, and generally mentor undergrads entering research, but to help others to overcome the barriers that they may be facing in even entering a lab in the first place.鈥�

The URLs are proactively thinking about ways to continue to support their peers and are pitching ideas 鈥� unprompted 鈥� to URP鈥檚 leadership team. We鈥檒l share info about these new initiatives on our social media channels as they are launched.

In addition to their URL program, the Undergraduate Research Program expanded their advising offerings to include weekly virtual advising, in-person group advising and individual drop-in advising appointments. These sessions often focus on learning how to get involved with research and answer questions like, 鈥淚鈥檓 a first-year student. Is research for me?鈥� (Answer: Yes!) Through the continued support, students grow their confidence and resilience as they navigate finding a research team and ultimately begin their research experiences.

Get involved with undergraduate research. Check the Undergraduate Research Program website for upcoming advising sessions, search for research opportunities and more.

CCRI receives nearly $1.2 million grant for work to increase equity in STEM

Photo collage of Seattle skyline on the left and two silos in a wheat field on the right. — CCRI will work with two- and four-year institutions across WA state to build partnerships that support transfer experiences for low-income STEM students.

Community College Research Initiatives, a program within Undergraduate Academic Affairs, received a $1,173,375.00 grant from听听to work towards equity in STEM education for low-income learners across Washington state.

Community College Research Initiatives (CCRI) conducts research 鈥嬧€媔n order to facilitate the advancement of equity in higher education. Ascendium invests in initiatives designed to increase the number of students from low-income backgrounds who complete postsecondary degrees. Ascendium鈥檚 work is particularly focused on supporting learners from rural and low-income backgrounds, making them a fitting partner for CCRI.

CCRI is an influential contributor in community college and听听identifying strategies that help students transfer to four-year institutions and complete their bachelor鈥檚 degrees. This project will create a state-wide consortium of partnerships between two- and four-year institutions. These partners will specifically focus on creating programs that will help low-income STEM students transfer and earn their bachelor鈥檚 degree. This grant will enable them to animate their findings by building partnerships between two- and four-year institutions throughout Washington state, ultimately increasing the retention and graduation of STEM transfer students.

Read the full announcement on CCRI’s website.

Welcome to campus, we belong together

Photo of Ed Taylor — Vice Provost and Dean Ed Taylor

We belong together. I made that statement at this year鈥檚 , an annual event filled with academic flourishes to mark the beginning of a student鈥檚 university journey. This year鈥檚 event was decidedly different and intentionally formatted for public safety. We are still trying to emerge from a pandemic, after all, so this year鈥檚 event was under a tent with new students only. I hope their families and loved ones were watching the livestream so they could share the moment. These times are still not yet 鈥渘ormal鈥� and require all of us to continue to adjust our sails.

But we belong together. The 91爆料鈥檚 leaders made that important declaration when we determined that we could bring our campus community back together safely with public health protocols and expectations for caring for our common good in place. I am encouraged about the year ahead.

In Undergraduate Academic Affairs, much of our work is centered around creating a sense of belonging among students. To that end, we come together to serve every student, no matter how they got here. From finding common ground through Advising & Orientation to developing and leading co-curricular experiences so undergraduates can access a truly transformational education alongside their peers, faculty and staff. Connecting, finding belonging amidst the many opportunities at the 91爆料 is foundational for undergraduates.

Together, and only together, can we create the kinds of classrooms, community-based opportunities, research spaces and campus that will enable deep learning for all our students. Together, we support students from the time they are admitted through graduation. Today鈥檚 undergraduates are tomorrow鈥檚 teachers, business people, civic leaders, doctors, nurses, scientists, artists. UAA鈥檚 reach across campus and into research spaces and the community is an intentional move toward connecting students to the big issues that are affecting people and the people who are working on solutions to these issues. In this way we take steps toward a future that is equitable and just, healthy and whole, innovative and informed. This work can only be done together.

Welcome to campus. We belong together, and together, we are strong, healthy, brave and boundless.

A subject to love, a determination to speak her truth

The diagnosis came on her first day of fall quarter. Cancer. Maha Alhomoud, newly arrived from Saudi Arabia had two options: Return home for treatment or stay in Seattle, attend the 91爆料 and receive cancer treatment in the states.

Maha Alhomoud at the UN General Assembly as a youth delegate for Saudi Arabia for the United Nations Youth Assembly in February 2019. // Photo courtesy of Maha Alhomoud

Alhomoud鈥檚 goal of attending university abroad began when she was 12 years old. She bolstered her admissions chances through summer programs, robotics competitions, independent study programs such as the Saudi Research Science Institute (SRSI) at King Abdullah University for Science and Technology (KAUST), and had a strong educational foundation in STEM, thanks largely to the King Abdulaziz and his Companions Foundation for Giftedness and Creativity, known informally as Mawhiba. She studied English in school from a young age and prepared for a career in STEM, most likely mechanical engineering. Yet participating in Model United Nations piqued her interest in international relations. Throughout these Model UN conferences, she represented Iran, France, South Korea and Bahrain and valued the broad perspective this gave her. She got her first taste of using her voice to drive change through participating in Toastmasters.

Photo of Maha Alhomoud in front of her research poster — Alhomoud stands next to her research poster in the Saudi Research Science Institute (SRSI) in 2015, a six-week research program at the King Abdullah University of Science and Technology (KAUST).

This strong foundation in math, science and international relations had Alhomoud considering a double major in engineering and political science when she first came to the 91爆料. But the diagnosis meant she鈥檇 be splitting her time between the hospital and class, making it difficult to take any lab classes. Even so, she continued preparing for a possible career in both fields, taking math and political science courses.

She received treatment in Seattle throughout her freshman year. Her dad, who initially came just to help her move, stayed for the next 12 months to care for her. That year consisted of eight months of an intensive chemotherapy regimen, additional medications, hair loss, chronic pain and weakness, plus additional conditions 鈥� all while going through her first year of college.

鈥淚 was constantly studying at the hospital listening to my lectures that were recorded specially for me, and immersed in my studies,” recalls Alhomoud. “In a way, it was a distraction from my illness and in studying political science, I had found subjects that I truly loved and enjoyed studying, even throughout the most traumatic experience of my life.鈥�

Finally, good news: The cancer went into remission and the treatments were complete.

Maha, holding the red lantern, and her friend at a Light the Night walk organized by the Leukemia and Lymphoma Society. Cancer survivors carry red lanterns and their supporters carry white lanterns. Photo taken pre-pandemic. // Photo courtesy of Maha Alhomoud

Throughout her sophomore year, Alhomoud debated majoring in engineering 鈥� the more straightforward career path 鈥� or political science. 鈥淚鈥檝e had people tell me that there wouldn’t be many opportunities for women in political science in Saudi Arabia,鈥� explains Alhomoud. 鈥淏ut, through my diagnosis and my own experiences, I realized that for me, the most important thing was to speak my truth and pursue my passions. Going from there, I decided that regardless of the obstacles that I would face as a woman, I would still pursue political science. And, today in Saudi Arabia, there are continuously new and exciting opportunities for Saudi women to participate in policymaking and politics.鈥�

Political science and international student advocacy work become the new hallmarks of Alhomoud鈥檚 Husky experience.

Finding a home 7,000+ miles away from home

Back to that first day of school. She attended classes after spending the night in the emergency room due to difficulty breathing. The ER doctors strongly suspected cancer. As soon as they say this, Alhomoud senses it鈥檚 true, though the specifics of the diagnosis still needed to be confirmed. After her political theory class ended, Alhomoud shared the impending diagnosis with Associate Professor Emeritus Christine Distefano who responded, 鈥淐an I give you a hug?鈥�

鈥淭his was my first time feeling welcomed on campus,鈥� remembers Alhomoud. 鈥淧rofessor DiStefano鈥檚 warmth was reflected in the rest of the political science department. I felt I had found my home.鈥�

Professor DiStefano continued to champion Alhomoud throughout her freshman year, inviting her to participate in an upper-level seminar. 鈥淎s we got to know each other, we talked more about where I came from and what opportunities were available to me on campus. She also gave me a few books written by scholars about women in the Middle East, which gave me the confidence to incorporate my background and interests into my own work.鈥�

As Alhomoud continued her studies, she met several political science professors who worked in Middle Eastern politics; several of whom had done extensive field work. They encouraged her to take graduate level classes, apply for departmental honors and participate in the Center for American Politics and Public Policy program. This gave Alhomoud a platform to deepen her understanding of the ways her home country鈥檚 economy, religion, language and politics have established the current state, and how they will continue to factor in as Saudi Arabia pursues its Vision 2030 transformation program to diversify its economy and improve the standard of living for its citizens.

Learning how to turn research into meaningful policy

Alhomoud鈥檚 departmental honors thesis examines the evolution of extractive and distributive institutions in Saudi Arabia since its establishment. 鈥淏y studying how political, economic and social forces shape the institutions found in the Kingdom today, I am hoping that my future work enables me to evaluate current policies and predict which policies can strike a balance between ensuring economic diversification and inclusive reform that provides opportunities for every citizen.鈥�

Her goal is to leverage her research into policy that shapes the development of sustainable, inclusive and progressive healthcare and employment policies, particularly for those from groups that are disproportionately marginalized in the Middle East. This work represents a bridge between Alhomoud鈥檚 studies at the 91爆料 and her next step as a junior fellow at the Carnegie Endowment for International Peace Middle East Center.

The Carnegie Gaither Junior Fellowship is a highly competitive program in which Alhomoud will join approximately 12 other students from across the country to work alongside the Foundation鈥檚 senior fellows. She鈥檒l sit in on meetings with politicians, assist in research, contribute to their publications and get a firsthand view of how research becomes policy that benefits peoples鈥� lives.

鈥淲ith the Carnegie Endowment, most of the scholars are experts in the region and have done extensive field work there,鈥� shares Alhomoud. 鈥淚鈥檓 thrilled to be working in an environment where there is a shared experience of being Middle Eastern and where there is a focus on local narratives, citizen perspectives and incorporating primary Arabic sources.鈥�

Undergraduate research project: Corruption, Foreign Direct Investment, and Tax Revenue: Survival and growth of the World’s Oil-Rich Nations

Maha presented her research at the 2020 Undergraduate Research Symposium. Watch her presentation: https://youtu.be/RotAK9gaSho

Leading the way to the AS91爆料鈥檚 first international student office

Student government wasn鈥檛 something Alhomoud grew up with in Saudi Arabia. She was unaware it existed until a friend introduced her to AS91爆料 her junior year. As she became involved in the 91爆料鈥檚 student government, she saw an opportunity for better representation of international students. She co-founded the International Student Advocacy Group at 91爆料 and worked to give voice to the unique experiences and needs of international students. The advocacy group surveyed 270 international students to see if they were interested in having an AS91爆料 office. A resounding 94.9% said yes.

In 2020, Alhomoud earned a Mary Gates Leadership Scholarship to form a task force to establish the first AS91爆料 Office of International Student Advocacy led by students, for students. This marks the first time in AS91爆料 history that international students have had a permanent voice and home in AS91爆料.

Mary Gates Endowment Leadership Scholarship project presentation: AS91爆料 Office of International Student Advocacy

https://www.youtube.com/watch?v=G0lEYbyA3Aw

Representation for this diverse group of students matters. International students make up 15.5% of the 91爆料鈥檚 student population and come from more than 100 countries. Some, like Alhomoud, are sponsored by their home government; some are refugees and asylum seekers; some want to return to their home countries after graduation; some are DACA recipients and others are hoping to immigrate to the United States. This diversity means there are many needs to represent in student government: financial, language barriers, representation and advocacy on campus, post-graduate career support and visa support.

Alhomoud graduates this spring and has worked this year to build the office’s foundation so it鈥檚 ready to launch next year. She鈥檚 defining the mission statement and goals, positioning the office within AS91爆料, determining the budget, creating job descriptions, and building relationships with long-standing campus entities that also serve international students. She鈥檚 building infrastructure to make sure needs are regularly assessed through constituent surveys and to build community and deepen cross-cultural understanding.

鈥淚’m a little sad that I won’t be here to see the office kickoff its first year,鈥� shares Alhomoud. 鈥淏ut I’m very happy that I’m going to graduate knowing that I created a tangible impact on our campus that will benefit international students and the broader 91爆料 community for years to come.鈥�

Alhomoud is now three years into remission and reflects: 鈥淔reshman-year-me lying in the hospital never thought I would see myself being listed as a graduate with honors, and I cannot be more thankful for my family who supported me throughout treatment and my entire life.鈥�

Photo of Maha in graduation attire on gold background — Maha Alhomoud, Class of 2021!

After completing her Carnegie fellowship, Alhomoud plans to pursue a dual degree program, earning a masters degree in political science and a law degree. From there, she hopes to create opportunities for women in politics in Saudi Arabia and that 鈥渉er work contributes to a more nuanced understanding of the Middle East, and leads to more inclusive reform as countries diversify beyond oil, with a focus on sustainability.鈥�

Pandemic pivot to jump into literacy

鈥淲hat鈥檚 next, what鈥檚 next!鈥� exclaimed Yuna as she jumped up and down in her seat. My heart filled with joy as I saw the story unfold on her face.

Kylee-Ann Tawara in the Quad, pre-pandemic. // Photo courtesy of Kylee-Ann Tawara.

I thought back to the beginning of the year. It was 2018, my first year at the 91爆料 and my first year serving at the Denise Louie Education Center in South Seattle as one of five Jumpstart Corps members whose jobs are to help kids be kindergarten ready. In the fall, I met Yuna as the most energetic preschool kiddo 鈥� who seemed to be disinterested in books. But in our last few months of teaching, I got to see her new excitement to learn and read new books.

The next year, I transitioned into Jumpstart鈥檚 volunteer coordinator role where I administered the end-of-year literacy tests. When I tested Yuna, she passed with flying colors! Not only did she understand vocabulary at a kindergarten reading level, she had confidence in her knowledge. I saw that a seed of excitement to learn took root in her and shaped her to grow as an eager student. Yuna had a strong preschool education foundation and was now ready to succeed in kindergarten.

Teaching as an AmeriCorps member in the classroom fueled my enthusiasm about Jumpstart鈥檚 mission and desire to share the work we do. When I was introduced to the volunteer coordinator role, I saw that it combined my passion for serving children with what I hoped to do: Engage college students and build relationships with community members to help young children learn and grow. Events like card making for Seattle Children鈥檚 Hospital patients, STEM activities at Seattle Children鈥檚 Museum, serving meals with Youth Care and Read for the Record focused on serving kiddos through promoting early childhood education and development. However, the COVID-19 pandemic brought changes to our programming.

Many of the families we serve in Jumpstart qualify for free or reduced lunch. This group also often has many barriers that make access to high quality education much more difficult than those from more affluent and privileged backgrounds, an inequity that some may argue starts as early as in the womb and can have long term impacts.

The kindergarten readiness gap between children from lower income families and children from higher income families shows that children face disadvantages in their education at an early age. The burden of these inequities is more often shouldered by communities of color.

In Jumpstart, we see firsthand how academic opportunity and performance are impacted by racial disparities. This opportunity gap grows exponentially over time and leads to students falling behind in elementary, middle and eventually high school. But has highlighted how quality early childhood education can interrupt that trajectory for the better. Jumpstart鈥檚 curriculum specifically focuses on literacy and socioemotional skills because those skills are shown to impact preschoolers鈥� future school success across all subjects. Knowing that, we remained dedicated throughout the pandemic to making sure our preschoolers were given the opportunity to succeed and build key literacy skills. The new question was how?

Check out Jumpstart’s work from this year in the for the Community Engagement and Leadership Education (CELE) Center.

Before the pandemic, our work mainly involved community outreach. But, COVID-19 prevention precautions meant that many community organizations weren鈥檛 hosting volunteers, and even if they were, we were taking every precaution we could to avoid community spread, especially since COVID-19 disproportionately affects the very community we aim to serve.

As volunteer coordinators, we adapted to changes and broadened our outreach to include preschool families. We partnered with our preschool family advocates and educators to learn about our preschool families鈥� needs, and how we can meet them. We held virtual events such as our annual Read for the Record, planned and packaged 250 learning kits and safely dropped them off to the families in Seattle鈥檚 International District all the way to Highline. During Read for the Record, I loved seeing the creativity of the postcards that kiddos made. My heart was warmed watching how proud they were of their work. I loved watching kiddos learn to juggle at our Spring Literacy Celebration.

What Jumpstart looked like pre-pandemic, left, and how corps members’ work shifted during the COVID-19 pandemic. Left: A Jumpstart corps member reads a story to preschoolers. Right: Jumpstart corps members听follow COVID-19 safety precautions to assemble Earth Day activity kits. // Photos courtesy of Jumpstart

We planned and held a COVID-19 vaccine forum with pediatric residents from Seattle Children鈥檚 Hospital for our preschool families to learn more about the vaccine and discuss their concerns and questions. I felt proud hearing from a COVID-19 vaccine forum attendee who said: “I enjoyed that it gave those who are unfamiliar with the vaccine and the medical field in general a place to go where they could ask questions or start up a conversation about the vaccine.”

“Accessibility is key, so for all of our family outreach, we provide information in the four most commonly spoken languages of our preschool families.” Jumpstart corps members translate the materials into Vietnamese, Spanish and Chinese. // Fliers courtesy of Kylee-Ann Tawara

Seeing the pride in Yuna鈥檚 eyes as we read Elisa Kleven鈥檚鈥淭he Lion and the Little Red Bird鈥� showed me firsthand the power of early intervention. Knowing I played a small part in shaping Yuna鈥檚 trajectory fills me with pride, and has deepened my belief in the importance of early intervention.

Kylee-Ann Tawara in 2019 on a medical brigade to Honduras.

I鈥檓 majoring in public health, and the reason I鈥檓 drawn to it is that, like Jumpstart, it focuses on upstream interventions to improve population health. Pediatrics is especially meaningful to me after my work in Jumpstart because of the impact health education at a young age can have on future adult health outcomes. As a future pediatrician, I will bring what I learned about the cycle of poverty and the importance of intervening early through early childhood education to improve future health incomes to my work. I will be dedicated to serving my communities with compassion, equity and the belief in each patient鈥檚 ability to thrive.

About Jumpstart

Jumpstart is a leading national nonprofit organization working toward the day every child in America enters kindergarten prepared to succeed. Jumpstart at the 91爆料 was launched in September of 2003 as a collaborative effort between听, the听, the听, and the听. Since 2003, 91爆料 undergraduates have worked with Seattle preschool children through the Jumpstart program.

Kylee-Ann Tawara is majoring in public health-global health. She鈥檚 completing her third year at the 91爆料 and in Jumpstart.

91爆料 Junior Sophia Carey named Beinecke scholar听

91爆料 junior Sophia Carey was recently selected for the Beinecke scholarship! Carey, who is majoring in English and comparative history of ideas and minoring in theatre studies, was selected from 95 applicants to join this year鈥檚 class. Each year the offers 20 scholarships to undergraduates who intend to pursue a master鈥檚 or doctoral program in the arts, humanities or social sciences. The selected students receive $30,000 to be used for graduate study and $4,000 in their senior year. The last time a 91爆料 student received this award was 2011.听

Carey entered the 91爆料 through the Early Entrance Program at the and has since focused her interdisciplinary studies in the arts, humanities and social sciences into a passion for community-based theater and the intersections between public policy and the performing arts. She is also in the .

Research and leadership experiences have been hallmarks of her time as a 91爆料 student. Her past research includes the paper 鈥淧erforming Beyond Utopia,鈥� which explored how residents of Lima, Peru, in the 1970s used community-based theater to resist and transcend dictatorial state agendas. Outside of performance studies, Sophia鈥檚 research has been featured in an open glossary of law, society and justice terms, and in 2019, she won the 91爆料 Library Research Award for Undergraduates for her paper investigating barriers to Latin American youths鈥� access to educational support services.听

Sophia is currently the president of the Early Entrance Drama Society, a student-run drama club at the 91爆料. In almost three years of involvement in the club, she has co-facilitated the translation of a 2020 production into a virtual format, performed in and directed several productions, and hosted drama-related events designed to build community and provide performance opportunities for students interested in arts and arts leadership. In addition to her work with the Early Entrance Drama Society, Sophia has acquired significant experience with local nonprofit and community-directed theater, as a directing intern at Stone Soup Theater, a development assistant at ArtsWest, and currently as a volunteer at the Seattle Rep.听

She plans to continue studying the potential for community-based theater to bring about material and political change through graduate research in a Ph.D. or MFA program that combines practical approaches and critical scholarly research methods in the study of theater.

About the Beinecke听

The Beinecke Scholarship program is open to juniors in studying the arts, humanities and social sciences. The scholarship provides funding for students to pursue a masters听 or Ph.D. in these fields. Since 1975 the program has selected more than from more than 110 different undergraduate institutions for support during graduate study at any accredited university.

About the Office of Merit Scholarships, Fellowships and Awards听

The Beinecke application process is supported by the (OMSFA), a UAA program. OMSFA works with faculty, staff and students to identify and support promising students in developing the skills and personal insights necessary to become strong candidates for this and other prestigious awards.

91爆料 junior awarded selective Goldwater Scholarship

Congratulations to 91爆料 junior Daniel Chen, whom the Goldwater Foundation honored with its undergraduate scholarship for students studying the natural sciences, mathematics and engineering. Chen, who is majoring in and , is one of 410 undergraduate students selected for the award from a pool of 1,256 students nominated by 438 institutions across the country.

91爆料 junior Daniel Chen was selected for the competitive Goldwater Scholarship. (Photo taken following public health guidelines at the time.)

Goldwater Scholarships are granted to sophomores and juniors who show exceptional promise and plan to pursue research careers in math, engineering or the natural sciences. These scholarships award up to $7,500 a year to help cover costs associated with tuition, mandatory fees, books, room and board.

Chen on a snowy hike above Pratt Lake in Washington.

Chen鈥檚 interest in challenging himself can be seen through his academic choices: In addition to majoring in two disciplines, informatics and microbiology, he is pursuing in microbiology. Chen has previously been awarded the Levinson Emerging Scholars award and the , and is also listed on the annual Dean鈥檚 List.

He began his college path early, entering the 91爆料 after middle school through the . To balance out his rigorous academic and research work, Chen enjoys hiking in nature preserves and crocheting amigurumi animals, hobbies that suit the environment of his hometown of Sammamish, WA.

鈥淭his news is simply wonderful,鈥� says Undergraduate Academic Affairs Vice Provost and Dean Ed Taylor. 鈥淭hrough his involvement in undergraduate research, Daniel has shown a dedication to furthering science and understanding as well as to the purpose of making people鈥檚 lives better. As a University community, we couldn鈥檛 be more proud of him. I extend my warmest congratulations to Daniel as well as his faculty mentors and others who have supported him on his journey so far.鈥�

As an undergraduate, Chen was one of the co-authors of the research paper,

Chen currently conducts research under Dr. Yapeng Su and Professor Jim Heath in the Heath lab at the Institute for Systems Biology. His research is focused on using the single-cell multi-omic paradigm to analyze COVID-19 peripheral blood mononuclear cells to identify the disease state effects of SARS-CoV-2 on patient immune systems. Such research has also branched out into investigating heterogenous patient responses to COVID-19 in convalescence along with interrogation of patient epigenomes to identify the early-stage immune cell subpopulations responsible for humoral immunity formation and the epigenomic changes that may guide such. In combination with Chen鈥檚 previous research investigating melanoma subpopulations using single-cell transcriptome (scRNA-seq) and epigenome (scATAC-seq) data, his current research projects have continued to push and develop his passion for biomedical informatics particularly when applied to clinically relevant problems.

After his undergraduate studies, Chen intends to pursue an M.D.-Ph.D. centered on leveraging computational resources and advances to solve human medical challenges such as cancer and infectious diseases. He particularly looks forward to identifying best practices and applications for such research to develop more accessible medical solutions for the given problem. He eventually hopes to pursue a faculty position at a university to conduct translational research in biomedical-informatic oriented fields.

For more information, contact Robin Chang, director of the Office of Merit Scholarships, Fellowships and Awards, at robinc@uw.edu.

Celebrating the 2019鈥�20 President鈥檚 Medalists

From the thousands of undergraduate students at the 91爆料, three are selected each year for the prestigious President鈥檚 Medalist Award.

Sam Colgan, Natasha Lavides and Nuria Alina Chandra are the medalists for 2019鈥�20, selected by a committee for their high GPAs, rigor of classes and numbers of Honors courses. All three are students in the completing the Interdisciplinary Honors track.

Each medalist has carved a unique path at the 91爆料, but they鈥檙e united in their passion for their chosen areas of study 鈥� from psychology to computer science to economics and English. While the pandemic prevents us from holding the customary 91爆料 Undergraduate Medalists Reception, each recipient received their medal, along with a message from University President Ana Mari Cauce and a special celebratory gift, at their home. Read on for more about these exceptional students who embody the Husky Spirit.

Meet this year鈥檚 medalists:

Sam Colgan, junior medalist

Majors: English and economics
Hometown:听Seattle, WA

Twelve years after Sam Colgan moved to Seattle, he began his first quarter at the 91爆料鈥� just a mile from his family鈥檚 first home in the Ravenna neighborhood. Coming full circle made Colgan think about how the city has changed over the last decade.

鈥淢uch of my time at the 91爆料 has involved critically reexamining the city by learning about early Seattle history,鈥� says Colgan, who was inspired to dive deeper into how redlining and gentrification have shaped the city鈥檚 race and class dynamics.

Driven to better understand Seattle history as well as the current housing crisis and rising cost of living, Colgan decided to study economics. Double-majoring in English as well, he鈥檚 learning how to explain those greater forces at work through his own story 鈥� and the stories of others.

鈥淚鈥檓 particularly interested in the causes and consequences of gentrification, globalization, homelessness and urban decay,鈥� says Colgan, an Interdisciplinary Honors student whose sights are set on graduate school for economics. 鈥淚 think I could be effective at representing the economic dynamics for a popular audience.鈥�

Colgan credits the 91爆料鈥檚 emphasis on interdisciplinary education for broadening his horizons and encouraging him to study subjects outside his majors, from epidemiology to artificial intelligence.

In his free time, Colgan writes short fiction and enjoys jotting down story ideas and developing character sketches. He has also interned on a political campaign and volunteered as a tutor for students who are first-generation Americans.

Natasha Lavides, sophomore medalist

Major:听Psychology
Minor: Education, learning and society
Hometown:听Kirkland, WA

Growing up on Seattle鈥檚 Eastside, Natasha Lavides fantasized about attending college in a different city or state. All that changed when she started applying to schools.

鈥淚 realized how much I appreciated where I grew up and how meaningful it was to stay close to home,鈥� says Lavides about why she chose the 91爆料. Beyond the proximity to family and friends 鈥� her support system 鈥� the University鈥檚 breadth of programs gave the psychology major the chance to discover her calling.

鈥淚 love working with people, and if there鈥檚 one thing I want to do for the rest of my life, it would be that,鈥� explains Lavides, who currently helps other students as a peer academic advisor and advising student associate.

For Lavides, finding a supportive community at the 91爆料 has been as meaningful as finding her major. In addition to advising students, she鈥檚 worked as a research lab assistant and interned with the Asian Student Commission, giving her the opportunity to interact with a wide cross-section of campus.

After graduation, she鈥檚 thinking about a gap year before pursuing a graduate degree in clinical psychology. Whatever her career path, she will likely be a mental-health advocate.

鈥淚 hope that I can combat the stigma surrounding mental illness in marginalized communities and work on removing barriers for these groups,鈥� Lavides says about her goals.

Nuria Alina Chandra, freshman medalist

Major: Biochemistry (current); computer science (intended)
Minor: Global health
Hometown:听Olympia, WA

When a chemistry professor introduced Nuria Alina Chandra to the Python programming language, she was immediately hooked 鈥� and inspired to take more computer science courses.

Soon the biochemistry major, who had originally envisioned a career in medicine, realized that computer science better reflected her interests and strengths.

鈥淐omputer science combines my love of math and quantitative problem-solving in powerful ways that can reshape systems and improve people鈥檚 lives,鈥� says Chandra, who grew up in Olympia and is minoring in global health. Being around fellow students and professors who care about their chosen field helped Chandra feel supported in her decision to switch majors.

Outside the classroom, Chandra is sharpening her skills as both a researcher and a writer. At the Seattle Children鈥檚 Pediatric Pain and Sleep Innovations Lab, under the mentorship of 91爆料 Medicine anesthesiologist Jennifer Rabbitts and with the support of the Mary Gates Research Scholarship, she is investigating how acute pain becomes chronic pain. She also writes for The Daily and edits for Voyage 91爆料, a student-run travel magazine.

Although Chandra is still exploring possible career paths, she wants to combine her creativity and computational thinking to fix issues stemming from structural inequalities.

鈥淚鈥檓 still very interested in medicine and health-care inequality,鈥� says Chandra. 鈥淚 hope to have a career that allows me to use the methods that I love to help solve problems that I care about.鈥�

Note: All photos featured in this story were taken following appropriate safety protocols.

Husky Stories show there are many, many ways to be a Husky

Each and every Husky goes through their own journey, undergoes their own unique experiences and, most importantly, has their very own story to share. Husky Stories is a mini-series in which Huskies share their successes, failures, experiences 鈥� their stories. There is no one way to be a Husky. Indeed, the culmination of individuals’ stories shape the picture of what it means to be a Husky.

Reflections on Black History Month

is our annual celebration of achievements by African Americans and a devoted time to recognize Black achievements in U.S. history. Known as African American History Month, the period grew out of 鈥淣egro History Week,鈥� born of the idea of historian Carter G. Woodson and other notable African Americans. Since 1976, every U.S. president has designated the month of February as Black History Month. Canada and the United Kingdom also devote a month to celebrating Black history.

The 鈥渃elebration” is often framed as a time to honor the achievements of individual Black Americans, Harriet Tubman, Frederick Douglass, Ida B. Wells; now Barack and Michelle Obama and Kamala Harris are among the many iconic figures. Given our experience of 2020 and now 2021 and the magnitude of the challenges before us, recognizing individual achievements seems too narrow. Recognizing Black History Month in context calls us to, indeed, recognize individuals and to turn our view toward our nation, community and our campus. I do believe James Baldwin is right: 鈥淎merican history is longer, larger, more various, more beautiful and more terrible than anything anyone has ever said about it.鈥� We have reason to celebrate, yet we need not conceal the challenges in our midst.

My experience as an African American man is not singular. I am proud of my country and at times aghast at what I see. I am a proud Husky, and yet I have moments when I do not quite feel I fit. I feel at home in my community and at my University and at times frustrated by the divisions in my community. My campus feels familiar and safe, then there are far too many moments I feel uncertain. I often feel the particular sensation that W.E.B. Du Bois described in 鈥淭he Souls of Black Folk鈥� (1903), the concept of double consciousness 鈥� defined as the struggle African Americans face to remain true to Black culture while at the same time conforming to the dominant white society. Du Bois writes, 鈥淚t is a peculiar sensation, this double-consciousness 鈥� One feels his two-ness, an American, a Negro; two souls, two thoughts, two un-reconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.鈥� Double consciousness is no longer limited to the lives of African Americans, many of us have lived and grown weary of living a divided life which is why we persist in our search for purpose and meaning in our lives and work.

I love the 91爆料. I love the work I do. I try to merge into the values of our community and our campus with care. I hope that I lead and learn with integrity. I will celebrate Black History Month and in so doing, feel restrained. I am daily grateful that I can celebrate this month with all of you. I invite you to read Lucille Clifton鈥檚 poem, 鈥渨on鈥檛 you celebrate with me.鈥� She begins with a call to action, and she gives the reasons, against all odds, to celebrate.

Editor’s note: This reflection was originally part of an email to UAA staff published on February 5, 2021.听