From left: Mona Pitre-Collins, director of the Office of Merit Scholarship, Fellowships, and Awards (OMSFA); Robin Chang, associate director of OMSFA; and Sara Stubbs, Global Opportunities adviser
The world of scholarships can be a daunting one. The Office of Merit Scholarships, Fellowships and Awards (OMSFA) helps undergraduates foster the skills and vision that are necessary to attain scholarships fit for their goals. Here, Mona Pitre-Collins, director of OMSFA, Robin Chang, assistant director of OMSFA and Sara Stubbs, global opportunities adviser, answer some common questions regarding the scholarship process.
Q: If a student is interested in applying for scholarships, what鈥檚 their first step? What should they be doing to make themselves competitive applicants?
Sara Stubbs (SS): When I meet with students, a distinction I often start with is high school versus college level scholarships. In high school, students would write an essay and get some cash. At this level, scholarships are often designed to pursue a particular endeavor, such as study abroad or research. The first step is really for students to develop their interests by using their resources, academic or otherwise. At that point it becomes a bit easier in a meeting with one of us to determine the kinds of opportunities that will help them support their endeavors. A student who comes in and says they just want some cash is very limited in the sense of scholarship searches.
Mona Pitre-Collins (MPC): Students should become engaged and they should use their academic work to develop a stronger understanding about the kinds of things they really want to do and the bits and pieces that will help them flesh that out and help them become stronger candidates, focused, more directed in relation to the goals they鈥檙e in the process of articulating. Sometimes the bits and pieces are developed in a nice plan, most other times they鈥檙e鈥� not聽 [laughs].
Robin Chang (RC): In order to widen the universe of scholarships you鈥檙e considering, you have to think beyond what will just put money in your pocket for school and see scholarships as facilitating gaining the experiences you need while in school to get a job, or go to graduate school or whatever comes later on after school.
Q: What are some benefits of applying for a scholarship, even if you are not selected to receive an award?
SS: The process really encourages students to think about and articulate their particular goals. When we start talking about what a student wants to get out of a particular scholarship opportunity, they end up figuring out even more goals for the future. Not only does fleshing out their plans make their application stronger, they鈥檙e also fleshing out their plans for what they want to do next. Without having been pushed to write that essay, they probably wouldn鈥檛 have thought that far.
MPC: Students have to develop a comprehensive way of talking about why they want to do this next endeavor, and applying for scholarships really helps with that.
RC: It also forces you to talk to and get to know your faculty members. You get a lot of relationship building going on.
Q: What is the number one thing that students overlook when they start applying for scholarships?
RC: The application component that applicants don鈥檛 spend enough time on is the resume. We see a lot of lists of activities completed, without any details or descriptions of what those activities were or what the student鈥檚 role was. I think a lot of people shortchange themselves on their resume because they think they don鈥檛 have a lot of stuff to put on there, but in reality they have more than they think.
MPC: Letters: how to approach someone to ask for a letter and materials they need to give a letter writer. A lot of students ask a faculty member or staff member to write a letter, but all they give them is the recommendation form. Even in high school, you have individuals that may not remember you that well. They can look in their gradebook, but that doesn鈥檛 say a lot about an individual.
SS: Exactly. A letter writer may know the student and know their work, but they may not know about the RSOs they鈥檙e involved in, any jobs they have, or any other circumstances in the student鈥檚 life. 聽Students need to inform their letter writers.
Q: What are some common misconceptions students have when they come in to meet with one of you?
RC: It really does takes more than just having a good GPA. Some students come in with the thinking of 鈥淢y high school GPA is a 3.96, why aren鈥檛 you giving me money?鈥�
SS: I meet with a lot of students who don鈥檛 think they are candidates for any scholarships. When I meet with them initially they say they aren鈥檛 doing anything interesting, but when I talk to them it actually really is interesting that could fit with a particular scholarship.
MPC: A lack of scholarship availability. There are actually scholarships out there that are not as well populated; there aren鈥檛 thousands of people applying to them.
RC: Thinking that you have to wait to apply for scholarships when you need the money or when you鈥檝e been accepted into a study abroad program. If you want to do something junior year you should be thinking sophomore year what your options are in terms of scholarships.
Q: What can students expect when they meet with you?
RC: We basically help them get started. We chat with them about what they were previously involved in, what they are involved in, what they hope to be involved in, and what tools are available to them.
SS: We help students brainstorm.
MPC: We鈥檙e also a door that opens students to other resources that might be available, such as scholarships in their own department or just good programs that help them become more competitive applicants for more scholarships.
The Office of Merit Scholarships, Fellowships, and Awards is one of many programs within Undergraduate Academic Affairs. OMFSA is located in Mary Gates Hall 171. To schedule an appointment regarding the scholarship process, contact OMSFA at 206-543-4282.
鈥擩asmine Kim is a sophomore in the University at Washington Honors Program majoring in cellular, molecular, and developmental biology with a minor in near eastern studies.
On October 10, 2013, the Seattle Times reported that the 91爆料 football team has the 2nd highest graduation rate in the PAC-12.
Citing 91爆料 athletic officials, the Times reported that the “football team has a combined grade-point average of 2.78 and 74 percent of Husky football players graduate from college within six years.” Stanford has the highest graduation rate in the PAC-12.
provides academic support and teaches life skills to the 91爆料’s 650 student athletes.
It鈥檚 your first year at the 91爆料. You鈥檙e looking for an interesting class to fill out your schedule, maybe a class that鈥檚 a little different from what you normally have to take. You don鈥檛 want another classroom with the desks arranged in rows. You want something fresh, lively, maybe a little off-beat. You want a class in which you can meet other people and get to know the professor. And you want a class where you don鈥檛 have to worry too much about the final grade.
Note: For more specific information about a particular seminar, please contact the instructor listed for the course.
From the Colosseum to Husky Stadium: Sport, Spectacle, and Society
Sarah Stroup, Classics
GEN ST 197 A; SLN 14559
Th 10:30-11:20
Face Offs. Big Hits. Broken Bones. Bad Calls. The Roar of the Crowd. Victory! Defeat. But wait鈥攁re we talking about the gladiators of ancient Rome, and the violent clashes in the Colosseum, or about our own Husky football players, and our own Husky Stadium? In this freshman seminar, we shall talk about both, for sport and spectacle鈥攁nd often, violent spectacle鈥攚as as culturally central to ancient Rome as it is to modern America. While focusing on a comparative (and enjoyable) study of past and present, students in this discussion-based seminar will gain crucial research and argumentation skills.
The Violence of the Small: Looking into Global Complexity
Clarke Speed, University Honors Program
GEN ST 197 C; SLN 14561
W 1:30-2:20
I have always been interested in the rest of the world – off the global path but tied to all things global. Here one finds the power of the small – people and societies that resist globalization and in a few cases those that remain un-captured by larger global flows. In some cases, the power of the small upsets the rule of law and the Nation State, as ethnic groups and factions in various regions fight both cultural and technological wars for survival. I want to talk about these small wars at very basic levels to get the big and small pictures of the power of the small.
Looking Through the Lens of Language
Laura McGarrity, Linguistics
GEN ST 197 D; SLN 14562
T 12:30-2:20
Language is a fundamental human characteristic. As such, the study of language can provide a window into human nature. This course aims to look at ways in which the study of language can be combined with a number of disciplines at the 91爆料, cross-cutting various areas of study. Selected readings and potential visits to language-related labs and projects of study around the University will guide class discussions.
Doubt and Discovery in Astronomy: From Crystalline Spheres to an Infinite Universe
Ana Larson, Astronomy
GEN ST 197 E; SLN 14563
T 2:30-3:20
You are a student in Alexandria, Egypt, in 140 AD, under the tutelage of Claudius Ptolemy. You study an earth-centered universe made up of the planets and a crystalline sphere of stars. In 2013 AD you are a student at the U of W. The Universe has no center and possibly no edge; we cannot see and do not know what 96% of it is. How did we get to where we are? Where did the knowledge come from and why did it take 2000 years for our enlightenment? We will actively explore and find the answers to these questions.
Neuroscience and Society
Ellen Covey, Psychology
GEN ST 197 F; SLN 14564
M 2:30-3:20
This seminar will explore the ways in which neuroscience research influences, and is influenced by, society as a whole. We will consider the application of neuroscience concepts and methodology to fields such as forensics, law, marketing, medical ethics, artificial intelligence, warfare, entertainment, and education, and will consider how neuroscience research is influenced by factors such as economics, politics, religion, and technology. Students will conduct independent research on a topic of personal interest and discuss topics chosen by the instructor. There will be field trips and/or guest presentations to observe and/or learn about neuroscience techniques such as functional brain imaging.
How to Make Friends (and influence people)
Christina Fong, Management and Organization, School of Business
GEN ST 197 H; SLN 14566
W 10:30-11:20
This seminar will focus on the science of your social relationships. We鈥檒l draw from social psychology, sociology, and other disciplines to discuss the theory and research behind how we make and maintain friends, and how our social relationships shape who we are, how we think, and how we behave. We鈥檒l answer questions such as 鈥淲hat makes us likeable?鈥� 鈥淲ho do we want to be friends with?鈥� and 鈥淗ow do our friendships affect our abilities to lead and change those around us?鈥�
University Fiction: Is This Stuff True?
Anu Taranath, English and CHID
GEN ST 197 I; 14567
T 1:30-2:20
We all know that the academy- this place we spend most of our waking hours- certainly introduces us to new ideas and people. But did you know that the academy also breeds its own sordid plots, flamboyant characters and riveting dramas? 鈥淯niversity Fiction,鈥� also known as campus novels, refers to a growing genre of literature where the main action is set in and around a university. This quarter, we鈥檒l read some funny and thought-provoking examples, debate their veracity, and learn a lot more about departmental politics, illicit romance, or plain old academic jealousy than you ever thought possible.
What is Philosophy?
William Talbott, Philosophy
GEN ST 197 J; 14568
W 3:30-4:20
What is Philosophy? This seminar will provide you an informal introduction to philosophy at the 91爆料. In this seminar, you will learn about some of the major areas of philosophy, you will read about some of the important philosophical issues in each of the major areas, and you will have an opportunity to discuss those issues in an informal setting. Questions to be discussed include: What makes acts right or wrong? What reason is there to do the right thing? What do we know and how do we know it? Is death bad? Are women oppressed? How many consciousnesses are inside my head?
Mathematics in our World
Andrew Loveless, Mathematics
GEN ST 197 K; SLN 14569
W 3:30-4:20
Mathematics is in everything we do. Topics will vary based on student鈥檚 interest, but I personally have interests in problems that appear in cryptography, networks, and discrete mathematics. Questions like how do we encode our credit card number so that only Amazon.com can read it? Or how can a delivery company minimize its fuel use? We will touch on many such questions and broadly discuss problems that are interesting to mathematicians and have far reaching applications. Throughout this discussion, I hope to convey the beauty and joy of problem solving which is at the heart of my love of mathematics.
Documents that Changed the World
Joseph Janes, Information School
GEN ST 197 L; 14570
Th 1:30-2:20
What do a standardized test, an x-ray, a papal decree, the rules of soccer, a map of a 19th century cholera epidemic, the president’s birth certificate, and the 19th Amendment to the Constitution have in common? Each of them, in their own way, has had an impact on some aspect of human history and society. In this seminar we’ll discuss these and other documents that have made a difference, how and why they were created, how they might be done today, and learn what all that tells us about documents…and about ourselves.
Sustainable Energy Solutions for the 21st Century: Science, Technology, and Policy
Payman Arabshahi, Electrical Engineering
GEN ST 197 N; 14572
T 9:30-10:20
Become an informed citizen of a new generation and prepare to contribute meaningfully to the energy debate. We will cover regional and global energy demand, sources, policy, current and future technologies, costs of sustainable energy production and its impacts on climate and the environment, and solutions to our energy problems. The class text will be “Sustainable Energy Without the Hot Air” (download at ). Class will be structured around field trips and group projects.
Travel Writing for Student Travelers
Shawn Wong, English
GEN ST 197 O; 14573
W 11:30-10:20
This course will focus on travel writing and the kind of writing a student might find themselves engaged in while enrolled in a study abroad class. In other words, writing as a “traveler” rather than a tourist. Writing underneath the canopy of the popular tourist sites and looking for the understory. Students will not only read examples of travel writing by professional travel writers, but also writing by 91爆料 students who have participated in study abroad classes and/or traveled independently. Forms of writing will include memoir, personal essay, and “fictionalized autobiography.”
Leadership: It鈥檚 Not About the Title
Jerry Baldasty, Senior Vice Provost for Academic and Student Affairs
GEN ST 197 P; 14574
T 3:30-5:00
Acquiring leadership skills will be vital to success in your career 鈥� both here at 91爆料 and after you graduate. In this seminar, you’ll learn how to build and expand your own leadership abilities, and develop your own approach as a leader. Learn from some outstanding 91爆料 and community leaders 鈥揳nd learn that leadership is something you can exercise NOW; it’s not just a fancy title that you might acquire years from now.
Diversity Issues in Science
Beth Traxler, Microbiology
GEN ST 197 R; 14576
W 3:30-4:20
鈥淒iversity issues in Science” has been taught by Dr. Traxler since 2005. It is a seminar course focused on discussion of how people of different ethnic/social groups or nationalities experience “research” and how research impacts peoples’ lives. Issues include what informed consent for research means, how different people perceive ethical research, and how politics can inform and affect scientific research.
Fall quarter is always an invigorating time for me. We begin by welcoming our newest students to the academic life of the 91爆料 at Freshman Convocation, an event that represents the moment when students fully transition into the 91爆料.
These students join those who are settled and have found their groove here. And many of those returning students actively welcome their new fellow Huskies by being orientation leaders, Freshman Interest Group (FIG) leaders, peer mentors, tutors, and more.
The undergraduate experience is an indicator of the quality of the 91爆料 as a whole. Recently, the 91爆料 has received some distinctive rankings including:
in a study by the Center for World-Class Universities of Shanghai Jiao Tong University, China. The study ranked universities on quality of education, quality of faculty, research output and per capita performance.
Washington Monthly ranked the 91爆料 Washington monthly ranks universities based upon social mobility, research production and commitment to service.
for our undergraduate program in America鈥檚 Best Colleges by U.S. News & World Report.
What this means for undergraduates is that they can avail themselves of educational opportunities as unique as they are. Students from rural Washington can find research opportunities in rural China. Undergraduates from across the nation and world can learn together and alongside distinguished faculty in a freshman seminar. Returning students and new students alike embrace service and leadership and grow into the leaders our world needs.
Though the trees and squirrels on campus are getting ready for the winter, I鈥檓 getting ready for what I think of as the season of renewal and am excited for the year to come and the promise our students hold.
Amgen Scholar and 91爆料 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 available at the 91爆料. 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 91爆料 and schools across the country will present their research in STEM disciplines at the . This event is a collaboration among several 91爆料 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 provides a transformative opportunity for some of the nation鈥檚 top undergraduates to explore and prepare for careers in scientific research. Students are placed in premiere 91爆料 research groups in the biomedical sciences and participate in related seminars, career exploration, graduate school preparation, and other activities. The 91爆料 is one of 10 U.S. sites to host an Amgen Scholars Program.
The provides talented undergraduates with outstanding summer research experiences that encourage them to pursue careers in academic science.
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 . Taught by faculty from the departments of geography, comparative history of ideas, and international studies, undergraduates focused on the interdisciplinary theme, 鈥淥utbreak! Reimagining Death and Life, Disease and Health.鈥�
Student Presentations
Friday, August 23 | 9 a.m.-4:30 p.m.
Allen Library Auditorium
The 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 91爆料鈥檚 . 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. 91爆料 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鈥檒l read about in this issue of Undergraduate Academic Affairs鈥� alumni e-newsletter are all risk-takers in the best sense. They鈥檝e pursued their interests on campus, in the city, and across the world. They鈥檝e realized an expanded worldview and see themselves as global citizens.
Learning to say 鈥渉ello鈥� 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鈥檓 inspired when I hear about the academic challenges our graduates have had鈥攂oth the success and failures. It鈥檚 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鈥檛 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 91爆料, we know that successful leadership begins with learning to lead and includes meaningful鈥攁nd multiple鈥攚ays to practice and sharpen those skills.
The new 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 used the ancient art of storytelling to start a contemporary conversation on leadership with 91爆料 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鈥攑utting learning into practice鈥攖he first 91爆料 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, 鈥淓mpowered Eco-Education: 隆Vamos a comer!鈥�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鈥檚 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鈥檚 belief that leadership is honed through learning and experience. 鈥淟earning to lead and learning the meaning of leadership is a very basic part in all of our roles in life,鈥� says Ginger Ackerley, who along with her late husband, Barry, established the Foundation. 鈥淲ithin 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.鈥�
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 91爆料 team members to learn to lead collaboratively and experience the ways they complement each other to accomplish a greater goal.
鈥淟eadership is more than a position of authority,鈥� says Ed Taylor, vice provost and dean of Undergraduate Academic Affairs. 鈥淚t is a set of practices and behaviors incorporating teamwork, respect, responsibility, and civic engagement.鈥�
If the 91爆料 were a swimming pool, Dawn Tuason has not only swam the length of it, she鈥檚 swam the width of it as well.
Involved in service, research, and scholarship, Dawn exemplifies the potential of a 91爆料 undergraduate experience like no other. Throughout her time as an undergraduate, Dawn has been a mentor and student leader in the Dream Project; she鈥檚 presented in the Undergraduate Research Symposium; she鈥檚 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鈥檚 discovered a passion for early childhood education and has truly embraced all that the 91爆料 has to offer. Dawn just graduated and will begin her master鈥檚 degree in the 91爆料 College of Education next fall.
Here鈥檚 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鈥檓 a part of on campus.
5:30 a.m.
As an undergrad, Dawn was a student leader in the 91爆料 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鈥檚 Monday, I even wear heels. At 5鈥�11鈥�, I鈥檓 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 .
Public speaking is鈥n acquired taste. One I鈥檓 still learning how to do, but I know that someday, a student will see me and know that it鈥檚 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鈥檓 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鈥檚 music from Bizet鈥檚 opera, Carmen, and the musical Wicked. I鈥檓 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鈥檓 off to work at the . 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鈥檓 there to support undergraduate students.
9:30 a.m.-1:30 p.m.
I鈥檓 in a blur of classes and snacking my lunch throughout the day. This quarter I鈥檓 taking my second year of American Sign Language, my global health class for my minor in global health, and since I鈥檓 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鈥檓 intending to work with after I graduate. This year, I鈥檓 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
I visit the , the first department I ever connected with as an undergrad. I鈥檝e participated in the Alternative Spring Break program, the , the which is a support network for students interested in research and graduate school as supported through the , the , and the . This year, I鈥檓 utilizing the in pursuit of funding for my graduate studies. I鈥檓 excited to see where life takes me next, but having access to financial and mentor support is fundamental to my success and I know they offer that at the center ten-fold.
2:30-6 p.m.
If I鈥檓 not in a weekly lecture around this time, I鈥檓 back as a student associate at the advising office. It鈥檚 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 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鈥檚 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鈥檛 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鈥檚 your most memorable experience with an Undergraduate Academic Affairs program?
Dr. Seuss says, 鈥淵ou have brains in your head. / You have feet in your shoes / You can steer yourself / any direction you choose. / You鈥檙e on your own. And you know what you know. / And YOU are the guy who鈥檒l decide where to go.鈥� Where will you go? Where will you be one year after graduation?
Dr. Seuss writes, 鈥淵ou鈥檒l join the high fliers / who soar to high heights.鈥� 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 ‘91爆料’ 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 91爆料 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 91爆料 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.聽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 鈥渟mall.鈥�
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鈥檚 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 91爆料. 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鈥檚 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鈥攖ogether with my life-long dream of becoming an educator鈥攚as 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 91爆料 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 91爆料 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 91爆料 Information School. Under his tutelage, I investigated fieldwork data he collected in South Africa that assessed the country鈥檚 current challenges in information and communication technologies for development. Presenting my work at the 91爆料 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鈥檚 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 91爆料. Also, who wouldn’t like having to hang out on the 91爆料 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 91爆料. 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鈥檛 have been able to participate in the Honors Study Abroad program in Sierra Leone during the summer of 2011. By studying women鈥檚 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 91爆料, 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 91爆料, 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鈥檚 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 91爆料’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 91爆料 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 91爆料 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 91爆料 about science, education, and urban food-production (through the 91爆料 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
聽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鈥攑reparing 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 91爆料 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鈥檚 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 91爆料’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 (91爆料 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
91爆料 junior John Timu took a noticeably deep breath as he and classmate Hau鈥檕li Jamora prepared to present at the 2013 91爆料 Undergraduate Research Symposium. As Husky football players, they鈥檙e 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鈥攖he stereotype that athletes aren鈥檛 academically successful.鈥淚t鈥檚 shocking how (football) players are discredited and not given the respect they deserve for their intelligence,鈥� says Jamora. 鈥淲e want to analyze where this message comes from and how do we change the perception?鈥�
Jamora and Timu applied and were chosen to present their research, 鈥淒ecolonizing Education: Translating Football Intelligence Into the Classroom,鈥� 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鈥� 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 鈥渆lite鈥� 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.
鈥淟ike most college students, we like to play video games, so we did plenty of research!鈥� 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.
鈥淚f you look at media, video games, and even NFL commentators, what they say and the phrases they use focus on the player鈥檚 physical ability rather than their intelligence,鈥� says Timu. 鈥淚t鈥檚 disturbing how often athletes are compared to animals or described as savage or machinelike.鈥�
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.
鈥淥n the football field, you have seconds to make decisions and everything counts. You can鈥檛 overlook details. We take those skills into the classroom and it helps us perform better academically,鈥� 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 91爆料 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.
鈥淛ohn and Hau鈥檕li, plus some of their teammates, are really changing the culture of the (football) team,鈥� says Dr. Holly Barker, an anthropology department lecturer who mentors both students and nominated Timu for the Baldwin award. 鈥淭hey鈥檝e helped create an expectation that football players should do well in class and be visible, academic leaders.鈥�
Barker works extensively with student-athletes and teaches an 鈥淎nthropology in Sport鈥� seminar. She has witnessed a twofold, positive effect from the players鈥� research. Non-athletes offer testimonials that they now realize how smart football players can be. The resulting, more integrated atmosphere has encouraged players鈥攊ncluding Jamora and Timu鈥攖o sit at the front of class, raise their hands, and feel welcome to participate on an equal playing field.
鈥淭hese 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,鈥� says Jamora. 鈥淚t often goes under the radar, but it impacts society when you limit people in this way.鈥�
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 91爆料 football career.
鈥淭he 91爆料 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,鈥� 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.
鈥淒o we have to take off our (athletic) jackets to be taken seriously?鈥� 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.
