News – Page 15 – Undergraduate Academic Affairs

Let MLK week inspire the birth of a new set of values

One of the few days my mother wept in my presence was April 4, 1968, the day Dr. Martin Luther King, Jr. was killed in Memphis, Tennessee. Fifty years ago this year. When I think of Dr. King鈥檚 life and death, I often think of women like my mother who seemed to hold undisclosed and unnoticed stories of suffering.

Black women of my mother鈥檚 time held true to a quest for positive identities, complicated by the overlapping oppression of race, class and gender. They were brave survivors who lived under the shadow of oppression but did not lose their faith or humanity. The memory of their efforts, routinely missing in history, is coming to light now.

In the closing comments of his final book,听“,” Dr. King wrote: 鈥淲e are now faced with the fact that tomorrow is today. We are confronted with the fierce urgency of now. 鈥� This may well be mankind鈥檚 last chance to choose between chaos or community.鈥� According to him, 鈥淔or its very survival鈥檚 sake, America must re-examine old presuppositions and release itself from many things that for centuries have been held sacred. For the evils of racism, poverty and militarism to die, a new set of values must be born.鈥�

Police dog attacks a civil rights protester.

I think about some of those key phrases and ideas in a 2018 context: 鈥渢he fierce urgency of now;鈥� 鈥渃haos or community;鈥� a re-examination of our values. Our values and habits relating to women must change. It can start by seeing truth in the overlooked contributions women made to the civil rights movement. Dr. King鈥檚 call to moral vision without hubris asks us to see that the historical images of the most dramatic moments of the civil rights movement 鈥� protesters blasted by fire hoses and dogs lunging at Black people 鈥� are often images of women and girls.

Little Rock Nine and Daisy Bates posed in living room. Photo from Library of Congress archives.

The 1957 image of six young Black women who became the Little Rock Nine and who risked their lives to integrate Arkansas high schools shows us truth. To see the 1964 image of Mississippi beautician Vera听Pigee styling hair and educating her customers on voter registration is to see a certain truth. The 1963 photo of students, mostly women, at Florida A&M University, a historically Black college, answering court charges for protesting segregated movie theaters shows truth.

Women served as teachers, civil rights organizers and as lawyers on school segregation lawsuits, and they “played vital roles in the struggle for human rights and justice in the South and the nation,鈥� according to , the first Black female director of the nonpartisan Voter Education Project. a long-time secretary of the NAACP, discussed the importance of women leaders in local branches: 鈥淲ell, actually when you think about women’s contributions to the NAACP, without the women we wouldn’t have an NAACP.鈥�

Some of the 220 African-American students from Florida A&M in a circuit court room to face charges of contempt for demonstrating against segregated movie theaters.

In society, and even within the movement, many Black women experienced discrimination and harassment. Starting in 2009, the interviewed participants in the struggle and included points of pride along with candid assessments about the difficulties women faced within the movement.

was a member of the Student Nonviolent Coordinating Committee, and one of three women to serve as field director for the Mississippi Freedom Summer Project. She noted that gender equality was not a given: 鈥淚 often had to struggle around issues related to a woman being a project director. 鈥� We had to fight 鈥� it was a struggle to be taken seriously by the leadership, as well as by your male colleagues.鈥�

I love this statement made by , an extraordinarily effective leader for civil and women鈥檚 rights who 鈥� along with so many involved women 鈥� most people probably don鈥檛 know. Dorothy Height wanted to 鈥渂e remembered as a woman who used herself and anything she could for justice and freedom. I want to be remembered as one who tried.鈥�

Women marching in 1963 March on Washington. Photo from Library of Congress.

How will we try? As individuals and as a community, how will we change our habits, listen with humility, learn to trust women鈥檚 stories, and not just bear witness to but march alongside women? It is time to听extend the work for justice and equality where Dr. King left off in Memphis the day he died. If we are to learn from this moment, on the 50^th anniversary of his death, let鈥檚 choose community over chaos and view King鈥檚 birthday and his death as a renewed call to action to use ourselves for justice and liberty for all.

Welcome from Vice Provost and Dean Ed Taylor

Our work within UAA and out across the University is tied together and interdependent. Research, service and scholarship go hand in hand. The first-year experience, and students鈥� transitions through to declaring a major and graduating into lives outside the University are one and the same. Leadership, service and ethics all serve the same purpose: To become a more thoughtful and compassionate public.

91爆料 values: Committed to our DACA Dreamers

Vice Provost and Dean Ed Taylor offered his thoughts on today’s decision to end the Deferred Action for Childhood Arrivals (DACA) program. Links to President Cauce’s statement and resources are also available here.

2017 UAA Staff Awardees Announced

Congratulations to the 2016-17 Undergraduate Academic Affairs staff recognition awardees. Selected for their dedication to supporting UAA鈥檚 mission of creating innovative academic experiences for undergraduates, these six UAA staff members made an indelible impact on 91爆料 students, faculty and staff.

And the awardees are…

Award for Excellence

Aley Mills Willis, director of academic services, Honors Program
Kathryn Pursch Cornforth, associate director, Carlson Leadership and Public Service Center

Outstanding Achievement Award

Ali Albrecht, transfer engagement manager, First Year Programs
Carey Christie, alumni and communications specialist, Honors Program

Outstanding Student Employee Award

Chungeun 鈥淐hloe鈥� Lee, teaching assistant for the 91爆料 Academy, Robinson Center
Bryan Nakata, digital media producer, Undergraduate Academic Affairs

Award for Excellence

Awarded to employees who have worked in UAA for at least five years, this award celebrates the employee鈥檚 leadership in creating formative student experiences and building the necessary infrastructure to support their vision. Recognizing the critical role advisers play in the undergraduate experience, Aley Mills Willis evolved the Honors advising program to be an essential piece of her students鈥� experience. Understanding the importance of experiential learning, Kathryn Pursch Cornforth actively works with peers across the campus and community to lay the foundation for students to engage in service learning.

Aley Mills Willis, the advising mastermind

鈥淎ley is a natural and gifted adviser, always fully engaged with each student she works with, while simultaneously thinking about the bigger picture of academic services. She is thoroughly dedicated to students and works tirelessly and creatively to ensure that they have rich and challenging experiences, while also supporting them in that journey. When recent graduates of our program are asked 鈥楬ow did Honors help you in your time as an undergrad?鈥� the nurturing, individually tailored advising experiences is most-often cited.鈥�
鈥� 91爆料 Honors Staff

Achievements of note: Created the Honors advising program, consistently provides support for her staff to grow; founded the Honors Field Studies Program; played a key role in building the Honors admission process; integral in developing the Honors 100 first-year seminar and the 2010 Interdisciplinary Honors curriculum; instrumental in creating the peer mentoring program; and formalized the National Collegiate Honors Council鈥檚 Partners in the Parks program.

Kathryn Pursch Cornforth, the visionary facilitator

鈥淜athryn is an inspirational, thoughtful and patient lead for UAA and for faculty teaching around the presence of Tent City 3 on campus during winter quarter. She worked tirelessly with the Tent City Collective, Tent City residents and with faculty to ensure that our collaborations were substantive, ethical and appropriately engaged. I could not have successfully offered my own class, 鈥楨ngaging Homelessness,鈥� without her wonderful partnership. We are so lucky to have Kathryn in the Carlson Center!鈥�
鈥� Dr. Vicky Lawson, director of Honors and professor of geography

Achievements of note: Played a critical role in fostering an impactful stay for Tent City 3, including building relationships with Tent City 3 residents, vetting learning opportunities with Tent City 3, including classes, conversations and meals; led the development of MLK week; heads the service learning teams, which impacts 3,000 students, 350 community partners and 100+ faculty; assisting with the development of a pilot study aboard program in Berlin, Germany.

See highlights from MLK Week, which Kathryn Pursch Cornforth plays a large role in organizing.

Outstanding Achievement Award

Recognizing the innovation, collaboration and tenacity it takes to initiate change, this award acknowledges the leaders behind some of UAA鈥檚 innovative programming. Ali Albrecht鈥檚 commitment to serving transfer students led her to create more robust experiences for them. Carey Christie鈥檚 vision for an Honors alumni network inspired her to build an active and engaged community of alumni.

Ali Albrecht, the transfer student advocate

“Ali has taken the lead on improving the transfer experience for more than 2,000 new transfer students every year. Even before she formally took on this role, Ali exhibited innovative thinking by hosting a Transfer Husky Kick-off event with remarks from President Cauce … Ali has always thought creatively about how we can broaden the UAA footprint to acknowledge and celebrate the diversity a transfer student brings to our campus.”
鈥� The First Year Programs Team

Achievements of note: Collaborating cross campus to improve the transfer student experience, including: hosting a Transfer Husky Kick-off event, establishing the Transfer Ambassadors peer mentor program, a seminar for transfer students and strategic plan to stay engaged with these students year-round and actively mentors students.

Virtually attend Transfer Dawg Daze, which Ali initiated:

Carey Christie, the alumni network architect

鈥淐arey has made the position her own, defining and crafting it to create a model of innovation, imprinting her creativity, her ‘can do’ attitude, and diverse communication skills to the task of alumni outreach and community building. Her special achievement of increasing alumni engagement in Honors has accomplished many layers of good for the Program and ripples across our work in Honors, as well as advances UAA鈥檚 mission to deepen and strengthen community.鈥�
鈥� 91爆料 Honors Staff

Achievements of note: Establishing the Honors Alumni Program from scratch; producing and coordinating the Global Challenges Event; creating the Honors Alumni Panel, now an integral part of the program; managing and steering the Advisory Board; Honors Hearths, which brings faculty and alumni into the residence halls for heartfelt conversations; and marketing the Honors Program.

Outstanding Student Employee Award

Student employees are an integral part of the UAA staff. This award recognizes the outstanding achievements of two student employees. Chloe Lee鈥檚 enthusiasm for her work as a TA is contagious and regularly inspires those around her to get involved with causes they feel passionate about. Bryan Nakata鈥檚 creativity has played an integral role in shaping UAA鈥檚 communications work.

Chungeun 鈥淐hloe鈥� Lee, leading by example

鈥淢any Robinson Center students have been inspired by Chloe鈥檚 initiative and leadership and have followed her into these groups to give back to their community in ways that Chloe has modeled. … Chloe鈥檚 contributions to the Robinson Center鈥檚 mission have been vast and, in every role she takes on, she demonstrates exceptional professional integrity, personal responsibility and care for others. We simply could not ask for a better teacher, leader and mentor for our community of students, and we feel so lucky that Chloe has given so much of her professional and personal energy to supporting others who wish to follow in her footsteps.鈥�
鈥� Curtis Hisayasu鈥�, associate director of programs, 91爆料 Academy, Robinson Center

Achievements of note: Founder, 鈥淗uskies for Kids鈥� registered student organization (RSO) which raises awareness of childhood poverty and illness; officer in 鈥淗and2Hand,鈥� which works with several women鈥檚 and youth shelters. As a T.A. performed better than most graduate students and set the bar for future T.A.s

Bryan Nakata, the up-and-coming filmmaker

鈥淏ryan has great technical knowledge and ability, and he also has a strong degree of self-awareness, creativity, drive, narrative instinct, receptivity to others鈥� ideas, and empathy to tell stories really, really well. His technical ability supports his creativity in his video work. He knows the effect of a particular camera lens, or lens flare, or angle, or lighting. And he鈥檚 constantly striving to push himself to learn more and use the technical to support the story.鈥�
鈥� Kirsten Atik, communications director, Undergraduate Academic Affairs

Achievements of note: Consistently producing top quality films and photos, including the MLK video above. Here are some additional videos he’s produced:

Mary Gates Endowment 20th Anniversary

Making art out of rejection: Miha Sarani paints his heroes

Lupita Tovar: Mapping New Worlds

Lupita Tovar originally intended to major in business. However, the opportunity to get involved with research changed her mind. Now an astronomy major, Lupita investigates telescopes to map exoplanets (words outside our solar system). If successful, she鈥檒l pitch her ideas to NASA and the greater science community.

Celebrating 10 years of Levinson Emerging Scholars

Helicopter and supplies in Antarctica — Levinson Emerging Scholar alumnus Jeff Bowman prepares for field work in Antarctica Photo: Jeff Bowman

Since 2007, the Levinson Emerging Scholars Awards have supported undergraduate researchers whose passion for science never rests. Mentored by and working alongside some of the 91爆料’s most accomplished researchers and teachers, these students participate in the invigorating work of advancing knowledge to solve some of society’s most intractable problems. Meet this remarkable group of young scientists.

Student draws on her past to inspire the future

Christina Chan, 鈥�16, knows first-hand the adversity surrounding college entrance for many high school students, especially for low-income students like herself. When she entered her junior year at Franklin High School, college loomed before her, looking more and more like an unattainable goal. College application forms and personal essays were complicated requirements that she didn鈥檛 know how to complete.

Then Christina decided to apply to (CAN), a nonprofit organization that specializes in helping low-income high school students enter college. Four years later, she graduated from the 91爆料 with degrees in English and sociology and returned to CAN as a 91爆料 community-based intern.

When you were in high school, what challenges stood between you and your dream of attending the 91爆料?
I鈥檓 the first generation in my family to attend college. My parents are immigrants from China and didn鈥檛 receive any official education past the third grade. Ever since I was a child, they instilled in me the value of education. Attending the 91爆料 was my dream, but when it came to actually applying, the process was overwhelming because there were so many things my parents and I didn鈥檛 know. All the required forms, like the FAFSA, the essays and preparing for the SATs, everything seemed so daunting. The FAFSA was particularly confusing 鈥� I鈥檇 never filed a tax report before! The jargon itself was discouraging.

How did you overcome the challenges of applying to the 91爆料?
In my junior year of high school, I reached out to Franklin High School鈥檚 chapter of College Access Now. They really broke down the steps for applying to 91爆料 and made college look achievable. They helped me draft my personal statement and made sure I used it to show who I truly was. I had good, but average SAT scores, so I really believe it was the personal statement that helped me get into 91爆料.

The experience that I went through as a financially disadvantaged student has influenced how I perceive the world, how I carry myself, and what I want to do in the future. Every opportunity, encounter and experience that I鈥檝e faced is an advantage because I鈥檝e developed resiliency when faced with adversity. This is something that I will instill in my future students; I want to share my experience and inspire them.

How did you return to CAN as their intern?
Because I knew how difficult it could be to apply to college, I wanted to intern at a nonprofit organization focusing on education. In my senior year of university, 91爆料 offered at nonprofit organizations in Seattle. I found out that CAN was actually one of the nonprofits that would be hosting an internship through 91爆料! The timing was perfect and I was matched to CAN as their intern.

What do you do as an intern at CAN?
I work on the College Services team that specializes in supporting CAN students through college and beyond. We know that the obstacles you face as a low-income individual don鈥檛 just go away after graduating college so we wanted to create a support system for the alumni. In fact, we just recently hosted our first ever CAN alumni engagement event. I helped with the outreach and logistics for the event.

You just graduated from the 91爆料. What鈥檚 next for you?
My journey is officially coming full circle as I will be serving as an AmeriCorps 11th grade college coach at my alma mater, . As the students鈥� mentor, or college coach, I鈥檒l be helping students apply to college and teach them how to better utilize their resources.

How does being an alumni of Franklin and CAN make your insight unique as a college coach?
I feel really passionate about coming back to Franklin High School as a college coach because I want to be the students鈥� support system. Being from South Seattle, I can relate to the issues that many students at Franklin High School experience. It鈥檚 one of the most diverse schools in Seattle, and听60-70% of their students qualify for free/reduced lunch. I also come from a low-income family. I鈥檝e been through the system, I鈥檝e been in their shoes. I鈥檝e seen so many people stuck in the same spot because of the role society sees them in. I want to help them break free of these restrictive labels and take a different path. CAN is a great way to do this because they give everyone a chance to work towards a better future.

Interested in learning more about the 91爆料鈥檚 community-based internships? Contact the Carlson Leadership & Public Service Center Director, Rachel Vaughn,听 or 206-685-2705 or visit the website.

Cathy Beyer reflects on her career at 91爆料

After 30 years of working at the 91爆料, Catharine Beyer retired. During that time, she spent 17 years working in the Office of Educational Assessment and three in the Interdisciplinary Writing Program. We chatted with her to learn more about her time at the 91爆料.

What drew you to the 91爆料?
At 37, we moved to Seattle with our two kids so my husband could start a Ph.D. in applied math, his long-held dream. I had taught college writing courses and worked as an editor for an engineering consulting firm, so, I applied for a lecturer position in the 91爆料鈥檚 (IWP). The last thing I was told in my interview for the job was, 鈥淢icrosoft is hiring technical writers; you might check over there.鈥� This was 1984. Had I checked with Microsoft, I might be a millionaire today, but I got the job in the IWP and took it.

In your 30-year career at the 91爆料, what work have you done that you believe is the most important to others?
Institutionally and nationally, my big assessment projects 鈥� the and the , both of which resulted in books co-authored by beloved colleagues 鈥� would probably be considered my most important work. I loved that work, don鈥檛 get me wrong, but I think my teaching work might be more important over time. Not only did I have the honor of helping 13-years worth of students become better writers and thinkers, but I learned a ton about what undergraduates and faculty members experience that I then could carry into my later assessment work.

What have you found through your work that has most inspired you?
Our students are always inspiring. They are amazingly bright, interested in and knowledgeable about such diverse things. Sometimes they are shockingly brave 鈥� recovering from failure and loss or navigating an environment that feels unwelcoming, for example. They come to us from great pinnacles of success, but they have to start over here, and what counts for success is often very different from what mattered before. They come here hoping to be challenged and to grow. We owe them an experience that does that for each one of them.

What advice do you have for students, faculty and staff about the value of teaching and learning?
Because learning is complex, the ways we assess it must also be complex. Generic tests and surveys of students鈥� experience can鈥檛 tell us much about what our students have learned in college or how to improve our work. If we want to get that kind of information, we need to talk with students about their learning. We need to get faculty involved in looking at students鈥� work over time and discussing it together, identifying the growth (or lack of it) they find there. We need to also track learning that doesn鈥檛 fall neatly within our academic boundaries but that may inform them or have value beyond them.

You鈥檝e always had a rocking chair in your office. What meaning do rocking chairs hold for you?
Rocking may well be our first memory of comfort. I have always had a rocking chair in my office at the 91爆料 and elsewhere because I want whomever is talking to me 鈥� friends, interviewees, colleagues 鈥� to feel at home, comfortable and accepted in my presence. My rocking chairs are always big, capable of accommodating every size, age, color, temperament, mood and shape.

What鈥檚 next for you?
Really, I have no idea. I鈥檝e written a letter to the mayor and the chief of police asking them what changes they are making to get rid of discriminatory policing, but beyond that I鈥檓 reading, doing a little creative writing, and researching Angry Birds 鈥� once such an amazing, creative, beautiful set of games and now in the toilet. I want to find out what happened there. Other than that, I鈥檓 hoping to have the chance to get bored.

听

91爆料 Alums Gonzalo and Danielle Guzman Think Global, Act Local鈥�

91爆料 alumni Danielle and Gonzalo Guzman Photo: Bryan Nakata

When 91爆料 alumnus Gonzalo Guzman, 鈥�04, 鈥�06, took American Ethnic Studies as an undergraduate, he realized the absence of Latino history in his schooling. As a Latino growing up in the Yakima Valley of Eastern Washington, this felt like a big oversight.

This realization motivated Gonzalo to take action. He received both a and along with two other classmates, went on a lecture tour. The trio visited schools and community centers in Wapato and Toppenish, Washington, sharing what they had learned about their community鈥檚 history. Their audiences responded warmly, and the schools were touched to have alumni return to share their knowledge.

鈥淏efore college, working in the education field was not even on my radar,鈥� reflects Gonzalo. “My experience in Eastern Washington cemented my interest in the field, since I was able to see first-hand the potential of public schools in fostering community change and empowerment.鈥�

Today, Gonzalo鈥檚 commitment to community remains just as strong. He is currently pursing a Ph.D. in the social and cultural foundations of education. Over the course of his studies, he met his wife Danielle, 鈥�10, 鈥�11, who was earning her master’s degree in teaching at the time. The two shared a passion for making education equally accessible to all students, regardless of race or economic status.

Danielle鈥檚 work as an elementary school teacher gave them the opportunity to enact their ideas. When a local elementary school closed, the students were reassigned to Danielle鈥檚 school. The closed school offered a Montessori program alongside its contemporary program, which it moved as well. The Montessori program was open to all students. However, enrollment required in-person registration during a specific time window which was tough for several families. This resulted in a segregated school.

The school-within-a-school problem spoke to Danielle and Gonzalo鈥檚 interest in making education more equitable. To address the immediate situation, Danielle and the Montessori teacher designed a non-enrollment model, which mixed their classes. Students would spend half of the day in Montessori classes, and the other half in the contemporary program. This blended model worked, and the whole school has since adopted it.

Through this experience Danielle and Gonzalo recognized a larger need for teachers and students to start talking about issues of race and class. They wanted to teach a course at 91爆料 to address this.

The Guzmans worked with Christine Stickler, director of the , to make the class a reality. In addition to mixing working teachers and 91爆料 students, the class offered unique benefits 鈥� free continuing education for teachers and the opportunity for students to learn alongside working teachers and visit their classrooms. Both parties had a safe space to discuss the issues surrounding equity and education.

Teachers brought their learnings back to the school almost right away. For example, at the school鈥檚 Black History Night, the elementary students talked deeply about issues of class and race. The kids studied pictures of marches and responded by sharing their feelings and questions. Through activities like these, the teachers are hoping to develop socially aware students.

The Mary Gates Scholarship Gonzalo received as an undergraduate provided encouragement and financial support for Gonzolo to develop his leadership skills and passion for education. Through his work with Danielle, he鈥檚 creating a world of good by educating socially aware children and teachers. Upon receiving his Ph.D., he hopes to become a professor of ethnic studies or education.

The Guzmans will be teaching an updated version of this class, sponsored by Undergraduate Academic Affairs, again next year. It will span two quarters 鈥� one quarter at the 91爆料; the other at a local elementary school. The Guzmans are 鈥渆xcited to cross fields and address issues that matter to the community.鈥�

Ed Taylor Reflects on the 2015-16 School Year

The common thread running through the 91爆料鈥檚 purple and gold tapestry is a campus-wide commitment to service and the public good. I am inspired to watch the Husky culture of service grow year after year.