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Typically longer in length and relevancy than content in the news category. Features content is more likely to be republished over time.

Honors Director Vicky Lawson prepares for next adventure

Written by Interview by Danielle Marie Holland
Posted on

After more than three decades of service to the 天美影视传媒, Vicky Lawson will retire at the end of the academic year. Lawson, professor of geography and poverty researcher, has spent the past eight years directing the , contributing to the deepening of its interdisciplinary focus and approach to intentional community building, innovative thinking and global citizenship.

Lawson is past president of the Association of American Geographers and former chair of the Department of Geography. Having worked across South and North America on informal economies, women鈥檚 work and poverty, her classes focus on the intersections of poverty, inequality and feminist care ethics. In addition to her leadership in the Honors Program, she is co-director of the , a global research network that aims to expand thinking about the causes of poverty in both rich and poor countries. During her tenure at the UW, she has served as adjunct professor in the Department of Gender, Women and Sexuality Studies and as a faculty affiliate of the West Coast Poverty Center.

Photo of Ed Taylor, Vicky Lawson and Tina Ragen.
Vicky Lawson, center, at her retirement party with Ed Taylor, left, and Tina Ragen, right. Photo: Photo by Shannon Sherman

As Lawson prepares to pass the role of Honors Program director to Stephanie Smallwood, she shares her thoughts on her accomplishments as director, the transformation of undergraduates through the interdisciplinary program, and the enduring impact of the Honors Program.

Honors broadened my view

How has the Honors Program most impacted and changed you?

With a 35-year career in the geography department and College of Arts and Sciences, coming over to Honors changed my perspective on undergraduate education and the University as a whole. Honors broadened my view of the University, in terms of who holds the University up and how, and in terms of the breadth of interests and capacities of students from all across the University. Honors spans the entire campus [and includes] students, instructors and classes from every college. It was a new vantage point for me of the brilliance of students regardless of what corner of campus or what background they come from.

I teach a class on houselessness and one particular student from aeronautics engineering made a profound contribution to an art exhibit my students installed with Real Change News through a comparative historical photography project of Seattle. It was a wakeup call for me to realize that it’s not just geographers who know how to read a city.

In addition to appreciating the breadth and curiosity of the students, coming over to UAA was coming into a space that is driven by professional staff. I came to appreciate just how staff hold up the University and how much they contribute. Getting to work closely with incredibly talented staff was a real gift because you see the commitment and the depth of the work they do. In Honors, all the staff are leaders. It’s a super creative space.

A deep commitment to inviting in the students

How has the Honors Program changed in the past eight years?

It was already an incredibly innovative, complex, interdisciplinary space when I got here. I don’t take a lot of credit for the brilliance of this program. I just came in and tried to amplify and support what the staff were already doing. These were things that were already happening, but we have been deeply introspective about difference and intersectional equity in our program. Honors has evolved tremendously over its , especially over the past two decades. has been a leader on this work, but everybody’s been involved in understanding who our students are and where they come from. We have been committed to bringing in first-generation students and students of color and understanding how we’re doing compared to the University as a whole. We have a lot more work to do, but we do have a deep commitment to inviting in students who saw the label 鈥淗onors鈥� and thought, 鈥淲ell, that’s not a space for me.鈥� Instead [we] invite them to know that, actually, participating in Honors is being part of an education that honors the University. Everybody鈥檚 backgrounds, experience and knowledge brings brilliance. It’s been a major part of what we’ve been doing. Juliana has led on it, and everybody has leaned in very seriously on that work.

Interdisciplinary education, experiential learning, and being in community

Photo of Global Challenges event with panelists Anna Lauren Hoffmann, Ece Kamar, Shankar Narayan and moderator Vicky Lawson
Global Challenges, 2019, with panelists (left to right) Anna Lauren Hoffmann, Ece Kamar, Shankar Narayan and moderator Vicky Lawson.

Another area that I’m particularly personally proud of in Honors is this incredibly creative space that has always rested on pillars of interdisciplinary education, experiential learning and being in community. I wanted to invite the whole campus into this space with our students, and one of the ways that we did that was through our . We built an annual event that puts people from different walks of life in conversation with each other and asks them to talk about an issue that students themselves raised. We pull the freshmen in and say, 鈥淲hat do you care about? What is keeping you up at night?鈥� We’ve done this now since 2015. Each year we’ve filled a ballroom with 500 people and we’ve hosted the event online with hundreds of people. By asking the students what they want us to talk about, we put the students in charge of their education the minute they walk through the door. Honors students learn that, at UW, we listen to them, that we build the program around their interests. At Global Challenges, they get to see what it’s like to have three people who are very accomplished in their fields, in a humble conversation about a really big topic for which there is no simple answer. That’s an example of showing the larger community what Honors is all about, what our students are all about, what our pedagogy is all about.

We are building that broader, richer sense of who we are and why we do what we do and inviting everybody. We are building something that’s for everyone.

What is the impact you’ve witnessed of interdisciplinary research?

Photo of Sarah Elwood and Vicky Lawson
Sarah Elwood, left, and Vicky. Photo: Photo by Shannon Sherman

One of the things that Honors did was create a space where I could literally teach my driving passion. In my research, I had a long-standing relationship with along with , my collaborator. Each year in Honors I’ve taught a class on poverty and houselessness. A couple of years ago, we did a deep dive with Real Change News as collaborators to bring the portrait project to campus. I gave the students the responsibility to curate the exhibit to run for three weeks and build a launch event in the Allen Library. Twenty-five students collaborated together on every aspect of bringing that exhibit to campus, they collaborated with our Real Change News colleagues who were at the core of the project. Many of the students who were involved have come back to me to talk about where that experience took them.

Students will rise to any challenge

This morning, I sat with a student applying to medical school, who was in another iteration of that same class. She talked about how doing medicine was one thing, but thinking about it through the lens of social justice, access, historical racism and how that shapes who has access to care, was transformative for her. She understood that in a deep way because she’d been part of that class. I create a class space where the students teach each other and they pick up and carry that work and take it to places that are important to them.

This last quarter I had a group of students create a zine, called , in collaboration with homeless youth in the U District. It is full of incredible art, essays, cartoons and drawings. The students did the work of assembling this art aimed at elevating the voice of homeless youth, about their ideas of what the future could look like. This was a chance for our students to collaborate with the youth and to elevate their vision, their brilliance and their ideas. I’ve come to realize working with our students that, literally, they will rise to any challenge. They will mount an art exhibit, they’ll create a zine, they will do collaborations that are deep, they will face up to the impossibly difficult questions of climate change and poverty, and houselessness.

It鈥檚 been transformative for me working with these students.

How do you see the impact of the Honors Program on the students as they graduate?

What we’re trying to do and what we’ve really committed ourselves to with Honors, is to support the students to complicate their ideas and work, and to be brave about it. So if they think they’re going to do medicine, can we work with them to think about what it means to be a doctor? What does it mean to be a doctor that cares about social justice? How do we invite students into spaces in a way that is actually enabling? That鈥檚 what Honors classes do. And the students take the work places we never thought of. I have students that worked for the , a student who’s up in Skagit County as an organic farmer, students at Harvard, students in medical school, a student working on climate change activism. They learn that they can be brilliant in any number of different ways.

We have brought together a community

What鈥檚 something that comes to the forefront that you are very proud about?

I am proud of how we’ve connected to broader communities 鈥� and gets credit here. We have worked hand in glove to bring together a community of alumni. We’ve built an advisory board that leans in and shows up. We have built financial and moral support for this program at a level that did not exist when we came in. We have an endowed . We built an endowed that’s still growing. It’s about people believing in us and people in the community really reaching in and supporting what we do. And we’ve got an incredible group of volunteers now. We just had the most successful Husky Giving Day which is less about the money and more about the fact that over 70 people thought Honors was special enough to make a gift. I feel really proud of how we’ve expanded our community with people who deeply care and want to support our students because of how they think and what they mean to the future.

What are you most excited about with the next adventure?

Photo of Vicky Lawson riding a brown horse
Vicky, doing one of her favorite things.

I’m excited about not being busy! I鈥檝e always been on a mission to be an academic and teach. I’m very curious what life has to offer if I’m not doing those things. I’m curious about what my next chapter is going to be and I don’t think I’m going to really truly know that until I stop. I am quite sure it’s going to continue to have to do with activism around impoverishment and houselessness. There are a lot of things I think about and wonder what my skills might do to make an impact. I do know that I’m going to grow a garden. I’m going to travel and I’m going to raise a horse and train it.

Any last thoughts?

Photo of a black pony with white lower legs and feet in a field.
Vicky Lawson’s first post-retirement project: Training Domino, a one-year-old Missouri Fox Trotter.

I came into Honors and I realized that this is where the work is. Undergraduate education, especially at a public university, is the place that I believe you can have the most impact. Undergraduate students have infinite paths open to them. Honors has redoubled my commitment to undergraduate education as a place of praxis and place of personal and professional transformation that’s really important. The staff in Honors are just quite remarkable and they taught me every day what is possible in undergraduate education for life.

Undergraduate education is the place I believe you can have the most impact.

UW sophomore Jonathan Kwong awarded selective Udall Scholarship

Written by Danielle Marie Holland
Posted on

天美影视传媒 sophomore Jonathan Kwong was recently named a Udall Scholar! Kwong is pursuing a bachelor鈥檚 degree in environmental science and resource management with a minor in oceanic and Pacific Islander studies.

Photo of Jonathan Kwong
Jonathan Kwong , UW sophomore, was recently named a Udall Scholar. Photo: Photo by Ian Teodoro

This year, the Udall Foundation awarded 55 scholarships to college sophomores and juniors for leadership, public service and commitment to issues related to American Indian nations or to the environment. More than 380 candidates from across the country applied for this selective scholarship, with award recipients receiving up to $7,000 each. The Udall Scholarship honors the legacies of Morris Udall and Stewart Udall, whose careers held significant impact on American Indian self-governance and stewardship of lands and resources.

鈥淚鈥檓 really happy and overjoyed. What the Udall Scholarship means to me is I鈥檓 able to continue doing my research, and it鈥檚 such an honor. I will be able to continue meeting with professors, continue learning more and doing the work without having to worry about finances,鈥� shared Kwong. They cite the additional benefit of this award granting them time to make friends, connections and develop new mentor relationships.

A dedicated researcher, scholar and storyteller, Kwong is focused on uplifting traditional ecological knowledge within the environmental science fields and cites their upbringing and heritage from Guam as essential to their understanding of land, nature, resources and history. Kwong鈥檚 interdisciplinary studies have given them the opportunity and resources to actively create a pathway rooted in community, as they become a scientist who is both equitable and effective.

鈥淢y Indigenous perspective is they鈥檙e not separate 鈥� academia, research, storytelling, education. They鈥檙e all connected and it鈥檚 only really the socially constructed boundaries that separate them into different subjects and disciplines,鈥� says Kwong.

With an intersectional-justice-focused lens, Kwong is actively working to make environmental science accessible and equitable. Teaching elementary through high school students, they have created anti-racist science curricula, developed podcasts and designed board games to increase engagement, awareness and overall impact.

Kwong is no stranger to making contributions and remains personally dedicated to community-building toward the greater collective. Kwong leads the UW student organization and actively participates in community work with organizations including Equity Institute, King County Airport Community Coalition and Root of Our Youth. They see a fundamental connection between all their diverse avenues of interest and research.

鈥淚 think research and academia has helped me identify terms. Research has helped me be able to look for biases, look for the details. Storytelling has been able to help me communicate the idea. Education has helped me work with students to bring change,鈥� shared Kwong. They remain steadfast in their dedication to their own education, and to uplifting and sharing awareness within the community.

Kwong has additionally been selected for the 2022 NOAA Ernest F. Hollings Undergraduate Scholarship and has an upcoming internship at Smithsonian Environmental Research Center鈥檚 Biogeochemistry Lab. Previous awards and honors for Kwong include a 2021 Doris Duke Conservation Scholar for University of California Santa Cruz and the 2021 天美影视传媒 Alumni Association Homecoming Scholar.

About the Udall Scholarship

The is open to college sophomores and juniors for leadership, public service and commitment to issues related to Native American nations or to the environment. Udall Scholars come from all majors and fields of study. Recent Udall Scholars have majored in environmental sciences and policy studies, agriculture, political science, natural resource management and American Indian studies, to name just a few areas.

About the Office of Merit Scholarships, Fellowships and Awards

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

More about Jonathan, a Q&A

Editor’s note: This interview has been edited for length and clarity.

I study environmental science and resource management and I minor in Oceanic and Pacific Islander study. That’s been a really cool and unique combination. My main focus I want to get out of environmental science is traditional ecological knowledge, especially in dismantling the extractive system of Western science. It’s been interesting trying to balance those two out.
Asking, how do I learn science and learn the technologies and the methods while also being critical of it.

There’s this thing called parachute science, when research scientists swoop into a community. They collect the data, they do their thing, they swoop out without giving back to the community, without really contributing. That usually happens a lot in coral reef research, and, as someone who was raised in Guam, my heritage is rooted in, 鈥渉ow do I not be extractive鈥�? Especially [considering] the stories that I’ve been told and the history I’ve learned from the land, [I want to ask]: How do I be a scientist in a way that is both equitable and effective?

During my freshman year, I had just started exploring the word intersectionality and what that meant to me. It was really cool to go into that mindset. I was reading about water systems, and then seeing it in class and thinking, 鈥淲hat else do I want to learn more about?鈥� I gradually found myself free floating all throughout science. I did classes in museum studies, disability justice and law, and gender law. I wanted to see how there could be maximum inclusion, maximum equity. That goes into processes, and there’s so many identities out there beyond race, so everyone can bring something to the table, but how are we getting people to speak up and how are we getting people to uplift their voices?

I’ve hosted a storytelling event called 鈥淰oices in American ethnic studies.鈥� Counter-narratives highlight voices that are ignored, so it鈥檚 important to have discussions with the affected people present. There’s so much, 鈥減eople of color are suffering.鈥� Especially regarding the Pacific Islands, [people say,] 鈥渢hey’re sinking, they’re drowning. In the next 20 years, they’ll be gone.鈥� People still live there. And people still exist. So what are those stories? [I want to uplift] the counter stories, counter narratives that can be told about these cultures, about how these [people] are not just statistics that go away in 20 years, but how [they] will continue to fight and solve a problem that was not their own making.

So anti-racism has been a really big thing that I’ve been trying to get into and especially working with the community. Ever since I created my own [anti-racist science] curricula, I was piloting it in classrooms. I was invited to teach it. And I gradually got to know educators of color. Now we have a racial healing circle with educators of color across Washington state where we’ve talked about issues with access and education. We ask what’s wrong with accessibility and equity and how are people being mistreated? How are people being isolated and attacked? And how are they also not being acknowledged when these things happen?

I鈥檓 a community organizer for King County International Airport Community Coalition. This work is focused on stopping the expansion of King County International Airport, especially since they originally were trying to expand into places like Beacon Hill and Georgetown, low income and communities of color. This is an obvious sign of gentrification. We look at how we are bringing in neighbors. I鈥檝e also learned so much about air pollution and the history here.

I think just living within Seattle, Washington, it’s great to be able to do the science, go to the parks, go to the rivers and test. But it鈥檚 even better to work with the communities. Work with the King County International Airport Community Coalition and work with educators to not only solve issues locally, but to bring awareness through education.

I’m part of the Interdisciplinary Honors Program. So half of my classes are different disciplines smashed together and they create something really beautiful. I took a disability, gender and law class through Honors and brought that disability perspective, especially highlighting people of color with a disability, into discussions about what鈥檚 excluded when we make trails, when we build green infrastructure. When we say 鈥渙h, we should just get rid of all the roads and create a bypass鈥� but people with a wheelchair need cars. You know, if we get rid of all elevators because they’re electric and we make stairs because they’re more eco friendly? Who’s going to be claiming that, because it’s definitely not the wheelchair user.

Learning these nuances is incredibly helpful in doing the decolonizing work within myself. Another set of classes that I took were solving issues in museum spaces and decolonizing ethnomusicology archives. What does the colonial history of archives look like? How have they helped and harmed? Discussion repatriation and land back in the context of institutions helped me learn more about how prevalent colonialism is within all fields, including my own. Studying environmental science comes with going to natural reserves, like Friday Harbor Laboratories or Pack Forest or UC Natural Reserve System. But these research places are still stolen. I want to learn more about how to re-indigenize or truly decolonize spaces as I continue my work.

We have to do the equity work within ourselves before we do the work outside. If we never internalize what equity means to us, then our actions fall flat. Community activism has been helpful in putting action to my words. I might identify a lot of issues, but now I’m finally able to act upon them. I’m able to have a community and come together with other people and look into it. Look at educational disparities, look at lack of access to technology, airport expansion 鈥� and look at why these are wrong. We can work with councilmembers, talk with legislators and ask who is being left out of the conversation. We can work to not speak for other people but to uplift people鈥檚 voices.

Stephanie Smallwood named director of Honors Program

Written by Undergraduate Academic Affairs
Posted on

Congratulations to Stephanie Smallwood, acclaimed professor and historian, who has been appointed the new director of the , officially beginning her term in September, 2022.

The University Honors Program, , serves as an academic core of Undergraduate Academic Affairs, bringing students and faculty from every corner of campus together for original learning opportunities focused on collaborative, cross-disciplinary curriculum, experiential learning, research and critical reflection.

Portrait of Stephanie Smallwood standing outside
Professor Stephanie Smallwood has been named the next director of the Honors Program. Photo: Photo by Dennis Wise

In the past eight years under the direction of geography professor and poverty researcher, Victoria Lawson, the Honors Program has contributed to the deepening of its interdisciplinary focus and approach to intentional community building, innovative thinking and global citizenship. As Lawson prepares to retire from the 天美影视传媒, she expresses admiration for Honors鈥� incoming director, stating: 鈥淚 am a huge fan of Dr. Smallwood and I am confident she will love leading within this community, as I have.鈥�

Fostering collective and diverse brilliance

Honors by the numbers听

The UW Honors Program facilitates Interdisciplinary, College and Departmental Honors for over 1,400 undergraduates annually.

83% of Honors students come from public high schools.

100+ UW majors represented by Honors students and faculty.

70% say Interdisciplinary Honors admission is a top reason they chose the UW.

Smallwood says she鈥檚 excited by the Honors Program鈥檚 trajectory and sees great opportunities to continue expanding this interdisciplinary educational hub at our public research university. Smallwood鈥檚 vision of fostering collective and diverse brilliance aligns with the program鈥檚 long arc toward education that centers public needs and un-siloed, collaborative inquiry.

鈥淚nterdisciplinarity informs my scholarship, my mentoring, my teaching, and informs everything I do,鈥� shared Smallwood. A narrow singularly disciplinary lens cannot adequately approach the questions which animate her work, or the questions that remain most urgent and pressing to our society today.

鈥淯ndergraduate Academic Affairs is a unit devoted to changing lives of students by deepening their UW experience,鈥� shares Vice Provost and Dean Ed Taylor. 鈥淪tephanie Smallwood has the vision, knowledge and experience to move the program and experience of students into a future that is much in need of their potential to help make the world better.鈥�

Guiding students in intellectual exploration

Smallwood is an associate professor in the , where she holds the Dio Richardson Endowed professorship, and she has a joint appointment in the . She has devoted the past 15 years at the 天美影视传媒 to undergraduate teaching and mentorship on the histories of slavery, race and colonialism in the early modern Atlantic world. Guiding students in their exploration of the challenging problems that have profoundly shaped our world remains as fresh and rewarding for her today as when she began her career as a teacher-scholar nearly 25 years ago.

Her book 鈥溾�� (Cambridge, MA: Harvard University Press, 2007) was awarded the 2008 Frederick Douglass Book Prize; the award for best book written in English on slavery or abolition by the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition at Yale University; and was a finalist for the 2008 First Book Prize of the Berkshire Conference of Women Historians.

“The 天美影视传媒 is so fortunate that Professor Stephanie Smallwood has accepted a three-year term as director of the Honors Program. Professor Smallwood is a prize-winning historian, gifted teacher and exemplary University citizen. She will bring her gifts of shrewd analysis, excellent judgment and visionary leadership to this position,鈥� shared Glennys Young, chair of the Department of History.

A history story

Smallwood鈥檚 interest in history began as an undergraduate at Columbia University, stemming from her involvement in anti-apartheid demonstrations. In 1985, on the anniversary of the assasination of Dr. Martin Luther King, Smallwood demonstrated in a domestic divestment campaign. When camping out on the steps of an administrative building for three weeks was followed by a summer of disciplinary hearings, she was led directly toward learning more about the history behind the political actions she found herself engaging in.

For the first time in her life, Smallwood began to read African history 鈥� and found herself blown away. She spent the last two years of her undergraduate studies taking graduate-level seminars. 鈥淚 knew then that history was what I wanted to do and study,鈥� said Smallwood. Under the mentorship of , she was guided towards an interdisciplinary M.A. in African and African-American studies at Yale University.

Smallwood became a research assistant to renowned historian , who was beginning to examine the 17th- and 18th-century slave trade. During days spent in the Yale library鈥檚 microfilm room, Smallwood poured over newspapers from 17th century Maryland and Virginia, reading the announcements of arrivals of slave ships. Her time there would prove to be invaluable, as she began to piece together the literal connections between African and African-American history. 鈥淚t was the first time, that past, that period, was animated for me intellectually,鈥� she said. Transcended beyond just responding to contemporary politics, she sought out to study the entire expanse of Black history. Smallwood would go on to earn her Ph.D. in early African-American history at Duke University.

鈥淚 am incredibly excited to see Professor Smallwood鈥檚 leadership and inclusionary vision applied to the Honors Program as its community continues to grow and build connections across campus. Her support and encouragement enabled us students to reach our full potential and I know she will do the same for the many students who come under her guidance as she takes on the role of director,鈥� shared Erin Nicole Kelly, senior.

The role imagination plays

The interdisciplinary impact of her studies and research have informed the lens for all of her ongoing research, leadership and publications. Smallwood recognizes that a key component of the role of a historian is to imagine. 鈥淭he fact of the matter is that historians have to imagine, to tell stories.鈥� She cites the fiction of novelist Toni Morrison as being in relationship and conversation with her historical research. 鈥淲e have to be able to use the gifts that only a Toni Morrison can bring to the table, to guide us in how to dare to imagine. You can鈥檛 ask good questions if you can鈥檛 imagine outside of the box,鈥� Smallwood said.

Smallwood connects the value of the Honors Programs to its interdisciplinary imagination. A program that curates small classes and dynamic curriculum where students experience, as she describes, 鈥渢he freedom of when you’re not already locked into a particular methodology or a set of rules that govern a particular discipline.鈥�

Her recent experiences teaching the classes, Honors Historical Method and Race and Slavery Across the Americas, have served Smallwood as continued affirmations of what鈥檚 possible in intimate learning environments. 鈥淜nowledge production happens best when we put different disciplinary methods in relationship to one another,鈥� she shared. 鈥淥ften our best and most innovative learning happens in collaboration.鈥�

Our best learning happens in collaboration

Smallwood remains continually fueled and reinvigorated as an educational collaborator and mentor. Facilitating class experiences for undergraduates to engage in intellectual discovery and risk taking, Smallwood is focused on new approaches to learning that can meaningfully advance a social justice mission.

Smallwood sees her appointment as director of the Honors Program as an honor within itself. She intends to use her skills and background of scholarship and teaching in a public research university to serve students and boost their capacity to imagine, contribute and make change. 鈥淭o be at a public research institution like the UW means you鈥檙e in a community of extraordinary scholars with extraordinary resources,鈥� said Smallwood. 鈥淚t鈥檚 the best possible combination of what it takes to be a scholar and for the largest impact you can have on reaching and touching people.鈥�

Welcome, Stephanie Smallwood!

The community and discovery of undergraduate research celebrated at 25th Undergraduate Research Symposium

Written by Danielle Marie Holland
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Join students, faculty, staff and the broader UW community on May 20, 2022, as we celebrate the 25th Annual Undergraduate Research Symposium. Engage in conversations surrounding the problems and questions of our times. Gather for innovative research that matters most to you.

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

Written by Jenelle Birnbaum
Posted on

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

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

Academic Support Programs: An academic home away from home

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

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

CLUE: Tutoring center creates a sense of community

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

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

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

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

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

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

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

First Year Programs: Building community and wayfinding through the UW

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

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

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

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

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

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

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

Paw print line drawing with purple outline
First Year Programs also has 听

Honors: Introducing a student-led mentorship program

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

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

Paw print line drawing with purple outlineApplications for the Honors Peer Mentoring Program winter cohort will open on January 3, 2022. to learn more.

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

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

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

Learn about upcoming and request copies of the .

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

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

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

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

Paw print line drawing with purple outlineUW News recently ran a story about the Resilience Lab鈥檚 work, including an interview with director Megan Kennedy. Read the article here.

Robinson Center: Intentionally bringing students to campus and creating community

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

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

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

Learn more about the .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Paw print line drawing with purple outlineGet involved with undergraduate research. Check the Undergraduate Research Program website for upcoming advising sessions, search for research opportunities and more.

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

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

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

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

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

Read the full announcement on CCRI’s website.

Welcome to campus, we belong together

Written by Ed Taylor
Posted on
Photo of Ed Taylor
Vice Provost and Dean Ed Taylor

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

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

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

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

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

A subject to love, a determination to speak her truth

Written by Jenelle Birnbaum
Posted on

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

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

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

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

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

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

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

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

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

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

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

Finding a home 7,000+ miles away from home

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

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

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

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

Learning how to turn research into meaningful policy

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

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

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

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

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

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

Leading the way to the ASUW鈥檚 first international student office

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

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

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

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

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

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

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

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

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

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

Pandemic pivot to jump into literacy

Written by Kylee-Ann Tawara
Posted on

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

About Jumpstart

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

Kylee-Ann Tawara is majoring in public health-global health. She鈥檚 completing her third year at the 天美影视传媒 and in Jumpstart.