Patience Komba, a Doctor of Global Health (DrGH) candidate in the Department of Global Health, describes her experience navigating Hurricane Beryl in Jamaica this summer.
Tell us about your background.
My background includes extensive work in strengthening health systems with a focus on Continuous Quality Improvement (CQI) and digital health. For several years, I worked in Tanzania, supporting efforts to improve the quality of HIV/AIDS services across numerous regions and health facilities. Due to the challenges of providing on-site technical assistance to all facilities, my team and I developed the Digital CQI Platform—a web-based tool designed to streamline the monitoring and reporting of CQI initiatives. This platform reduced reliance on paper-based systems and enabled remote support for facilities that were difficult to reach promptly. The success of the platform in Tanzania led to its expansion into other countries, including Kenya, Zambia, Rwanda, and Botswana.
Why were you in Jamaica this summer?
My involvement in Jamaica began under the guidance of my supervisor, Nancy Puttkammer, a co-faculty lead at the Digital Initiatives Group at I-TECH (DIGI) and a Professor at the Department of Global Health, as part of our efforts to adapt the Digital CQI Platform, better known as the CQI App, for use in the Caribbean. Working closely with other DIGI colleagues, we successfully rolled out the CQI App in Jamaica earlier this year. I traveled to Jamaica this summer as part of my DrGH program to conduct an evaluation, where I am honing my skills in evaluating digital health initiatives. The evaluation aimed to gather insights into user experiences and identify challenges to refine our adaptation and scale-up strategies for the CQI App.
The trip was meticulously planned and fully supported by I-TECH, C-TECH, DIGI, DrGH program leadership, and the UW Office of Global Affairs, all of whom worked closely with me to ensure I adhered to all safety precautions. Despite these thorough preparations, nothing could have prepared me for the experience of facing Hurricane Beryl—a challenge like none I had anticipated!
Describe your experience driving across the island before Hurricane Beryl landed.
I arrived in Kingston, Jamaica, on June 29, with plans to begin our evaluation work on June 30. Despite having no personal experience with hurricanes, I was initially unfazed when I first heard of Hurricane Beryl’s approach. However, the severity of the situation soon became clear. As Georgia Simmonds, the CQI lead in Jamaica, and I drove from Kingston to Montego Bay on July 1, two days before the predicted landfall, the drive felt strikingly surreal. The weather was deceptively calm, with clear blue skies—a stark contrast to the Category 5 hurricane looming ahead. Georgia shared stories of past hurricanes in Jamaica, particularly one in the 1970s that caused widespread devastation, which underscored the potential threat we were facing.
As we neared Montego Bay and settled into the Riu Hotel, the island’s preparations for the hurricane were evident. Military convoys, supply trucks, and locals scrambling for essentials highlighted the seriousness of the impending storm. Despite this, the serene drive seemed at odds with the palpable tension around us. That evening, our team wisely decided to return to Kingston immediately after our meeting the next day, ahead of the hurricane’s expected landfall. This decision was crucial, as a 24-hour curfew was enforced across the island early Wednesday morning, making further travel impossible.
The drive back to Kingston on July 2 was marked by an eerie quiet and heavy traffic, with residents rushing to secure their homes and gather supplies. Georgia’s insights into hurricane preparedness provided a clearer picture of what was to come. For someone like me, who had never experienced a hurricane, the journey was an eye-opening lesson in the gravity of natural disasters and the resilience required to face them.
What did you do once Hurricane Beryl hit the island?
I initially stayed at the Courtleigh Hotel in Kingston before moving to the Riu Hotel in Montego Bay. However, as Hurricane Beryl approached, we returned to Kingston to be closer to established safety networks. On July 3, the day the hurricane was expected to make landfall, the island was under a strict curfew. The morning began with deceptively calm and clear skies, but as the outer bands of the hurricane reached the island, the situation quickly deteriorated with fierce winds and torrential rains.
I watched in disbelief from my hotel room as the powerful winds roared through the city, uprooting trees and causing significant damage, including downed streetlights and palm trees in nearby Emancipation Park. The winds were so intense that the hotel staff swiftly moved all guests to a secure, windowless room for protection. This precaution lasted about an hour before the intensity gradually subsided as the hurricane moved further from the island. Although its worst impact bypassed my immediate location, the broader destruction across the island was still severe, with widespread loss of power, water, and communication services. The experience was unique and sobering, making me reflect on the potential catastrophe that could have unfolded had the hurricane made a direct hit.
Were you able to complete your focus groups and key informant interviews after returning to Seattle?
Nicola Kalderash, MS ‘22, BS ‘21, BA ‘21, reflects back on the life-changing experience of studying abroad in Taiwan during his studies at the University of Washington.
Nicola Kalderash is a cybersecurity professional at Boeing. He earned a Master of Science in Information Management and a Bachelor of Science in Informatics with a concentration in Cybersecurity and Information Assurance and a Bachelor of Arts in International Studies with a concentration in China and Foreign Policy, Diplomacy, National Security & Peace from the University of Washington. Prior to the University of Washington, he earned his Associate of Arts in General Studies at Seattle Central College.
In 2016, during his studies at Seattle Central College, he was awarded the Benjamin A. Gilman International Scholarship to study abroad in Shanghai, China. In 2019, during his studies at the University of Washington, he was awarded the Robert N. Chang Foundation scholarship to study abroad in Taipei, Taiwan.
Studying in Taiwan
Nicola chose to study at the International Chinese Language Program at National Taiwan University to complete the language requirement for his Bachelor of Arts in International Studies. He opted to go to Taipei for the entire summer to take part in an intensive language program to advance his Mandarin language skills. After studying in China, Nicola was curious to learn more about the culture and history of Taiwan.
Studying at National Taiwan University was an intense, competitive learning environment. After taking a difficult placement exam that assessed his oral and written Mandarin skills, he signed a language pledge that he wasn’t going to speak English while in class. Throughout the program, Nicola studied Mandarin one-on-one with his teacher in the mornings and then practiced Mandarin with a small language class of just four students in the afternoons. None of the other students in his cohort were from the University of Washington.
Outside of the classroom, Nicola took advantage of an internship opportunity with a cloud startup company. He helped the company to create a comprehensive security manual, ranging from what to do in the event of an emergency to establishing standard practices for formatting code. Nicola also had the spontaneous opportunity to be featured in an interview about cross-cultural romance that was shared widely across China and Taiwan.
On the weekends, Nicola explored Taipei and took trips to discover new areas across Taiwan, from beaches to temples to waterfalls. He enjoyed taking the train, exploring the sights and sounds and learning about the culture and history of Taiwan.
When Nicola realized he wanted to study abroad in Taiwan, he knew it was going to be expensive. So he researched all of the scholarships that he could find. After seeking guidance from the Henry M. Jackson School of International Studies, Nicola applied for a Foreign Language and Area Studies Fellowship Program and for a Robert N. Chang Foundation scholarship. With the support of those two funding sources, as well as financial aid, it ended up being feasible for him to study abroad in Taiwan for the summer.
Studying in Taiwan helped Nicola step outside of his comfort zone. It made him more aware of the privileges of American citizens. He also walked away with a greater appreciation of different cultures.
Giving Back
Now that Nicola is a working professional, he is finding opportunities to give back. During his graduate studies at the UW, he was the chapter president of the Information Systems Audit and Control Association (ISACA), an international nonprofit organization that advocates for professionals in the information security, assurance, risk management and governance industries. After receiving a scholarship from ISACA for foundational cybersecurity skills as a graduate student, Nicola is now taking the lead to create a new scholarship opportunity from ISACA. The scholarship is available to juniors, seniors and graduate students who attend a university in the Puget Sound area. The winner and runner-up of the innovative scholarship will receive cash awards to pay for a certification of their choosing as well as their student membership fee.
The Robert N. Chang Foundation
The Robert N. Chang Foundation was named after Robert N. Chang, a University of Washington alumnus who bequeathed his wealth in the form of his family foundation. The foundation is currently managed by his nephew, Allan Liu, and wife Mei-Lee Liu. Historically, Robert N. Chang Foundation scholarships have been granted to incoming or outgoing students from Hong Kong, China and Taiwan.
Last month, the Finnish-American Research and Innovation Accelerator (FARIA) network, jointly coordinated by Aalto University and the University of Helsinki, hosted a Sustainable Development Goals (SDG)-themed Staff Training Week in Finland.
The FARIA network is a strategic U.S.-focused collaboration platform that integrates and supports joint actions between Finnish member institutions and American partners. The Staff Training Week, held from June 3 to June 7, brought together 19 academics and researchers from prestigious U.S. institutions to collaborate with their Finnish counterparts to discuss transatlantic efforts to foster innovation and address global challenges through sustainable practices. Learn more about the event below from three of the eight participants who represented the University of Washington at the Staff Training Week.
Seung-Jin Lee, Ph.D.
What inspired you to participate?
Much of my teaching and research involves environmental sustainability. In particular, I developed new content on the SDGs in my Sustainable Engineering and Design course this past quarter. With Finland being one of the pioneers in the SDG community, I did not hesitate in wanting to learn from Finnish administrators, faculty and researchers and to potentially collaborate with them to develop mutually beneficial opportunities for our institutions.
Did you learn about any new or innovative best practices for integrating the SDGs into university strategies and teaching?
Aalto University’s work in integrating the SDGs into their curriculum and course development is something I’d like to help replicate at UWT and UW overall. With the overall goal of supporting students’ ability to contribute to a more sustainable world, I believe the focus on understanding linkages and interactions of the SDG targets is highly beneficial. Students at UW would find the implementation of sustainability labels in course descriptions useful. The various opportunities through the Fulbright program can foster numerous collaborations for students and faculty alike. I personally would love to pursue a fellowship in the future.
What are you key takeaways from the experience?
I was particularly impressed with LUT University’s passion and enthusiasm for prioritizing the SDGs in various programs, including those that traditionally don’t consider it much in the U.S. I felt there was much for our U.S. institutions to learn that it is very much possible and important.
How do you plan to collaborate with your Finnish counterparts moving forward?
I plan on engaging with the UW participants as well as my colleagues at UWT to discuss developing exchange programs for graduate and research students and study abroad programs for our undergraduates.
Hiwot Zewdie
What inspired you to participate?
I was interested in participating to learn more about SDG implementation to improve as a researcher and to contribute effectively to urban health research in line with global objectives. I thought that it would provide an ideal opportunity for networking and developing potential collaborations, which would be valuable at my stage of training as a doctoral student. I also thought that this training would align well with my overall career objectives, as I intend to continue working alongside transdisciplinary and multi-country teams that are similarly committed to addressing complex urban health challenges.
Did you learn about any new or innovative best practices for integrating the SDGs into university strategies and teaching?
Yes, we were introduced to SDG activities that encouraged us to think about the interdependence of the SDGs. Specifically, these exercises helped us think through potential conflicting impacts of achieving the SDGs in our own efforts. I thought this was a valuable exercise to critically engage with the SDGs, allowing us to better understand how to minimize unintended consequences, and where it was not possible, where there is opportunity for innovation. I found this approach to thinking holistically about SDG implementation to be informative and practical.
What are you key takeaways from the experience?
My key takeaway was the impressive commitment of Finnish universities to integrating the SDGs as a framework guiding their institutional efforts. This includes teaching, research, campus design and infrastructure, and even investment decisions. Learning about their comprehensive approach was inspiring and demonstrated what is possible with shared commitment and collaboration towards a common goal. This experience has broadened my perspective on the role academic institutions can play in catalyzing positive change, particularly with respect to sustainable development.
How do you plan to collaborate with your Finnish counterparts moving forward?
I plan to collaborate with my Finnish counterparts primarily through research initiatives. Learning about financial mechanisms, such as the Research Council of Finland-National Institutes of Health Partnership Program, was particularly exciting. These mechanisms can significantly amplify the scope of our research projects. I am eager to explore these opportunities and work together on projects that address urban health challenges, leveraging the strengths, expertise, and existing partnerships of both teams.
Lindi Rubadiri-Mujugira
What inspired you to participate?
A major part of my role is partnership and program management. The responsibilities under this category are provision of oversight and coordination of the WA MESA STEM curriculum for grade-level MESA Programs. In addition, I am required to lead continuous improvement efforts to refine systems and processes, and address gaps in partnership support services. I meet regularly with our directors to share information, solicit input and address needs.
This past year I have been pulling together a resource base and curriculum to help them support their teachers and students as they prepare to engage on a national platform. My goals for the year include engagement with our 18 directors (including site visits to the MESA centers) in my endeavor to develop a program repository. In one portion of my work, the comprehensive build-up to showcase the Washington MESA standards and goals operates through the signature National Engineering Design Competition (NEDC) is held every June. All MESA states participate in this event. The current theme is “Designing for Equity Locally to Affect Sustainability Globally”. This buildup is not limited to the event but engages students comprehensively through the year using our logic model as they engage in academic enrichment, high-impact STEM practice, mentoring, STEM career exposure etc. through in-class instruction and after school programs.
Per the mission, the NEDC asks students to identify an individual or group who experiences an inequity (i.e., a user). Then, using a coding element as the main component of their design, employ human-centered design practices to engineer a solution. Students must also align their projects to the SDGs in an effort that leads to meeting the mandated theme. The SDGs are embedded in the requirements every year. Teams must use the SDGs in a community-centered capacity for their project. In my role, I am required to plan and oversee our WA MESA state competition and support the students that proceed to the national event.
My intention for attending the Staff Training Week in Finland was to expand on our curriculum reach. I planned to return with tools that we could add to our resource database. WA MESA Crosscutting Activity also requires the development of a WA MESA Resource Library – a collection of resources to help centers implement programs and services that will be available on the digital platform. Our MESA College Prep Logic Model (Program Toolkit) requires, “high-quality STEM integration problems that promote inquiry and problem solving, incorporate technology and provide students with multi-cultural and multi-perspective viewpoints”. My goal was also to add this global perspective that will ultimately help our MESA students extend their exposure to global solutions in their curriculum offerings.
Did you learn about any new or innovative best practices for integrating the SDGs into university strategies and teaching?
I learned a lot about best practices for integrating the SDGs into university and also pre-university strategies and teaching. The Finnish Universities “live and breathe” SDG goal-implementation and this is evident in the design and operation of facilities and in their educational structure. The SDG focus is woven into their programs and courses in an intentional and structured manner. One example is the tagging of courses that address specific SDGs and make it easy for students to select SDG-themed courses in the registration system. Professors infuse the SDGs into their courses in a way that flows and shows their application seamlessly.
I also loved hearing about the collaborations between other universities (some of them in Africa). They relate to the researchers outside as equal partners even as they lead the world in SDG implementation. The project examples were very practical and community-oriented. It was interesting to see how the Junior University functions at LUT – Lappeenranta. Since one section of our MESA program provides pathways for students from the K-12 system into the post- secondary domain, it was good to be able to see how they do outreach and share the framework of our MESA program. The Jamie Hyneman Prototype lab was also very inspiring among several other initiatives across the campuses. The invitation for students to be creative in this environment and this build skills outside the classroom is similar to our UW MILL (McCarty Innovation Learning Lab). It was great to see the prototype lab there initiated by a world – famous scientist.
What are you key takeaways from the experience?
In a nutshell, Finland has a lot to showcase as an example. Collaboration with the U.S. and other regions is a great way to share and have an ongoing exchange of information in educational practices.
How do you plan to collaborate with your Finnish counterparts moving forward?
I plan to collaborate with other UW campuses on a study abroad program to Finland (marketing to all students but with a focus on under-represented students in STEM). I also intend to co-teach on sustainability courses and incorporate SDG examples into local projects (Washington MESA curriculum). Lastly, I aim to continue sharing ideas with my Finnish colleagues during possible visits by them to U.S. universities to continue the relationships and networking that have already begun.
Originally published July 22, 2024
Engaging with the SDGs
Curious how other faculty at the UW are engaging with the Sustainable Development Goals?
This spring, Brittany Kamai, visiting professor in the Department of Astronomy in the UW College of Arts & Sciences, taught an innovative course about the Indigenous peoples of the Pacific and how they used the stars, winds, and waves to navigate across the Pacific Ocean.
The course, Pacific Indigenous Astrophysics, was offered by the University of Washington’s Center for American Indian and Indigenous Studies (CAIIS) and funded by the Office of Global Affairs through the Global Innovation Fund, which provides seed funding for international faculty research and teaching spanning multiple disciplines, leading edge student experiences, and collaborations with global partners.
Kamai designed the course to be accessible to all UW students. No astronomy or physics background was required. For Kamai, it was an opportunity to share the wisdom of her ancestors and about modern day concepts of astrophysics to deepen students’ understanding about the cosmos. Students learned about the roles of voyagers within the Hawaiian Renaissance and how critical it has been to bring back deep-sea sailing canoes and Indigenous practices of navigating in traditional ways without external instruments.
This spring, Professor Yen-Chu Weng, UW College of the Environment, brought together students from the University of Washington and National Kaohsiung Normal University in Taiwan to evaluate the accessibility of interpretive signs in nature parks.
Professor Weng’s course, “Environmental Issues in East Asia”, was a five-week collaboration with Professor Chen-Chen Cheng’s course in Special Education from National Kaohsiung Normal University. The partnership was the result of a 2023-2024 UW Collaborative Online International Learning (COIL) Fellowship. COIL Fellowship projects link university classes in different countries, provide students with critical digital literacy and virtual collaboration skills through shared assignments and projects and allow faculty members from each country to co-teach and manage coursework.
Students attended joint lectures on the basic design principles for accessible interpretive signs and inclusive communication for people with disabilities. They also conducted field work to observe and analyze interpretive signs in their respective cities – The UW Arboretum and the UW Farm in Seattle and several parks in Kaohsiung and Tainan, two major cities in Southern Taiwan. In a survey following the project, students ranked the following as having the strongest impact on their growth: Learning and understanding other ways of seeing the world, growth in self-awareness, greater understanding of different cultures, and understanding how to interact with people from different cultures.
When Yasir Zaidan embarked on his research journey to Sudan, he never anticipated that the peaceful pursuit of knowledge would be disrupted by the chaos of war. As conflict erupted in April 2023, his experience transformed into a harrowing tale of survival and resilience, illustrating the unpredictable nature of global events and their far-reaching impacts.
“Yasir’s journey to the University of Washington began in 2020 amidst the challenges of the COVID-19 pandemic. As a PhD student in International Studies with the Henry M. Jackson School of International Studies, he embarked on a unique research endeavor focused on port cities and their interactions with global investment projects. With a prestigious fellowship from the Social Science Research Council, Yasir’s path led him back to his homeland of Sudan, where he intended to conduct critical field research on port development dynamics. However, his plans took an unforeseen turn as the eruption of war in Sudan in April 2023 disrupted his academic pursuits and necessitated his evacuation.”
Nineteen undergraduate honors students and two Professors from the University of Washington joined two Italian Professors in Rome during the Winter 2024 quarter to study migration, immigration law, resettlement and the lived experience of migrants.
Join us this Thursday for Falling Walls Lab in Seattle at CoMotion! Our finalists will pitch their cutting-edge ideas that have a positive impact on science & society and have a chance to win a trip to the Falling Walls Science Summit in Berlin this November.
📆 Thursday, May 16 | 4-8 pm (PST)
📍 CoMotion at the University of Washington
👉Register here
The University of Washington is at the forefront of an international effort to innovate the semiconductor industry while building a skilled U.S.-based workforce to design and manufacture chip technology. Part of a landmark education partnership that was announced in May 2023 at the G7 meeting in Japan, the effort brings together researchers and faculty from the U.S. and Japan to support the University Partnership for Workforce Advancement and Research & Development in Semiconductors (UPWARDS) for the Future project.
This historic partnership is supported by Micron Technology and Tokyo Electron Limited, and the National Science Foundation (NSF) and involves 11 universities from the U.S. and Japan dedicated to shaping the future of semiconductor research and workforce development.
“With our University’s proven track record of using public research investment to spur economic and technological growth, the UW is excited to be taking the lead in expanding our capacity to educate professionals and drive discovery in the critical field of semiconductors,” said UW President Ana Mari Cauce.
The University of Washington and the University of Tsukuba have entered an innovation partnership with NVIDIA and Amazon aimed at furthering research, entrepreneurship, workforce development and social implementation in the field of artificial intelligence. This U.S.-Japan academic partnership is part of a broad, $110 million effort to build upon the strong ties between the U.S. and Japan and to continue to lead innovation and technological breakthroughs in artificial intelligence.
“This is an extraordinary opportunity for the UW to lead the global conversation on AI and to convene academic researchers, industry experts and governmental leaders to not only advance the workforce, but to change lives and communities by leveraging this powerful technology,” -UW Provost Tricia Serio