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Seventh UW Common Book explores the meaning and power of respect

Respect: An Exploration by Sara Lawrence-Lightfoot has been selected as the seventh University of Washington Common Book. The UW Common Book project welcomes freshmen and transfer students to the University’s academic community through a shared reading experience and offers opportunities for students and faculty to enjoy special common book events and discussions.

Respect tells the stories of six remarkable but ordinary people and the central role that the value of respect plays in their lives and work. The accounts span the human experience, from birth to death and across a wide range of professions including midwife, pediatrician, teacher, professor, artist, and therapist, each revealing another dimension or “window” into the nature of respect. Several stories also describe the experiences of students.

“Not only is respect a UW value,” says Ed Taylor, vice provost and dean of Undergraduate Academic Affairs. “But the book itself is a wonderful introduction to a particular form of scholarship practiced by our faculty. This is work of deep inquiry. It is an example of questioning and the kind of discovery and insight that come from careful observation, analysis, and thought.”

The author, Lawrence-Lightfoot, is a noted educator, researcher, author and public intellectual. She is a professor in the School of Education at Harvard University and author of 10 books. Lawrence-Lightfoot has received broad public and academic acclaim for her work, including a prestigious MacArthur Fellowship.

As in past years, this year’s Common Book project encompassed a number of student oriented-activities including a  lecture by Lawrence-Lightfoot on November 5. Additionally, for the first time the Common Book served as a text for Freshmen Interest Groups (FIGs) and Transfer Interest Groups (TriGs). FIGs and TrIGS are small student-led classes designed to help incoming students make the transition into the UW community.

To help integrate the Common Book into the FIG curriculum, a group of student FIG leaders met weekly during spring quarter to develop new classroom exercises and assignments around Respect.

Students received a copy of Respect during their summer orientation and advising sessions and were asked to read it over the summer before the start of classes.

The Common Book is sponsored by Undergraduate Academic Affairs. Learn more online via the Common Book website.

Janice DeCosmo elected to executive board of national Council on Undergraduate Research

Janice DeCosmo, associate dean in Undergraduate Academic Affairs, was recently elected chair of the division of Undergraduate Research Program directors for the national organization Council on Undergraduate Research. Janice has served as a councilor of that division for several years; being elected chair of that division also includes being a member of the executive board for the Council on Undergraduate Research. It is a two-year term.

The Council on Undergraduate Research is a membership organization representing more than 900 colleges and universities, and is the professional organization for faculty and administrators who work on undergraduate research initiatives. The Council helps colleges and universities support faculty involvement in undergraduate research and draws attention to undergraduate research on a national level. They support an undergraduate research poster session on Capitol Hill and meetings with legislators, serve as an informed body to provide feedback and insight on National Science Foundation work involving undergraduate researchers. As a member of the executive board, Janice will be involved in policy, planning, decision-making, structuring the annual meeting, etc.

“The thing I find compelling about CUR is there are so many institutions that are members,” says Janice. “The meetings are full of rich ideas about implementation and big ideas about new directions. It’s a very open and collegial organization.”

Here’s CUR’s website: http://www.cur.org/

Honors Colloquium showcases student experiential learning experiences

At this year’s Honors Colloquium, presentations included students’ research, leadership, travel and service learning experiences. This new premise was designed to align with the alterations to the Honors curriculum, which incorporates each of these four elements (research, service, leadership and travel) into the new set of Honors requirements.

This I believe: Being open to connection

Katie McCorkell Photo
Katie McCorkell is an undergraduate Honors student majoring in psychology at the University of Washington. She received a Mary Gates Leadership Scholarship for her involvement with Active Minds, a student organization that works to change the conversation about mental health.

In my first moment of leadership, I wasn’t trying to be a leader. I didn’t know if anyone would really get what I was saying, but I said it anyway. “My brother has paranoid schizophrenia.” It was part of a poem I performed at a poetry slam in Seattle, a poem that upon finishing, left me in tears. That night I discovered that there was someone who needed to hear what I was saying. That someone was me.

This is the foundation of all leadership work I do. I believe that leadership is about opening yourself to connection, and if you’ve been closed off for a while, you’ll find the first person you need to connect with is yourself. When I stood up for my beliefs in front of other people, I was most amazed by the things I learned about myself. Previously I wanted to speak out about mental illness, but I had never seen anyone else do it before. Not at school, not at poetry events, not in church. I didn’t know the impact speaking out could have until I did it. When I spoke openly about my brother’s struggle with a mental illness, I figured out what his struggle meant to me. I admitted it was a part of me, even though I wanted to ignore it. When I really connected with the experience, and discovered the grief and pain and hope that I held, I gave others the courage to make their own connections.

Last fall I helped start a poetry community at the University of Washington. When we planned our first open-mic, we weren’t sure many people would come. I said, “Even if it is just the five of us, I want to get together and share poems with you.” I wanted to speak out and I needed to be heard. It turns out, so did a lot of other students. Our first open-mic was packed, and I was amazed at the number of people who gave poetry, applause, or simply their presence. Each open-mic, I learned a new name and encouraged a new poet to the stage. It was a joy to watch other people perform for the first time, because I got to see them discover the same thing I discovered: that other people find their stories important. I saw them hear themselves in a way that they never imagined possible.

Once I invited someone to go with me to the youth slam where I first got my start. I called her directly, and I said, “Hey, Want to go with me? Oh, and you’re eligible to compete. You should give it a try.” She wasn’t sure. “But they’re so good…but what if I suck?” “So what,” I said, “We’re going together, why not compete? Meet me at the bus stop at 6:15.”

My friend won the slam that night, but I got the biggest prize of all. Bringing her to the slam was far different than simply performing myself. She had a new found confidence in the importance of her voice, and she got much more involved in the Seattle poetry scene. She is a leading officer in our club this year, committed to giving other people the same opportunity I gave her. Recently, she thanked me for taking her to the slam, “I never would’ve performed if you hadn’t told me to.”

This goes to show that leadership can sustain and grow itself. It can be energizing, not exhausting. The first step is simply saying, “I think you’re the right person for the job,” and the next step is following through to communicate the job’s skills and responsibilities. When these steps grow from genuine connections, the process is smooth. That’s why I believe that leadership is about opening myself to connection. Because leaders stand up for their beliefs in a way that connects and good leaders inspire others to join them. Great leaders give others the tools to take their own stand.

This essay is part of an occasional series inspired by the “This I Believe” series on the Bob Edwards Show. For more information on it, visit www.thisibelieve.org.

This I believe: Being open to connection

Mary Gates Leadership Scholar Katie McCorkell wasn’t trying to become a leader when she started to read her poetry out loud. But by reading her work to others and helping establish a poetry group on campus, she gained personal insight that led to deeper connections with her peers and leadership opportunities. These experiences helped her form her ideas about what leadership means to her.

Undergraduate work in the community on display at annual Spring Celebration

On May 11 from 4-6 p.m. UW undergraduates will showcase civic engagement projects that enrich their undergraduate education and benefit the local nonprofit organizations, schools, and campus programs with which they serve. Don’t miss the annual Spring Celebration of Service and Leadership!

Alumni spotlight: Penelope (Molander) Ellis (’68, ’69, ’80) exemplifies lifelong learning

Honors alumna and current Access student Penelope Ellis has taken an interesting educational path across disciplines. In celebration of the 50th anniversary of the University Honors Program, current Honors student Crystal Zhu spoke with Penelope about her educational experiences in the early days of the Honors Program and how they compare with her classroom experiences today.