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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.

5 community connections we loved in 2025

Written by Danielle Marie Holland
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Across Seattle and throughout Washington state, the Community Engagement & Leadership Education (CELE) Center is instrumental in the University of Washington’s community engagement — connecting the UW with neighborhoods, schools and community organizations to address critical social issues. Through authentic, reciprocal partnerships, the CELE Center provides students with opportunities to develop the knowledge, skills and attitudes needed to contribute to thriving communities.

The CELE Center’s programs are centered around four focus areas: community-engaged learning, leadership education, pre-K–12 student success and place-based initiatives; examples of programs within the CELE Center include the Dream Project and Riverways Education Partnerships. Since the University received the Carnegie Community Engagement Classification in 2020, the CELE Center has continued to deepen learning, expand opportunity and advance a more just region.

CELE Center programs invest in student leadership and long-term partnerships that strengthen both the University and communities. Below are five stories from this year that CELE Center staff wanted to highlight that show what this work looks like in practice. For more detail and data, be sure to check out the Center’s 2024-25 annual report.

1. Othello-UW Commons and Creators Corner: A hub for community and creativity

At Othello-UW Commons, the CELE Center is growing a student-led, community-fueled space where campus and neighborhood meet. This year, Othello neighborhood resident and student assistant Mia Doan helped organize Creators Corner, a student-led pop-up market that centers and uplifts queer artists and small-business owners of color — giving them a platform to share and sell their work in the Commons, from prints and jewelry to live art at neighborhood events.

“I’ve been going to art markets with my friends ever since high school — it’s our favorite hangout activity, said Doan, now a UW graduate student. “But we’d always have to catch the train up north to go to those markets. The Creators Corner is one way to bring that joyful celebration of creativity to the south end [of Seattle].”

From Creators Corner to the South Seattle Welcome event and other neighborhood gatherings, Othello-UW Commons connects students, residents and businesses across the south end of Seattle. The Commons team met face painter Caroline Tran and photographer Von’Rico O’Neal of Hey Suav Photography at the Othello International Festival, then invited them to the South Seattle Welcome — an event for new UW students from Southeast Seattle that brings together families and neighbors. There, both creators gained exposure and built connections with students, families, community partners and UW staff.

Through its physical space, events and relationships, Othello-UW Commons supports neighborhood businesses while creating a welcoming place for experimentation, collaboration and growth.

Photo collage of people selling handmade soap, jewelry and pottery.
Participants share their work in the student-organized Creators Corner at the Othello-UW Commons.

2. CELE K-12 tutors in Seattle Public Schools: Amplifying learning for thousands of students

Through the CELE Center’s K–12 programs, more than 250 UW students served as tutors in Seattle Public Schools this year, partnering with teachers in classrooms across the district. With roughly 30 students in each classroom, that’s an estimated 7,500 K–12 students receiving more individualized support in reading, math and other core subjects.

This long-standing partnership with Seattle Public Schools, recognized this year with a UAA Distinguished Partner Award honoring Ania Beszterda, volunteer services program administrator at SPS, shows what is possible when we invest in sustained relationships. CELE Center tutors don’t just help students grasp content; they build trust, offer encouragement and create more room for teachers to focus on the diverse needs in their classrooms.

For UW students, this work is a powerful form of community-based learning: They gain firsthand insight into educational equity, practice collaborative problem-solving with teachers and contribute to stronger public schools across our region.

Five women standing and smiling at the lens, post lunch celebration.
CELE Center awards luncheon celebrating Ania Beszterda-Alyson. From left: Andrea Marquez, Jessica Hunnicutt Batten, Maria T. Lee, Ania Beszterda-Alyson, Emma Biscocho Pelletier.

3. Riverways Education Partnerships and CASE: Learning alongside community

Through Riverways Education Partnerships, UW students travel to rural and tribal communities to learn with and from local educators, families and youth. This year’s visits through the three Culture And Science Exchange (CASE) programs invited students to spend time on Yakama, Quileute and Makah lands, listen to community leaders, support youth programs and reflect on what responsible partnership really looks like.

The impact is two-way: Youth meet and learn from college students who genuinely care, while UW students gain a deeper understanding of reciprocity and educational justice. These relationships, built over time, help students recognize their role in supporting, rather than directing, community-driven work.

“These student–community relationships are years in the making. We have UW students who have worked with their partner communities for two, three, even four years,” says Richard Parra, assistant director of Rural and Tribal Partnerships. “Riverways and CASE remind our students that meaningful change comes from showing up consistently, actively listening and supporting what communities are already working toward.”

 

Group of six middle school age kids standing in the Kirsten Wind Tunnel.
Middle school students from eastern Washington visited the Kirsten Wind Tunnel on campus as part of Riverways’ Culture And Science Exchange (CASE) program.

4. Leadership education: From the classroom to community impact

At the CELE Center, leadership is not a title, it is a practice rooted in community and civic responsibility. This year, a combined 232 students enrolled in CELE Center leadership courses and the leadership minor, exploring what it means to lead with equity, humility and collaboration in a complex democracy.

At the Spring CELEbration event in May, students in the Husky Leadership Certificate program presented their capstone projects, showing how they applied their learning in community organizations, student groups, public institutions and workplaces. Together, they form an interdisciplinary network of student leaders who carry their practice into every space they inhabit — strengthening civic life across our region.

Through reflection, relationship-building and community-based experiences, CELE Center’s leadership education deepens student learning, broadens access to leadership development and prepares students to engage in the ongoing work of building a more just, democratic society.

“When students are given the space to reflect on their leadership in real community contexts, learning becomes something they carry with them — not just a course requirement, but a responsibility,” said Fran Lo, executive director of the CELE Center. “We see leadership education as preparation for participation in a living democracy, shaped through relationships, humility and sustained engagement. These experiences help students understand not only how to lead, but why their leadership matters beyond the University.”

Nathan Loutsis at the Spring CELEbration holding his Husky Leadership Certificate to the camera and smiling.
Nathan Loutsis at the 2024 Spring CELEbration, a showcase of student community engagement and leadership. Loutsis, a Husky Leadership Certificate recipient, began serving on the Kenmore City Council while an undergraduate and is working on his master’s degree in public policy. Photo: Photo by Jayden Becles

5. Dream Project: From near-peer mentoring to educational access leadership

For nearly two decades, the Dream Project has shown what is possible when UW students work alongside high schoolers to expand college access and advance educational equity across our region. What begins as near-peer mentoring often grows into a long-term commitment to supporting students and schools.

Jacob Shapiro is one example. A former Dream Project mentor and student intern, Shapiro continued this work after graduation as an AmeriCorps member supporting college and career readiness tutors in Seattle Public Schools. Today, he works with Seattle Promise, where he recently led a financial aid workshop for Dream Project college and career readiness assistants, bringing his experience full circle.

“My foundational professional experiences at Dream Project laid out the groundwork for my career,” said Jacob Shapiro. “Now, as an outreach specialist for Seattle Promise, I get to turn conversations into possibilities for students just beginning to imagine their futures. I appreciate the opportunities that Dream Project — and CELE as a whole — have offered me.”

Shapiro’s story is one of many. Dream Project alumni can be found in classrooms, nonprofits, youth-serving organizations and public institutions, carrying forward the skills, relationships and justice-centered values they developed at CELE. Together, they form a growing network of educational access leaders strengthening pathways for students across Washington.

Jacob Shapiro pointing out scholarships on a projector to a classroom of Dream Project workshop participants.
Jacob Shapiro led a financial aid workshop for Dream Project college and career readiness assistants.

Looking ahead

Across Seattle and throughout Washington state, the impact of the CELE Center is powered by partnership — including generous donors who believe in students as catalysts for change and in education as a tool to strengthen democracy.

As we look to the year ahead, additional gifts can open doors for more students and expand community-rooted learning and leadership. Alumni, family and friends are leaning in to strengthen the ripple effects of this work across schools, neighborhoods and regions through their philanthropy.

First Year Programs announces new name: New Student & Transfer Programs

Written by Undergraduate Academic Affairs
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The name of First Year Programs has recently changed to New Student & Transfer Programs. The updated name more accurately reflects the work of the unit and the full range of first-year and transfer students it serves at the University of Washington. The change aligns with a University-wide shift in language and provides clarity as the UW adopts more inclusive terminology around student populations.

Vice Provost and Dean Ed Taylor talks with a student in front of a Dawg Daze banner, with other students in the background.
New Student & Transfer Programs supports incoming Huskies through academic transitions and community-building programs.

For more than two decades, First Year Programs has played a central role in supporting new undergraduates as they transition into the UW. Through orientation, first-year and transfer seminars, peer-led programs and other efforts that help students find community and connect with campus resources, First Year Programs has helped thousands of Huskies navigate their academic and social pathways. The move to New Student & Transfer Programs recognizes both the continued evolution of the unit’s work and its long-standing commitment to all new undergraduates.

“Our new name makes it clear that every student’s entry point into the UW matters,” said LeAnne Jones Wiles, executive director of New Student & Transfer Programs. “Whether students are arriving straight from high school or transferring from another institution, we are here to ensure they feel seen, supported and connected from day one.”

In August 2025, the Office of Admissions formally shifted from using freshman to first-year, bringing UW terminology in line with peer institutions across the country. The change reflects national trends in equitable and inclusive language and clarifies how the University defines first-year and transfer students. As a result, the name First Year Programs no longer accurately represented the broad population the unit serves, including students entering directly from high school and students transferring from other colleges and universities.

New Student & Transfer Programs facilitates Advising and Orientation, Dawg Daze, First Year Interest Groups (FIGS), Transfer Seminars, and the Commuter and Transfer Commons (located in the Husky Union Building). These programs help students build relationships, understand academic expectations and establish a strong foundation for their time at the UW.

Learn more about New Student & Transfer Programs at nstp.uw.edu.

UW opens the Transfer Center

Written by Undergraduate Academic Affairs
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Transferring to the University of Washington is a major milestone for thousands of Huskies who start at Washington’s community and technical colleges. ​​This fall, the UW is opening the Transfer Center in Mary Gates Hall, uniting programs and partnerships under Undergraduate Academic Affairs Advising and providing transfer students with a centralized, welcoming home for advising, peer mentorship and campus connections. As a central space for connection, collaboration and celebration, the Center builds transfer community year-round.

Interior photo of Mary Gates Hall
Located in Mary Gates Hall 141, the UW Transfer Center offers drop-in advising with UAA and OMA&D advisers and also hosts small-group campus visits for Washington’s community and technical colleges.

 

“Establishing a Transfer Center is the critical next step,” said Joslin Boroughs, director of advising initiatives and partnerships for Undergraduate Academic Affairs Advising. “Centralizing brings visibility to the transfer student experience and improves coordination so we can support student success. Think of the Transfer Center as your campus partner. It’s a single front door for referrals and a resource hub for best practices.” A central point of contact, transfer guides and departmental connections streamline referrals for prospective and current students, as well as faculty and staff.

The Transfer Center unites long-standing partnerships between UW advisers and Washington’s community and technical colleges to remove barriers to timely transfer. It also connects existing initiatives such as Path to UW, which gives prospective students early access to UW resources. The Center’s space is reservable for partner-hosted, transfer-supportive events.

“The Path to UW partnership with Seattle Colleges is re-writing the story of transfer to a flagship university,” said Melody McMillan, senior executive director of Seattle Promise at Seattle Colleges. “Built with student access and success at the center, Path to UW was shaped by student and faculty feedback — and acting on that feedback works.”

“Coordinated advising through the Path to UW program meets students earlier and more consistently — expanding access to a world-class public research university,” said Michaelann Jundt, senior associate dean of Undergraduate Academic Affairs.

Transfer students at a glance — 2025

  • Enrolled: 1,685 transfer students

  • From Washington community and technical colleges: 1,400 (83%)

  • Regions: Puget Sound, Olympic Peninsula, Southwest, Central and Eastern Washington (such as Seattle Colleges, Bellevue, Peninsula, Clark, Yakima Valley and Spokane)

  • Top majors: business, computer science, psychology, biology, nursing, communication, economics, informatics, engineering, design, English, sociology, environmental science and resource management

Students will also meet Transfer Ambassadors, a peer leadership team developed with First Year Programs — who host welcome events, offer one-on-one support and help students navigate their first year on campus.

“Adjusting to new teaching styles and the course load can be overwhelming,” said Transfer Ambassador and psychology major, Iqra Mohamed, ‘26. “What helped me was introducing myself to people near me on day one and joining study groups. It can feel intimidating, but it sets you up for success and builds self-advocacy.”

“With a dedicated space, there’s a go-to for questions and drop-in support,” Mohamed added. “It shows a place designed for transfer students, which can strengthen belonging. Transfer can feel like a short stop, but the Center will help students feel more connected and find accessible opportunities to create a memorable UW experience.” Kitchen access, study spaces and lockers remain available in the Commuter and Transfer Commons.

Ambassadors continue outreach at partner colleges, closing the loop from exploration to enrollment. “Seattle’s students are brilliant and driven,” added McMillan. “When institutions align around them, applications turn into admissions, admissions into enrollment, and enrollment into graduation and career.”

“One year in, we expect growth in ambassador engagement, referrals and event participation — clear signals that students are reaching support sooner,” said Boroughs.

“Over the past decade, the University of Washington has become more vocal and intentional about transfer student success,” said Jundt.

“The Transfer Center is that commitment made visible — a place where students can find their path, and their people, from day one.”

About Undergraduate Academic Affairs Advising

Undergraduate Academic Affairs Advising supports undergraduates across all majors with academic planning, exploration and success — connecting students with advising, resources and opportunities that help them graduate on time and thrive at the UW.

UW alum Evan Siu named Schwarzman Scholar

Written by Undergraduate Academic Affairs
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University of Washington alumnus Evan Siu, ’23, has been selected as a Schwarzman Scholar, one of the world’s most competitive graduate and fellowship programs.

Siu, who earned a bachelor’s degree in informatics, joins the program’s 10th class of 150 scholars chosen from nearly 5,000 applicants worldwide. Schwarzman Scholars will pursue a fully funded master’s degree in global affairs at Tsinghua University in Beijing, where they will study China’s role in global trends alongside leaders in business, technology and policy.

“Whether through software, policy, investment or classrooms, my goal is to widen access through technology to finance, information and trade networks so geography isn’t the limiting factor in human potential,” Siu said. “I’m excited to walk that path with my classmates, giving as much as I learn from all of them.”

Photo of Evan Siu
In Beijing, Evan Siu, ’23, plans to engage with China’s technology sector and explore the region’s design, consumer services and global economic connections.

Siu is an associate product manager at Visa in San Francisco, where he has supported products across AI-powered fraud and identity, cross-border payments, small-business tools and cryptocurrency. He now works with Visa Ventures, helping shape the firm’s strategy for investing in fintechs and startups worldwide.

“My professional experiences have shown me how financial technology can bank the unbanked, reduce barriers in commerce and make interactions between nations more seamless,” Siu said. “I hope to apply those lessons to deepen U.S.–China collaboration.”

At the UW, Siu combined his informatics studies with leadership roles in entrepreneurship and technology communities. He was active in the Lavin Entrepreneurship Program, DubHacks Next, UW Blockchain Society, UW Consulting Association, and helped open undergraduate access to the Creative Destruction Lab during its inaugural year on campus.

Born in the United States and Chinese by ethnicity, Siu traces his passion for U.S.–China exchange to a middle-school trip to Shanghai, where QR-code payments first showed him how technology could simplify everyday life.

With the incoming class, the Schwarzman Scholars network includes more than 1,300 members from 104 countries and 459 institutions. Alumni of the program are leading across industries and working together to address urgent global challenges. This year’s record-high number of applications demonstrates young leaders’ growing investment in understanding China and shaping the future of global cooperation.

About the Schwarzman Scholars Program

The Schwarzman Scholars is an elite scholarship program founded in 2013 by Blackstone Co-Founder, Chairman and CEO Stephen A. Schwarzman. The program was created to respond to the geopolitical landscape of the 21st century by preparing the next generation of global leaders.

Up to 200 scholars are selected annually from a broad range of backgrounds, including business, technology, science, politics, healthcare and more. 

About the Office of Merit Scholarships, Fellowships and Awards

The Schwarzman Scholars Program process is supported by the Office of Merit Scholarships, Fellowships and Awards (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.

What happens on campus doesn’t stay on campus: Why undergraduate experiences matter for everyone

Written by Fran Lo and Sophie Pierszalowski
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Every fall, new Huskies arrive at the University of Washington — curious, driven and a little nervous. More than 25% of our first-year students are the first in their families to seek a four-year degree. Of the UW’s undergraduate population, 55% receive financial aid, 74% are Washington state residents, representing all 39 Washington counties. Throughout their undergraduate journey, thousands will plug into research and community engagement, gaining experience and developing character traits that prepare them for their future.

Why should you care? Because it’s not just about current students. What happens at the University of Washington doesn’t stay on campus. In just a few fast years, undergraduates will leave with more than a diploma: They’ll carry with them the persistence, empathy and civic responsibility our workplaces, communities and democracy demand.

Photo collage of student working on her research project and another student packing produce from a farm.
Undergraduate experiences beyond the classroom, like research, community engagement and leadership education enliven and animate classroom experiences and bring students into the breadth and depth of the UW.

We readily see the ripple effects of undergraduate education, from the alum who teaches your child multiplication, to the nurse who cares for your parent, or the software engineer at your office who solves a thorny problem. However, undergraduate experiences beyond the classroom, like research, community engagement and leadership education have the potential to become difference-makers for students and the world they graduate into. They enliven and animate classroom experiences and bring students into the breadth and depth of the UW, one of America’s leading research universities. Teaching the next generation the foundations of research and service for the public good matters to Washington state residents personally, publicly, profoundly for decades to come.

Research, community engagement and leadership education — the areas we focus on in our work —  are integral to students’ career preparation and teach skills, habits and mindsets that AI can’t generate. Undergraduate researchers learn persistence, flex the muscle that discerns fact from fiction, apply knowledge across a range of complex problems, and so much more. Students who learn to lead through communities wrangle with ethics, deepen their self-awareness, practice respectful dialogue, and develop a sustained commitment to our civic spaces.

One undergraduate researcher explored how people diagnosed with Alzheimer’s feel about different interventions and saw firsthand how those facing this disease have different opinions and approaches to the idea of memories. She was surprised to learn that some viewed forgetting as a gift. She plans on taking the lesson of being curious about different perspectives to her journalism career.

Another undergraduate volunteered in schools, helping students apply to post-secondary education. In this service and leadership work, he practiced public speaking and community-listening skills. He’s brought these skills to his law career representing victims of crime. He learned that listening and effective communication builds trust between communities and the justice system.

Photos of Sophie Pierszalowski and Fran Lo.
Sophie Pierszalowski, left, is the director of the UW’s Office of Undergraduate Research. Fran Lo, right, is the executive director of the Community Engagement and Leadership Education Center at the UW.

Let’s look at the big picture again. By 2031, an estimated 72% of jobs will require education beyond high school. Students who take part in research, community engagement and leadership education are more likely to persist to graduation. These opportunities help students articulate their why, which sets them apart in scholarship applications, job interviews, graduate school applications and more. More than two-thirds of UW graduates stay in Washington state. Undergraduate research, community engagement and leadership development teach the habits of heart and mind we should expect from our business community, politicians, civic leaders and the neighbors next door.

Summer’s over and fall is here. We are delighted to begin again — as we do at the start of every new school year — with this newest group of Huskies. We can’t wait to see what inspires them within and beyond the classroom and, most importantly, how they will contribute to the world beyond them. There is no time like the present, for their future and ours.

Fran Lo is the executive director of the Community Engagement and Leadership Education Center at the UW. Sophie Pierszalowski is the director of the UW’s Office of Undergraduate Research.

Four UW undergrads awarded Fulbright scholarships to study, teach and conduct research abroad

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Four University of Washington undergraduates have been awarded Fulbright scholarships for the 2025–26 academic year, joining three other UW students and alumni selected for the prestigious international program. They join about 2,000 recipients nationwide who will pursue graduate study, conduct research or teach English abroad.

This year’s undergraduate awardees will travel to Germany, Mexico, Tajikistan and the United Kingdom to engage in research, teaching assistantships and advanced study in the arts.

Funded by the U.S. Department of State, the Fulbright Program is the nation’s flagship international exchange initiative, supporting students in building global connections through education, service and scholarship.

Seven UW students and recent alumni were selected for Fulbright exchange awards. Top row: Emily Bassett, Thomas Key, Vincent Da, Elana Skeers. Bottom row: Sabrina Prestes Oliveira, Jack Regala and Annabella Li. Photo: University of Washington

Explore the full story from UW News.

About the Office of Merit Scholarships, Fellowships and Awards

The Fulbright application process is supported by the Office of Merit Scholarships, Fellowships and Awards (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. The UW campus application process for students interested in Fulbright U.S. Student Programs (and other scholarships supporting graduate studies around the world) will get started this spring. Watch for updates about OMSFA’s Global Fellowships Prep program.

 

Undergraduates learning to lead real-world change

Written by Danielle Marie Holland
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The 2025 Spring CELEbration produced by the University of Washington’s Community Engagement and Leadership Education Center showcased the dedication and impact of Mary Gates Leadership Scholars and CELE Center program participants like Otoniel Velasquez-Paz, Braedyn Reed and Finn Guzman — all committed to leadership, community engagement and civic health. The annual event highlighted projects spanning educational equity and mentorship, civic participation and environmental justice.

Through table talks, poster presentations and lightning talks, students connected academic learning with real-world change and demonstrated a powerful truth: When supported in aligning their values with leadership, students’ impact extends far beyond the walls of campus.

“The Spring CELEbration highlights students’ deep engagement with community issues and their work to strengthen civic health and democracy,” said Fran Lo, CELE Center executive director. Here’s how these graduating seniors are preparing to take the lessons, skills and relationships they’ve cultivated through CELE Center programs into new chapters in policy, entrepreneurship, education and beyond.

Show me some event photos

Community collaborators and leaders

Supported by CELE Center programming and Mary Gates Leadership Scholarships,  Velasquez-Paz, Reed and Guzman, along with all CELE Center graduating seniors, enter the next stage of their lives as community leaders. They will continue shaping neighborhoods, institutions and systems, demonstrating ethical leadership that sets the future of our communities and democracy in motion.

Headshot of Otoniel Velasquez-Paz

Otoniel Velasquez-Paz

Civic leadership in action

Headshot of Braedyn Reed

Braedyn Reed

Building more connected communities

Headshot of Finn Guzman.

Finn Guzman

Reflecting on leadership

Civic leadership in action

Otoniel Velasquez-Paz, ’25

Major: Environmental Engineering

Programs: Dream Project, Mary Gates Leadership Scholar

Photo of Otoniel Velazquez Paz with his poster.
Otoniel Velasquez-Paz is an advocate for community college pathways, citing their strong language support and affordability. Photo: Photo by Jayden Becles

Otoniel Velasquez-Paz works to expand college and career access for students in communities where a college-going culture is still developing. He is a Mary Gates Leadership Scholar and Dream Project mentor at Evergreen High School, located in the Southwest Seattle neighborhood of White Center. There, he supports the school’s college and career center by providing guidance and resources tailored to students’ goals.

As a bilingual Spanish and English speaker, Velasquez-Paz understands the unique challenges many primarily Spanish-speaking students face in the college process. These students often have limited opportunities to explore the full range of postsecondary options and need more personalized support to plan for life after high school.

“We support students in achieving whatever dreams they have,” he said. “Our goal is not just to push them toward college; it’s to support any post-high-school plans they have.”

Growing up in Moses Lake, a community with a large Hispanic population and many families involved in seasonal work, Velasquez-Paz was shaped by mentors who helped guide his path. “As a student from this community myself, I saw the need for targeted support,” he said. Velasquez-Paz launched a series of postsecondary panels focused on empowering students to take charge of their own futures.

A key feature of his project was a live document capturing panelists’ responses, translated into multiple languages including Spanish and Vietnamese. “Many students come to me wanting to speak Spanish,” Velasquez-Paz said. “Having written knowledge in their language makes a difference.”

Velasquez-Paz is an advocate for community college pathways, citing their strong language support and affordability. He attended community college before transferring to the University of Washington, and his mother is currently studying English at the same college.

He sees his work as part of a broader effort to offer hope and access amidst recent changes in federal policy that have increased barriers for undocumented students. “The goal of my project is to show students that despite these barriers, there are still people and resources they can rely on to succeed,” he said.

Velasquez-Paz received a Mary Gates Leadership Scholarship, a $5,000 award that supports undergraduates developing their leadership skills through hands-on experience, reflection and mentorship. The funding eased his financial burden and allowed him to focus on outreach and coordination. “I’ve developed skills in collaboration, public speaking and event planning, all of which are helping me grow as a leader,” he said.

His academic and leadership experiences are deeply intertwined. “Environmental justice is closely linked to social justice,” he said. “This work has given me a better understanding of the real-world impacts of environmental decisions.”

Velasquez-Paz plans to enter the private sector after graduation to gain experience, with the long-term goal of working in policy. “Engineers can design great solutions,” he said, “but without government support, nothing happens. Civic engagement has to be part of the work.”

Building more connected communities

Braedyn Reed, ’25

Major: Community, Environment and Planning

Programs: Husky Leadership Certificate, Leadership minor, Mary Gates Leadership Scholar

Photo of Braedyn Reed presenting her project.
Braedyn Reed connected her diverse experiences in mentoring, entrepreneurship and nonprofit work into a cohesive leadership philosophy and earned a Husky Leadership Certificate. Photo: Photo by Jayden Becles

Braedyn Reed, ’25, believes leadership begins with curiosity and a deep love for humanity. As a participant in the Husky Leadership Certificate program, a Husky 100 honoree, and co-founder of Tread, a student-led platform connecting consumers with local businesses that share their values, Reed shared insights on leading with intention, service and impact in her lightning talk.

The Husky Leadership Certificate guides students to reflect on their leadership journey throughout their undergraduate education. Each participant is paired with a UW faculty, staff or alumni mentor and creates an e-portfolio to articulate their growth, values and vision for continued impact.

For Reed, that reflection has been key to her leadership growth. “I enjoy pushing myself to grow, but there’s no greater challenge or reward than inspiring positive change in the people and systems around me,” Reed said. “Seeing the impact I can create is deeply fulfilling.”

Reed’s drive to create meaningful impact led to the creation of Tread. One afternoon over coffee, Reed and her Tread co-founder began to ask why it was so hard to learn a local business’s moral values; like paying a living wage, practicing sustainability or fostering inclusion. That question sparked action.

“Tread is about putting your money where your heart is,” Reed said. “You can shape your community by choosing who and what you support.” Still in development, the platform has recruited volunteers and partners, built a website and begun testing its viability; a real-world experiment rooted in a year of community-building.

Over the past year, Reed has served on the U District Partnership’s Business Improvement Area Ratepayer Advisory Board. What started as an exploratory email turned into a seat at the table and deeper engagement with the neighborhood’s complex ecosystem.

“I found the behind-the-scenes look at how neighborhoods function incredibly interesting,” she said. “I learned about local businesses and municipal systems, and I shared those insights with my UW network. Any chance to get people involved is worth sharing.”

The Husky Leadership Certificate helped Reed connect her diverse experiences in mentoring, entrepreneurship and nonprofit work into a cohesive leadership philosophy. “The HLC pushed me to see my leadership as taking ownership. That it’s about stepping up to solve problems and building trust, not titles,” she said.

That mindset has helped her navigate uncertainty. “One big lesson: Don’t think too many steps ahead. Focus on the present, trust your mentors and teammates, and take it one step at a time.”

“Braedyn’s motivation to effect change, along with her introspection on leadership, truly shines,” shared mentor Sean Gehrke, assistant dean in Undergraduate Academic Affairs. “Her commitment to improving communities stands out.”

Reed sees leadership programs as transformative. “The power isn’t just in learning, it’s in the shift of seeing yourself as a leader. Confidence grows, skills build and ideas take root.”

Her advice to her peers: “Don’t wait to lead. Whether or not you have a formal role, ask how you can contribute and build a better world.”

After graduation, Reed plans to continue exploring community development strategies like Tread, apply her civic leadership skills during her internship and embrace opportunities. “I don’t have all the answers yet, but I’m excited to keep learning and experimenting.”

Reflecting on leadership

Finn Guzman, ’25

Major: Education, Communities and Organizations

Programs: Husky Leadership Certificate, Dream Project alum

Photo of Finn Guzman.
Finn Guzman will continue in the UW Intercollegiate Athletic Leadership master’s program, where he plans to make athletics and education more inclusive and accessible for all students. Photo: Photo by Jayden Becles

For Finn Guzman, ’25, leadership means building trust, listening with intention and creating space for others. A first-generation Latino college student from Moses Lake, Washington, Guzman grew up in a community with limited access to sports and educational resources, an experience that shaped his commitment to service and advocacy in athletics.

During the evening’s table talk, Guzman shared how he explored authentic, inclusive leadership through the Husky Leadership Certificate and the Dream Project.

“The HLC gave me time to be introspective, to reflect on the person I was, who I am now and who I’m becoming,” he said. “It helped me understand that leadership isn’t about being in charge. It’s about showing up, creating space and leading with empathy.”

Through the Dream Project, Guzman mentored high school students; many of whom, like him, were the first in their families to pursue higher education. That experience deepened his understanding of community-based education and helped him connect classroom theory to real-world impact.

“In class, we talk about equity and access,” he said. “But it becomes real when you’re sitting with a student trying to figure out college on their own. That’s when you see what equity looks like in action.”

As an intern and squad leader with Rainier Athletes, Guzman continued to grow a leadership style rooted in relational care, flexibility and accountability.

“For me, coaching is more than sports,” he said. “It’s about supporting the whole student-athlete and making sure they feel safe, can show up as themselves and have someone who believes in them. I try to be the person I didn’t have growing up.”

After graduating this spring, Guzman will continue as a Double Dawg in the UW Intercollegiate Athletic Leadership master’s program, where he plans to make athletics and education more inclusive and accessible for all students.

“Sports have always been a huge part of my life,” he said. “I’m excited for the growth, challenges and opportunities this next chapter will bring.”

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Enjoy this sampling of photos from the 2025 Spring CELEbration of Service and Leadership!

Student presents her work to event guests
Group of students and event guests around a poster presentation.
Artifact of photos showing a student's work.
Student event guests listen to a presentation.
Student presents her work.
Homemade drone used in science project.
Student presents her work.
Student presents her work.
Student presents his work
Photo of event attendees listening to speaker.
Photo of Fran Lo speaking at podium
Photo of Ed Taylor speaking at podium

41 UW undergraduates awarded Gilman International Scholarship

Written by Undergraduate Academic Affairs
Posted on

The U.S. Department of State has recognized the University of Washington for producing 41 recipients of the Benjamin A. Gilman International Scholarship during the spring 2025 cycle. The Gilman Scholarship supports U.S. undergraduates with financial need in studying or interning abroad. The UW’s strong showing reflects the University’s commitment to expanding global learning opportunities for all students.