Undergraduate Academic Affairs is pleased to announce Sean Gehrke’s new role as assistant dean. Sean Gehrke has served over 20 years in higher education, holding a variety of administrative, research and assessment roles.
Category: Features
Typically longer in length and relevancy than content in the news category. Features content is more likely to be republished over time.
University of Washington recognized as a 2024 ALL IN Most Engaged Campus for College Student Voting
The University of Washington is one of 471 colleges and universities recognized for outstanding efforts to increase nonpartisan student voter participation in the 2024 election.
The UW has been recognized by the ALL IN Campus Democracy Challenge as a 2024 ALL IN Most Engaged Campus for College Student Voting. The ALL IN Most Engaged Campuses for College Student Voting recognizes colleges and universities for outstanding efforts to increase nonpartisan student voter participation. The UW joins a cohort recognized by ALL IN for completing four core actions:
- Participating in the ALL IN Campus Democracy Challenge.
- Sharing 2022 NSLVE Reports with campus voting data with ALL IN.
- Developing and submitting a 2024 democratic engagement action plan with ALL IN.
- Having a current signatory to ALL IN’s Higher Education Presidents’ Commitment to Full Student Voter Participation.
“This recognition not only celebrates the efforts of UW students, faculty and staff but also serves as a motivator to continue building sustainable programs that encourage lifelong civic involvement,” said Michael Soudmand, program manager of Student Civic Leadership Development at the Community Engagement & Leadership Education (CELE) Center. “Through collaborating with student organizations, gamifying civic engagement and leveraging the UW campus coalition with Democracy Dawgs to coordinate campus-wide voter engagement efforts, these strategies have created a dynamic, student-centered approach to nonpartisan democratic engagement, ensuring that students not only participate in the voting process but also develop the skills and mindset to become lifelong civic leaders,” Soudmand said.
“We are committed to our role as a public university to prepare engaged and educated citizens who are empowered to address and resolve critical societal issues,” said Fran Lo, executive director of the CELE Center. “This entails equipping students to develop their civic knowledge, skills and identities necessary to participate in civic life,” Lo said.
The ALL IN Campus Democracy Challenge empowers colleges and universities to achieve excellence in nonpartisan student democratic engagement. Campuses that join the ALL IN Campus Democracy Challenge complete a set of action items, with the support of ALL IN staff, to institutionalize nonpartisan civic learning and voter participation on their campus. The ALL IN Campus Democracy Challenge currently engages 10.8 million students from more than 1,075 institutions in all 50 states and the District of Columbia.
The Community Engagement and Leadership Education (CELE) Center at the University of Washington provides students with opportunities to develop the knowledge, skills and attitudes needed to contribute to thriving communities; building authentic community and campus partnerships drive our work. Democracy Dawgs is a coalition of students, staff, faculty, community members and civic leaders who are working to increase student voting rates and build an even stronger culture of civic and democratic engagement at the University of Washington.
Rosa Ramirez named assistant dean of finance and personnel
Undergraduate Academic Affairs is pleased to announce Rosa Ramirez’s new role as assistant dean of finance and personnel.
Pep talks for voting
These videos are designed to support students’ democratic engagement and cover such topics as how to vote, what other students think about voting and why it’s worth it.
Why vote?
This series of videos about why students, young people and all those eligible to vote should vote, features Eric Liu, American lawyer and CEO and co-founder of Citizen University.
Get involved with civic engagement and voting resources at the Huskies Vote webpage.
Not Voting Is Voting
Voting Is a Path to Revolution
Responsibilities of a Citizen
Talking with students about voting
For this video, we asked students their thoughts on voter engagement and disengagement and why voting matters to them.
How to register to vote and vote
This video provides an overview of how to register to vote in Washington state and key things to know about how to vote at the UW. Links for students who are registered outside of Washington state are also included.
Democracy Dawgs is a coalition of students, staff, faculty, community members and civic leaders who are working to increase student voting rates and build an even stronger culture of civic and democratic engagement at the University of Washington.
The Community Engagement and Leadership Education (CELE) Center at the University of Washington provides students with opportunities to develop the knowledge, skills and attitudes needed to contribute to thriving communities; building authentic community and campus partnerships drive our work.
Bridging histories in the American South
What if learning about the American South meant building bridges to both the past and the future? Instead of merely skimming the surface of history, what if you could dive deep, discovering the connections between place, community and the resilience born from oppression? What if history became personal, revealing the stories of beloved communities shaped by struggle?
This past summer, the University of Washington Honors Program, in partnership with the Community Engagement and Leadership Education (CELE) Center, offered an immersive “study away” experience that delivered on this vision of learning.
Led by community partner Sankofa Impact, students embarked on a four-week bus journey across 10 states in the South. Through “Honors American South: Foundations of Black Culture, Social Movements and Collective Liberation,” they explored the legacies of enslavement, racial terror, civil rights, mass incarceration and contemporary abolition activism — making history a shared, living narrative.
Upon returning, Vice Provost and Dean Ed Taylor, who co-taught the course, reunited with two of the students, CELE program alum LeVera Brown, ’24 (communications major and diversity minor), and Honors Program student Zoe Hesselroth, ’25 (nursing major), to reflect on the moments that shaped their journey and the lasting impact it had on their understanding of history and identity.
Editor’s note: This interview has been edited for length and clarity.
Ed Taylor: LeVera, Zoe, it’s great to see you both! The last time we met was in Houston after our trip to Galveston [in Texas]. What inspired you to join this journey to study liberation and race in America?
LeVera: This trip was personal for me. As a Black American, it’s deeply connected to my history. With much of my family still in the South, I felt compelled to learn about their realities — stories they may not have shared. Experiencing our history in an immersive way was important. Standing in those places, walking the same paths and touching the things they touched made it all the more significant for me. I knew I had to be there to understand my roots and the efforts of those who came before me. As it was my senior year, I was determined to explore what this history means for my future.
Zoe: Nursing influenced my decision to join this trip. I’m passionate about public health nursing and believe it’s crucial to understand the communities we serve and the historical context of racism. I wanted to learn more about the cultural aspects of these communities and build trust with my future patients. Understanding their experiences, including those of modern foot soldiers and their struggles, was important to me. Plus, this was my first trip to the South, which pushed me outside my comfort zone.
Ed: Community engagement matters to you also. Why was that a compelling part of this course?
LeVera: Community engagement is very important to me. I’ve done a lot of work at the Othello-UW Commons in South Seattle, serving local residents, Huskies, staff and community partners. We create a space for collaboration and support. My upbringing has centered on community, activism and social justice, making engagement a core part of my life. On this trip, I wanted to explore the roots of community engagement within the Black American community — understanding how it began and its foundational methods. That was crucial for me.
Interdisciplinary learning
Ed: Can you share how this trip aligns with the values of the Honors Program?
Zoe: First, it’s interdisciplinary, connecting different aspects of history and various spheres of education. We definitely saw that on our trip—exploring environmental justice, economic justice and how these issues relate across history and in the modern day.
The Honors Program is about empowering you to take action and be part of the change you want to see. During the application process, we were asked about social issues we wanted to work on and how our experiences informed that. A theme that kept emerging on our trip was the importance of not leaving behind what we learned but actually applying it to influence our future actions. That sense of application and connection to our backgrounds felt very much in line with the Honors Program.
Community legacies
Ed: Describe a place that tells a significant story. What was your experience and connection to it?
Zoe: Burnell’s grocery store in the Lower Ninth Ward of New Orleans! After Hurricane Katrina, Burnell, a veteran, used his life savings to fill the neighborhood’s need for a supermarket. [The impacts of the hurricane] had forced residents to travel two hours for essentials. His store offers fresh produce, canned goods and a small restaurant, while also providing job opportunities for locals.
Walking in, you can feel the love — murals, positive messages and music create a true community hub. What started as a grocery store has evolved into something much greater. You can really feel that. Burnell’s uplifting spirit inspires others to pursue their dreams, even if they don’t know how to start. He believes in facing fears, he reminded us that “you can’t let fear control you, you must keep moving forward.”
LeVera: I loved the moment we had in Galveston at the Nia Cultural Center. Our tour guide showed us a brick wall covered with fingerprints left by enslaved people. It had been concealed in cement for years; no one even knew it was there. Then one day the cement fell off. Our tour guide mentioned this as a metaphor: the truth will always be revealed, no matter how many ways you try to cover it up.
Zoe: That felt surreal. We stepped outside after learning that enslaved people built those bricks and left their fingerprints behind. Yet, across the street, a gift shop sells T-shirts in a former slave market. This contrast highlighted how history is often overlooked, how the suffering and contributions of those who built this place aren’t being acknowledged. I had many of these “whoa” moments throughout the trip.
Ed: While there’s a lot of tourism, your guide wanted to take you deeper, sharing the history behind the place. It was clear that you were there to learn, making a distinction between just passing through as a tourist and positioning yourselves as truly present, wanting to understand and feel the history. It was powerful to witness how you all engaged with that moment.
Trust is the currency
Ed: When I think about a collection of strangers traveling together on a bus for a month through the South, it’s easy to imagine potential conflicts. Yet, so much went right. What do you think kept your group united? Was there something that helped you share those experiences and stay connected?
Zoe: Care and respect were crucial for us. We were discussing tough subjects, and it hit harder for those with personal connections to the history. Checking in on each other and genuinely caring about everyone’s well-being made a big difference. Trusting each other’s authenticity and intentions helped create a supportive environment.
It was also important to find moments of joy amidst the heaviness. Those times when we would break out in laughter on the bus really helped strengthen our bond. They were nice moments that kept us connected.
LeVera: We definitely had a lot of those moments of joy! As we were going through heavy topics we were always there for each other. As you mentioned, we did regular check-ins, asking questions like, “Hey, how are you feeling?” Those moments really went a long way for us.
Ed: Two words at the heart of this course: collective liberation. What does this concept mean to you now?
LeVera: Having experienced and learned everything we have, my view of collective liberation has expanded significantly. I believe that collective liberation starts within yourself, and I now understand that everyone has something to contribute to it. That collective liberation can take many forms, but you need to liberate yourself in order to support the liberation of others. It’s challenging to define freedom if you don’t even know what it feels like for you.
Zoe: When I think about collective liberation, the concept of people power stands out. Establishing trust in the community is crucial. Collective liberation happens on multiple levels — economic, environmental and more. It’s a process that unfolds over time. We need to recognize the foot soldiers of the past and learn from them while looking at those actively contributing today. We can play a part in it. I also think about Afrofuturism, envisioning a future and considering where we can go from here.
Ed: Where do we go from here? When you travel and hear stories of history, trauma and challenges, it’s easy to get weighed down by that heaviness. Yet, you both have emerged with a sense of joy. What gives you hope in light of the history you’ve encountered?
LeVera: What gives me hope is the people we met and their stories. It’s striking to realize that civil rights workers were often teenagers, people in their early 20s, fighting for change and being boundless. Their passion and achievements fill me with hope. If they could accomplish so much despite their challenges, I have a responsibility to carry that baton forward. They never gave up, which is why I’m where I am today.
During our trip, many people emphasized that we can’t let progress slide backward. They said things like, “We’ve worked too hard. It’s your turn now; you need to fight because things are serious.” This consistent message made me realize the importance of staying engaged. They would say, “You can do this. You can do that. You’re a creator.” Their belief in us gives me a lot of hope, too.
The Robinson Center Husky Experience: A parent’s perspective
Nearly 50 years ago, UW professors Halbert and Nancy Robinson envisioned a school to serve academically talented students with accelerated needs. Today, the Robinson Center stands as a refuge, a long-awaited home for scholars eager to embark on journeys of intellectual and self-discovery. The Center’s focus, experience and infrastructure in nurturing gifted young scholars within the environment of a leading public university is a key factor in parents’ and their students’ decisions to drop out of high school and enroll in the program.
15 Seconds at a Time: Honors Program
In this video, Honors Program Director Stephanie Smallwood takes on the challenge of explaining the Honors Program in less than 15 seconds at a time. 15 Seconds at a Time is a series where we find out if various Undergraduate Academic Affairs departments can explain their work in only 15 Seconds at a Time.
The Path to UW and beyond
“When I first embarked on the Path to UW program, I was daunted, to say the least,” said Chloe Sarmiento, a journalism and public interest communication major.
As a first-generation college student, Sarmiento, ’24, had always aspired to pursue higher education. “With the assistance of my professors at Seattle Central College and the Path to UW program, my transition was smoother than I anticipated. I am grateful for the generous support I’ve received,” she said.
Sarmiento is one of the 20 undergraduates in the first graduating cohort of the Path to UW. She describes her time at the University of Washington as truly unforgettable — forming enduring friendships, acquiring invaluable experiences and taking on challenging academic courses all fostered her growth as a student. Resources within her major enabled her to broaden her horizons and pinpoint her specific interests. “The most important part of my college experience at UW was gaining practical experience in the media landscape,” Sarmiento explained. She added, “With my professors’ support, I could achieve exactly that.”
The Path to UW, an innovative partnership with the Seattle Promise program, launched in January 2022. This critical initiative addresses educational equity gaps, paving the way for students like Sarmiento. These students are transitioning from North, Central or South Seattle Colleges to the University of Washington.
At the UW, Sarmiento’s coursework and hands-on learning experiences allowed her to kick-start her dream career in the music industry. She recently concluded her role as the GRAMMY U representative for the Pacific Northwest Chapter of the Recording Academy, taking on leadership roles and being an on-stage trophy holder at the 2024 GRAMMYs Premiere Ceremony in Los Angeles. After graduation, Sarmiento plans to continue working in music.
Nationally, only one in seven students who start at a community college complete a bachelor’s degree within six years. In Washington, less than half of community college students who intend to transfer to a four-year institution do so. With support from the City of Seattle’s Department of Early Learning and Education (DEEL), the Path to UW is working to close equity gaps by providing robust advising services, peer connections, guidance on course selection and assistance with applications to ensure a smooth transition.
Sarmiento encourages students considering transferring to the UW to make full use of these available resources. “There are numerous resources specifically for transfer students, and using them will only benefit you,” she advised. “Knowing your support network and building meaningful connections will ensure a smooth transition into UW, so start developing those relationships early!”
“I was nervous when I embarked on the Path to UW program,” admitted Jonathan Bristle. Graduating from high school during the COVID-19 pandemic left him uncertain of his next steps. His Path to UW adviser recommended a class to help him explore his interests. “This class was beneficial because I answered questionnaires about career paths that matched my personality. Eventually, I selected biology as my major!” Bristle exclaimed.
At the UW, Bristle, ’24, sought research experiences while navigating the large classes. “Transitioning from a small classroom to a lecture hall can be daunting,” Bristle recalls, remembering his initial foray into a CHEM 237 lecture without knowing anyone. “Eventually, I found a group of people who also found organic chemistry challenging. They’ve been a fantastic support system as friends and study buddies.”
Bristle was determined to overcome the challenges of finding research opportunities as a junior. He ultimately secured positions in ecology, fieldwork and molecular biology. “I value these experiences because they influenced my career interests and helped me identify my preferences,” Bristle shared. “A research career has always been in line with my goal of making a meaningful impact on people’s lives.” Bristle aims to pursue his Ph.D. in molecular and cellular biology, focusing on pathology or virology. “I enjoy studying the molecular mechanisms of diseases and viruses.”
His main advice for new transfers is to soak up as much as possible at the UW, recommending “transfer students should network, utilize resources and seek opportunities throughout the academic year or summer.” He also advises transfers to apply for summer internships, saying, “they are a great way to build experience and connections, and the Career and Internship Center can help you apply.”
“When I was first thinking about transferring to UW the application process seemed overwhelming,” said Jackson Kolar. When he learned that the Path to UW provided advising support, he was relieved, “my adviser made the application and transfer process run so much smoother.”
Kolar, ’24, cites his time at the UW as one of rich learning, “My academic journey was only part of the learning experience when I consider how much I came to know about myself.” Balancing personal, academic and work life, Kolar navigated, through trial and error, the management of activities, choices and goals. “I learned how to manage stress and came to understand how important routines are in my life to keep me productive,” he said. “I learned how to live on my own and build connections with people, all while pursuing a degree in psychology.”
Kolar made the Dean’s list various times over his two years at the UW and has expanded his worldview from a psychological standpoint. Kolar’s experience allowed him to learn to pursue the things he most values. After graduation, he is set to travel abroad, even visiting his first-year roommates in India. Upon his return, Kolar plans to pursue a career at the Seattle Clinic while considering graduate school.
To undergrads considering a transfer, Kolar encourages them not only for the opportunity, but the adventure. “UW is a massive school with a place for everyone,” Kolar shared. “UW has resources for students to pursue a wide-range of activities and studies, while supporting students from all backgrounds in their own way socially, academically and personally.”
Innovating leadership at the Spring CELEbration
The 2024 Spring CELEbration highlighted the intersection of service and leadership at the University of Washington. Students involved in the Community Engagement and Leadership Education (CELE) Center and Mary Gates Endowment Leadership Scholars showcased their service, leadership and activist work from the academic year. The HUB, North Ballroom and Conference Rooms were filled with energy on May 24, the date of the culminating student event. Family, friends, mentors and community partners interacted with students during the CELEbration, which included lightning talk rounds, table talk presentations, poster sessions and a video showcase.
Honors Program undergrad Nathan Loutsis, ‘24, majoring in political science: international security with minors in public policy and leadership, first connected with the CELE Center as a UW Presidential Scholar. “Director Fran Lo not only collaborated with me to develop an individual leadership plan but also connected me with leadership opportunities that arose during my academic journey,” Loutsis explained.
Loutsis’ commitment to public service began at age 14 through a youth volunteer program with King County. In high school, a personal incident sparked his passion for creating safe school walking routes. As a result, Loutsis began serving as a planning commissioner for Kenmore at 16. “I brought a unique perspective to the table, representing a younger and often overlooked demographic,” Loutsis said.
With his background in local service and community governance, Loutsis was an ideal candidate for the NextGen Civic Leader Corps, a UW tri-campus, interdisciplinary program that widens the pathways to public service. Loutsis is currently a city council member for Kenmore, a position he won in last year’s election, “Running for office was challenging, but I won and continue to fall in love with public service and civic engagement every day.” Loutsis added, “I enjoy empowering young people to participate.”
At the event, Loutsis presented his Husky Leadership Certificate in a table talk format, sharing his leadership development project. Initially, Loutsis viewed leadership as a hierarchical construct. Over time, he saw it as an interpersonal and social influence. “Leadership is unique to each person. How we utilize our strengths and character to guide others is significant,” said Loutsis.
As he prepares to begin his master’s in public administration at the Evans School this fall, Loutsis credits the CELE Center as a pivotal part of his Husky experience. “This community has supported me in unimaginable ways, providing comprehensive leadership development,” he says. Loutsis believes the CELE Center equipped him with leadership skills and helped him discover his potential. “I can continue this work, developing the skills, theories and competencies to serve my community more effectively.”
Foundations for success
Ellis Fellow and Husky 100 awardee, Bryan Ortega, ’24, presented his leadership reflection during one of the evening’s lightning rounds. A first-generation Latino student majoring in molecular, cellular and developmental biology, Ortega participated in the CELE Center’s Undergraduate Community Based Internships (UCBI) program. He attributed his strong leadership foundations and values to his family, stating, “My parents and grandparents are my main inspiration; they have been the foundation for what I have accomplished so far,” he said.
Ortega began his years of community service volunteering at a local hospital in Independence, Oregon, during high school. After moving to Seattle as a first-year student, he dedicated himself to youth shelter advocacy and spent two years working with young adults experiencing homelessness. Through UCBI, Ortega partnered with El Centro De La Raza, offering financial literacy support to empower people of all races. Currently, Ortega is an associate teacher at Bright Horizons, an early childhood education center, where he works with children ranging from infants to six years old.
Ortega emphasized that leadership embodies a profound commitment to growth and continuous learning. He views the role of a leader as a guide and a source of support, with a firm grasp of humility. “If you’re a leader who can’t admit that you’re making a mistake, are you really leading?” he questioned.
Ortega highlighted the importance of communication as a leader, not just for expressing his ideas but also for engaging in meaningful conversations. “There’s so much more that I’m excited to continue learning, and UW and the Ellis Fellowship have been integral in helping me develop my core values,” he reflected.
As Ortega prepares to pursue medical school, he looks at his CELE Center experience with gratitude. “I couldn’t be more fortunate for the opportunity and the connections I made. I learned to trust in myself and my abilities, and to see myself as a scientist,” he shared.
A way to give back
Su Cho, ’24, is a neuroscience major who demonstrated her leadership and service through her involvement with the Dream Project as a College and Career Readiness Assistant (CCRA). Presenting via the poster format of the event, Cho expressed her connection to the project’s mission, stating, “I was drawn to this work because I am also a first-generation student whose parents didn’t know about college and the systems here.” Cho found a passion in providing resources and guidance to first-gen students, immigrants and those from low-income families.
Cho shared how her sensitivity and understanding of the unique challenges faced by these students made her a strong leader in the Dream Project. Her personal experiences allowed her to be more respectful and sensitive when dealing with students’ family situations, financial status and other personal matters. “Having gone through a similar experience allowed me to understand their perspective,” Cho said. “I was able to support them respectfully, promoting their empowerment and self-respect. I hope this equips them with more opportunities and paves the way for future success wherever they go,” Cho shared.
Cho cited her service with the Dream Project as not just beneficial to the students she assisted, but also to her personal and academic growth. She viewed her role mentoring high school students as they navigated through barriers as a way of “passing down all the resources and giving back what I’ve received.” Cho hopes to apply these experiences in her future healthcare career, using her expanded understanding of diverse individuals and their circumstances to understand and serve all of her patients.
Photos from the 2024 Spring CELEbration
These photos are a sampling of students’ projects and presentations. Photos by Jayden Becles and Nancy Huizar.
About the Community Engagement and Leadership Education (CELE) Center
The Community Engagement and Leadership Education (CELE) Center provides students with opportunities to develop the knowledge, skills and attitudes needed to contribute to thriving communities; building authentic community and campus partnerships drive the work. CELE Center programs are centered around the areas of community-engaged learning, democratic engagement, leadership education, preK-12 student success and place-based initiatives.
About Mary Gates Leadership Scholarships
Mary Gates Leadership Scholarships encourage undergraduate students to develop their leadership abilities through practical experience, personal reflection and in community with mentors and peers.
Finding my way
Hiking through the flower-covered rolling hills of the Methow Valley in 2022, my field cohort headed for beaver habitat. Our trail involved crawling under barbed wire in the midday heat, and by the time we finally arrived at the steep slope, I didn’t even attempt to continue.