On May 19, over 1,000 undergraduates will present their research and scholarship to the public at the 26th Annual Undergraduate Research Symposium. Celebrating scholarship and cutting-edge research of undergraduate researchers from all academic disciplines, the Symposium brings together students, faculty members and the greater community to engage with a diverse showcase of research and academic achievement at a signature event for the University of Washington.
Category: Features
Typically longer in length and relevancy than content in the news category. Features content is more likely to be republished over time.
Making marine biology fun
Samantha-Lynn Martinez, ‘25, is a marine biologist on a mission.
An undergraduate in the Honors Program at the University of Washington, Martinez not only studies marine biology, but is also pursuing evolution, ecology and conservation biology. Add in her videography, photography and design work, and it’s easy to see how Martinez is making waves innovating science impact communications. With a unique perspective as both a scientist and an artist, Martinez communicates in an informative, engaging and visually stunning manner.
The environment has always been close to Martinez’s heart and her home. Growing up in the Philippines and then moving to Seattle, she has lived in cities with close ties to their marine and terrestrial resources. “Although they are practically polar opposite climates, there is a palpable sentiment towards the preservation of the natural environment and working with the resources that surround us,” said Martinez.
Martinez already has an extensive history in youth education. From her role as a youth ocean advocate at the Seattle Aquarium to her curriculum development for the Salish Sea School, Martinez has seen children light up with excitement from discovering something new countless times. “I think getting people properly excited about science is what helps it stick and drive further curiosity or compassion for the subject at hand,” said Martinez.
Martinez was recently featured by HiHo Kids in their “Kids Meet a Marine Biologist” series, where she shares her passion for marine biology with a new generation. The Burke Museum loaned Martinez fish collection specimens for the filming, much to the fascination of the kids.
On educational outreach Martinez shared, “So much of what drives people to do what they love, and do it well, is the ability to feel that they belong and are welcome to explore their field of interest. In my opinion, this starts early. If science education can utilize the natural curiosity that kids, teens, and young adults already have and encourage this to stay strong throughout their academic years, I feel like people would be much more inclined to chase after what they’ve always wanted to do.”
Martinez continues to do just that, clearing new pathways for women of color in the industry. Martinez is intent to become the first Filipina wildlife camerawoman and host on mainstream media, telling wildlife stories from the States to the Philippines and beyond.
Protecting our shared home: A conversation with author, climate advocate and alum Brianna Craft
Brianna Craft, ’10, had a panic attack and from that moment, everything changed. An undergraduate in the Honors Program at the University of Washington, Craft found herself in an environmental studies lecture freshman year, with her heart beating rapidly and her fingers gripping her seat. “Learning about the climate crisis changed everything for me,” Craft shared.
Far from remaining frozen in panic, Craft spent the following years diving into the issues behind the climate crisis. Craft credits some of her journey through fear and into deeper understanding to the UW Honors Program’s interdisciplinary approach. She was awarded a Bonderman Fellowship in 2008, and used the following year to travel through 14 countries. As she spoke with biologists in Costa Rica, families in Fiji and farmers in India, she learned how global warming was impacting people. She has worked hard to protect our shared home from the climate crisis ever since.
After graduating from the UW with a B.A. in architectural studies and minors in environmental studies and urban planning, Craft went on to earn her master’s degree in environmental studies from Brown University. As a graduate student, Craft began her involvement in U.N. climate negotiations, participating as a member of The Gambia’s national delegation. During the years that led to the signing of the Paris Agreement, Craft supported Mr. Pa Ousman Jarju, chair of the Least Developed Countries (LDC) Group. Post graduation, Craft joined the staff of the International Institute for Environment and Development (IIED). As her role evolved, she took on research, writing briefings and directly supporting LDC delegates in negotiations on technology development and transfer.
Today Craft is a senior researcher at IIED, where she continues to bring together diverse fields of knowledge to make informed policy recommendations. Her memoir, “Everything That Rises: A Climate Change Memoir,” will be published on April 4, 2023.
Editor’s note: This interview has been edited for length and clarity.
What was your personal call to writing “Everything That Rises: A Climate Change Memoir”?
After four years spent in United Nations’ negotiations, I celebrated the 2015 adoption of the first universal climate treaty, the Paris Agreement. Months later, the world’s largest cumulative greenhouse gas emitter (the U.S.) elected a climate change denier to their highest office. I needed every American to hear me, to see what my colleagues and I had worked so hard to accomplish. So I started what turned out to be a six-year journey from the memoir’s inception to publication.
In “Everything That Rises,” you write of “growing up in a house where the loudest voice always won and violence silenced those in need.” Can you speak to the intertwined natures/futures of oppression in the home with oppression in the global political sense?
I see so many parallels between the climate crisis and oppression dynamics. My father was violent and I grew up terrified. Living with the climate crisis is like living with him. The stress and the fear — the constant risk of death. The pressure and despair that impacts everything, underlies everything.
As a researcher, I work to support the LDCs in the U.N. climate change negotiations. The 46 countries are classified as the world’s poorest. They have done the least to cause the climate crisis – emitting less than 1% of global emissions – and are disproportionately impacted by the havoc it wreaks. Watching them push for adequate international decisions reminds me of what growing up was like. How every day I watched those with power undervalue things that were precious, irreplaceable. And the silence around it, the isolation. The pretending, when it is not safe. These dynamics are not talked about, in part, because doing so would mean owning up to reality and the part we play in its perpetuation.
How did you learn to be an advocate, and what do you hope readers will take away from your story in how they use their voice and personal power?
I started my time in the U.N. climate change negotiations as a 24-year-old graduate student. I went from looking to others for solutions, to advocating for those I love myself. The climate crisis is the single greatest threat we have ever faced. I hope readers will use their voice and power to shape our collective response: that they will vote to elect officials who will cut our greenhouse gas emissions to net zero; that they will protest climate inaction; and that they will divest their time and their money from fossil fuels. It will take all of us to protect our shared home.
How did Honors’ interdisciplinary studies inform your relationship to learning about the environment, and how does it inform your current research?
I would not have learned about climate change if not for the Honors’ interdisciplinary approach. Being an Honors student landed me in an environmental studies lecture. I’ll be eternally grateful! I continue to use interdisciplinary approaches in my current research — bringing together many fields of knowledge to craft policy recommendations. The climate crisis is a wicked problem. Climate change combines the interconnected problems of sustainability and pollution with many actors, long timescales, great economic burden, and uncertainty. Interdisciplinary approaches are needed to implement effective solutions.
What is your day-to-day like as a senior researcher at the International Institute for Environment and Development?
I love the people I get to work with. LDC negotiators and my badass team, whose motivation to make change fuels them (and me) through the marathon of effort required to reach international decisions.
When not in U.N. negotiations supporting countries to reconcile what the climate crisis has irrevocably lost and damaged, I do a lot of writing. I write briefings, toolkits and research papers about climate diplomacy. I help run training workshops for new climate negotiators from the LDCs. And lately, I’ve spent some quality time helping authors from Nepal, Rwanda, the Solomon Islands and Sierra Leone tell stories about how climate change will mean their lives will never be the same.
We understand that you are a lover of peanut butter. Was it that which truly brought you to the environmental movement?
I could wax lyrical about peanut butter. It’s the most delicious, low impact protein source I can think of! I don’t know if I’d say that the love of peanut butter brought me to the climate movement, but it has certainly fuelled me through it.
Building community, one relationship at a time
Aden Afework, ’22, was majoring in public health and global health when the COVID-19 pandemic began to sweep across the globe. As she witnessed firsthand how COVID exacerbated the inequities among students from her home community of South Seattle, she sought out new opportunities for engaging with community.
As a first-generation college student from an immigrant family, Afework felt pulled toward addressing the disparity of Black students’ access to academic resources. A professor told her about the Undergraduate Community-Based Internships (UCBI) program and suggested that the paid internship program housed through the Community Engagement and Leadership Education (CELE) Center might be the best place for her to focus on this work. Afework applied.
The UCBI program places undergraduates interested in public service into nonprofit and public sector organizations, giving them the chance to explore, contribute and grow as they work within partner organizations. Afework immediately felt drawn to Canopy Scholars in Shoreline, WA, an organization providing equity in education for underserved students.
Canopy Scholars, in partnership with the Shoreline School District and family advocates, offers school tutoring, STEM programs and community building for second through eighth grade students. Their programming is fueled by youth volunteers from local high schools and undergraduates from the University of Washington. With their service to students of Afework’s own Eritrean and Ethiopian community, Canopy Scholars stood out to her as the perfect place to focus her passion for equity in education.
Canopy Scholars had long been a community partner with the University of Washington as a partner-organization option for UW service learning classes. When UCBI reached out to Canopy Scholars in 2017, Director Lynn Newcombe said it was an easy “yes.”
Newcombe cites the partnership as “a fabulous experience for us because we had someone who was investing hours of their time a week in our organization and able to really come alongside the high school and college student tutors and provide them training.”
Returning home through community
Finding her way to Canopy Scholars was a returning home of sorts for Afework. Her first two years at the UW were spent in rigorous research experiences, yet disconnected from community engagement.
“I knew I needed to get that back for myself,” she reflected, looking back to her high school years of involvement in advocacy policy work giving collaborative presentations to representatives in Olympia, and her years spent volunteering at the Rainier Beach Community Center helping run events and services for South Seattle.
Newcombe interviewed Afework as an intern candidate and immediately hired her on, “I knew she was going to be a game changer for us.” Afework took her learning off campus and into the community, investing 10 hours weekly into the student programming. Her work was supported with an additional two hours of weekly internship cohort meetings led by UCBI staff, where she and her fellow interns received not only coaching and mentorship, but learned in depth about social issues as they reflected on power, identity and systems of oppression.
Afework began running the virtual middle school programming, navigating the new terrain of remote learning in that first year of COVID. She crafted and created a space that students came to with an eagerness to talk, to get homework help and to connect with a tutor. She also represented the students back to themselves — Afework herself immigrated to Seattle with her family at the age of 8. She had the shared lived experience of 86% of the families that Canopy Scholars serves.
Shifting the culture
During this time, another shift began to occur in these online spaces. “There were these really amazing conversations that were happening,” said Newcombe. In the background of these sessions were the global protests after George Floyd’s murder. The Black Lives Matter movement was being picked up across national media and everyday conversations turned to racial injustice.
This time would become pivotal to Afework’s understanding and embodiment of leadership.
Afework organically found herself facilitating conversations with her students as they sought to contextualize what they were experiencing and living through. The facilitation model that worked for her and the students was composed of conversations with open-ended questions. Here she gave the program tutors space to grow and develop as well, “I wanted to empower tutors so I encouraged them to continue these conversations with their students once they were in breakout rooms.” Noting the deep trust that existed between the middle school students and high school tutors, her students felt invited into engagement as the discussions were a “no-judgment, safe space to share their thoughts.”
Newcombe supported Afework to develop a middle school level to these critical thinking questions after Afework had observed that this adjustment was needed.
Afework said, “Being a leader means learning that if things are not working, work with others and receive support to make adjustments that support everyone in return.”
Leading the way through relationships
With the ongoing support and program adjustments, Afework was able to engage the students in conversations that parents were asking Canopy for help with. “How do we talk about racism with our kids? How do we teach them about identity? We experienced racism ourselves,” shared Newcombe on common questions parents were bringing to them. “There was a lot of coming to grips with their own identity that was happening as these kids were moving into middle school. Aden was able to step into a critical opportunity and go deeper with kids in ways that they really needed. And kids and parents trusted her.”
“UCBI solidified my interest in working with communities, ” said Afework. “Community based work is really building relationships.” Newcombe notes how Afework spoke with her students with such a deep understanding and authority in how she saw the world.
“One day in the main session, she said, ‘Where do you find community?’ and the kids and tutors go into breakout rooms and then they come back for the follow up and it was really astonishing. It was amazing to hear, ‘I find it here,’” said Newcombe.
“I felt so valued, that now my expectations for wherever I work are very high. I need to be valued in this space. UCBI and Canopy was a really great experience for me to have,” said Afework.
Afework stayed on at Canopy Scholars supporting families through the summer of 2021 during an UCBI program extension, and Newcombe hired her back for the remainder of her senior year.
“Aden Afework created a broadening of our students’ own understanding of themselves and seeing themselves as being successful,” said Newcombe. “Our students could feel incredibly proud of who they are.”
15-seconds at a time: Academic Support Programs [video]
In this video, Academic Support Programs Director Ryan Burt takes on the challenge of explaining Academic Support Programs in less than 15 seconds at a time. “15 Seconds at a Time” is a series in which different Undergraduate Academic Affairs programs explain their work in bite-sized bursts.
Academic Support Programs, located at the UW in Mary Gates Hall, provides a space for all UW undergraduate students to be included, challenged and supported in their educational journey. An academic home away from home, Academic Support Programs offers peer-to-peer programs and services include tutoring and coaching, as well as connections to other academic support programs across campus.
Academic Support Programs’ resources are available to you online and in person. Academic coaching is available through the day into the evening, CLUE tutoring on evenings and online appointments can be made at academicsupport.uw.edu. CLUE tutors cover a wide range of majors including: math, physics, political science, chemistry, public health, English, social work, statistics, economics and more. Visit Academic Support Programs to learn more about scheduling with one of their amazing student coaches and tutors.
Produced by: Ian Teodoro and Kirsten Atik
Edited by: Ian Teodoro
Thanks to: Ryan Burt
This autumn, let us begin again
It’s the beginning of another academic year. The leaves on the iconic cherry trees in the Quad are turning red, orange, gold. We often focus on these trees in the spring — and with good reason, the blossoms are spectacular and represent a kind of joyful renewal — but autumn and the start of classes brings its own beauty and renewal through this specific time and place.
The leaves change together, just as our students transform together through a common experience of learning at this point in time and at this public institution. The turning of the leaves, a new school year, new students coming to campus: It is hopeful and gives us all an opportunity to begin again.
In Undergraduate Academic Affairs, we create opportunities and programs that enable students to connect to, deepen and expand their undergraduate academic experiences. As a result, students are able to be fully present and be the lead protagonists in their own educational journeys.
As we all begin this new academic year, full of possibility and hope, I think of James Baldwin, who wrote, “The world is before you and you need not take it or leave it as it was when you came in.”
Many students in the UW’s history did not leave the UW as it was when they entered. They gathered, learned, organized and changed the way this very University operates and has made us a better institution. We are better today because of the people who have come through here.
The people make the institution, and students develop capacities for leadership, community engagement and scholarship that make it so they are not just at the UW, but are able to be the UW.
Emily Dickenson wrote, “Hope is the thing with feathers / That perches in the soul, / And sings the tune without the words, / And never stops at all …”
With all the challenges our local and global communities face, when I meet students, I am filled with hope anew. The UW provides students with both common academic experiences and vast opportunities to choose and create their own academic adventures. Hope perches in our souls and sings no matter what.
This class of more than 7,200 entering students is filled with new Huskies, parents, families, mentors and supporters who are here because they’ve been hopeful.
My hope for all our students is that, by finding a sense of belonging at the UW, they develop the habits of heart, grow their intellectual capacity and discover their own drive to create the world anew.
15 Seconds at a Time: Undergraduate Research Program [video]
In this video, Undergraduate Research Program Director Sophie Pierszalowski takes on the challenge of explaining the Undergraduate Research Program in less than 15 seconds at a time. “15 Seconds at a Time” is a series in which various Undergraduate Academic Affairs programs explain their work in bite-sized bursts.
Creating your UW academic adventure
Welcome to the University of Washington! This story is your own choose-your-own-adventure story, and begins right here with you. You are a first-year student in your first quarter. As you read, you will face challenges that ask you to decide which way to go. What will your pathway be? As you jump from storyline to storyline, you will learn about the resources available to you through UAA’s Academic Support Programs. Just as in life, you can’t go backward in this story, but you will get opportunities to redirect along the way. Have fun, and see you at the finish line: commencement!
Editor’s note: This story is not meant to be read straight through. Read a section, make your choice and see what part of your academic adventure unfolds next.
1
It’s your first quarter at the UW! You feel very motivated and excited by the possibilities of a big university and living on your own for the first time.
As you prepare for classes, you reflect on how you want to make a difference in people’s lives and help others. You aren’t entirely sure what this may look like, but you are leaning pretty heavily toward a major in a STEM field. You talk it out with your family and they support this idea, saying, “Not only would you be able to help others, but you will have many post-graduate opportunities in a medical field.”
You signed up for a series of introductory classes at summer Advising & Orientation, including a chemistry class. In the first week of class, you overhear a student saying, “I heard this is a weed-out class,” but you feel pretty confident in your academic ability based on your grades in high school.
Continue to #2
2
The quarter is underway, and after just a few weeks you find yourself overwhelmed with the workload in your chemistry class. Looking around you say, “Why does everyone else seem to be managing this better than me?” Your new friends are going to parties and get-togethers while you are stuck at your desk for hours trying to understand the textbook. You realize you never really learned how to study in high school, and have no idea if you are doing it effectively.
You decide you need to either increase your study hours and commit to study nights at Odegaard Library or talk to your TA about your challenges.
#3 Decide to do more solo studying at Odegaard
#4 Decide to check in with a TA
3
Decide to solo study at Odegaard
Having dedicated more time to studying at night in Odegaard library, you begin to get caught up on all your readings before each class. Although the evenings there come with fewer distractions, the late nights start to wear on you, leaving you feeling isolated and sleep-deprived. You make plans with new friends only to cancel, telling them, “I can’t hang out because I need to study. I’m so anxious about answering questions in class correctly.”
Your focus has improved as you move through the quarter. You review your lecture notes, the readings from the textbook, and do all the practice exercises. Since you are studying alone, though, you question if you are answering the questions correctly. The back of the textbook has some of the answers but not the ones you are most stuck on.
As midterms approach, you find yourself falling behind again. The late study nights leave you sleeping through your alarm clock and running late to classes. You are exhausted and bail on your quiz section to take a nap. At this point in the quarter you find yourself asking, “Do I need to go talk to my chemistry TA, or should I just keep doing what I’m doing and hope for the best?”
#4 Decide to go check in with a TA
#5 Head to the midterm
4
Decide to check in with a TA
You schedule a meeting with your TA and share how much time you are studying. The TA reassures you that it’s enough time and gives you a piece of advice, “It is important to find study strategies that work best for you to understand the material.” You know the TA cares about your success and talking with them was helpful, but when you leave you realize you aren’t exactly sure how to find the strategies that work best for you, especially when you never had this type of workload in high school. You feel a little lost and stuck, so you head to the library for a few more late nights of midterm prep.
#5 Time to head to the midterm
5
It’s time for the midterm
The first midterm of the quarter is here, and with all the extra nights you spent studying, you feel like it went pretty well! The professor mentioned it would be graded on a curve, so you think you will get at least a B. When the test scores come back you find out you did not even pass! Looking at your score you think, “I don’t even know how this could happen! I studied so much, and missed out on all the fall events. I’m nervous about asking for help, but with this score, it’s clear I am going to need it.”
You remember seeing a post for CLUE tutoring on your Instagram feed and think they might be able to help you with your chem homework. You also remember an Academic Success Coaching flyer in the HUB and think they might be able to help with study skills and time management. You feel anxious about either option but eventually decide to reach out.
#6 Go to CLUE tutoring
#7 Go to the academic success coach
6
Decide to go to CLUE tutoring
You have been feeling a little intimidated connecting with others, and your nervousness has kept you from going to CLUE tutoring yet. You realize you really do need the help as you say, “What’s the worst thing that could happen?” while eying the time on your phone. It’s 7 p.m., so the CLUE tutoring drop-in sessions just started. You grab your chemistry homework and head over. You sit in the chemistry tutoring section and hear other students talk about tips they have used to better understand concepts. It’s reaffirming to hear that others struggle with the same material, and you feel like you’ve warmed up to working with other students. The CLUE tutor reviews additional problems with you, helping you identify what step you were missing. You write down the steps to solve the problems, and are so happy to have that for later reference!
You feel like you have gotten help with some of the concepts you were struggling with in class, so now you need to choose if you want to keep studying these concepts for finals, or meet with an academic success coach and dive deeper into your study skills.
#10 Apply what you learned at CLUE and head to finals week
#8 Stopover with an academic success coach before finals week
7
Meet with the academic success coach
“What’s the worst thing that could happen?” you ask yourself as you schedule a session to meet with an academic success coach. When you arrive and settle in, they ask how the quarter is going, and at first you say, “It’s going okay.” They continue to ask you questions and mention that they had a challenging time their first quarter at the UW. You decide to tell them how you are actually doing: “I’ve worked so hard and it’s as though I don’t see any of it reflected in my grades. I am homesick and sad to have missed out on new adventures with friends. I’m just always studying and barely making it!”
The coach listens and says, “It’s completely understandable that you are feeling homesick with all this time spent studying alone. I know when I studied alone and tried to teach myself all of the material my first quarter of college, I was totally exhausted and realized I needed to try new study strategies that would work for me.” You feel relieved that someone understands you, and even more relieved when they share these active studying techniques with you. The coach suggests you start working with others to avoid isolation and collaborate through practice problems. “You can actively study with others by working together through practice problems and having discussions on the material,” they suggest.
Before you leave, they go over what your academic needs and learning styles are so they can coordinate the right resources for you. You end up walking out with a list of CHEM student organizations for group course content discussions, CLUE tutoring to work through problems with and strategies for tackling practice problems. You think, “I am so happy that I gave this a shot! You think about whether you should also get some 1:1 tutoring at CLUE or join a study group as you head to finals week.
#9 Decide to go to CLUE tutoring
#10 Head to finals week
8
Dive into study skills with an academic success coach
After going to CLUE tutoring, you are less intimidated in connecting with others. Now that you have gotten support with some of the class concepts, you want to address potential study strategies.
You head in to meet with an academic success coach and they ask how the quarter is going. You say, “It’s going okay,” but they continue to ask you questions and mention that they had a challenging time their first quarter at the UW. You decide to tell them how you are actually doing, “I’ve worked so hard and it’s as though I don’t see any of it reflected in my grades. I am homesick and sad to have missed out on new adventures with friends. I’m just always studying and barely making it!”
The coach listens and says, “It’s completely understandable that you are feeling homesick with all this time spent studying alone. I know when I studied alone and tried to teach myself all of the material my first quarter of college, I was totally exhausted and realized I needed to try new study strategies.” You feel relieved that someone understands you, and even more relieved when they share these active studying techniques with you. The coach suggests you start working with others to avoid isolation and collaborate through practice problems. “You can actively study with others by working together through practice problems and having discussions on the material,” they suggest.
Before you leave, they give you some great resources. A list of CHEM student organizations for group course content discussions and strategies for tackling practice problems. As you walk out you tell yourself, “I think I have a better handle on study strategies I want to try. I’m going to reach out to these groups today and commit to studying with new friends instead of by myself!” You are very happy you decided to schedule an appointment, and head out for boba to celebrate.
#10 Time for finals!
9
Decide to go to CLUE tutoring
You decide to head over to CLUE after your coaching session, grabbing your chem books and unanswered problems. The CLUE tutor reviews the problems with you and is able to identify what step you were missing. “I could tell right away, because that is the step I always forgot and most students struggle with,” they share. It’s reaffirming to hear that others struggle with the same material, and it feels good to be working with another student. After you complete a few problems, they have you write down the steps you took to solve it. You are grateful to take that with you for later reference. You feel like you have gotten help with some of the concepts you were struggling most with in class. Between the coach and CLUE, you feel ready now for finals.
#10 Head to finals week
10
It’s finals week!
As the week begins, you find yourself thinking “I’m definitely more prepared now than I was for midterms. I’ve reviewed the concepts from the CLUE tutor and I’ve been using the active studying techniques from the academic success coach. I’m ready for this week!”
When final scores arrive, despite your hard work, you discover you are ending the class with a grade lower than what you were expecting. As you reflect on the experience of this first quarter, you wonder if you should sign up to retake the course. The idea alone has you feeling burned out and unmotivated. You ask yourself, “Do I really belong in STEM? I thought I would be motivated by studying something I could use to help people in a career. What am I doing wrong?”
#11 Reinvigorate your path to STEM
#12 Continue as you have been
#13 Decide to switch majors
11
Reinvigorate your path to STEM
Thinking back to the conversation you had with the academic success coach, you remember them asking, “What’s your motivation?” When the year began, your goal was just to pass your classes. “What is my motivation?” you wonder. You pull up a goal-setting worksheet from the coaching website and spend the rest of the evening filling it out. Identifying specific short-term goals for each week, you put them all together toward one major long-term goal.
Keeping on track over the coming weeks helps you regain the motivation you felt before school started and you start to feel less burned out. With your free time you do self-care activities including more calls to your family. On a recent call you share, “I’ve really been questioning myself and if I belong in STEM.” Your family reminds you of how much of an impact and a difference you can make in your community! You feel inspired again and that is the fuel you need for the next quarter. Keeping your mind on the big picture, you eventually make it through the hardest times. You find yourself enjoying your studies and succeeding. You become a regular at CLUE and also continue meeting with an academic success coach. You feel invigorated and continue on through the school year — excited for class, happy to share time with new friends and look forward to what the future holds.
This is the end of this story, but yours is just getting started …
12
Continue as you have been
This quarter passes, then the next, and you keep grinding in your CHEM classes. You are so burned out you don’t even have the motivation to complete your work or reach out for more help. Thinking back to the conversation you had with the academic success coach, you remember them asking, “What’s your motivation?” When the year began, your goal was just to pass your classes. “What is my motivation?” you wonder. “I really felt like this was an optimal path for helping people and ensuring a great career post-college, but I think there might be another pathway for me to do that,” you tell yourself. You schedule a meeting with your academic adviser, and share your recent self-discovery. “I don’t feel connected to this side of the STEM world anymore. I’ve been thinking about a move toward psychology as a potential field to help people.” Your adviser helps you develop a plan to switch potential majors. You feel invigorated by your new self-discovery and continue on through the school year becoming a regular at CLUE and regularly meeting with an academic success coach. You are excited for class, happy to share time with new friends, and look forward to what the future holds for you.
This is the end of this story, but yours is just getting started …
13
Decide to switch majors
You’ve struggled all year with the question: “Is STEM really for me?” Thinking back to the conversation you had with the academic success coach, you remember them asking, “What’s your motivation?” When the year began, your goal was just to pass your classes. “What is my motivation?” you wonder. “I really felt like this was an optimal path for helping people and ensuring a great career post-college, but I think there might be another pathway for me to do that,” you tell yourself. You keep coming back to psychology as an option where you could redirect yourself and still be helpful to people in your community. You meet with your adviser for support and together you put plans in place to switch potential majors. You feel invigorated by your new self-discovery and continue on through the school year becoming a regular at CLUE and regularly meeting with an academic success coach. You are excited about class, happy to share time with new friends, and look forward to what the future holds for you.
This is the end of this story, but yours is just getting started …
This story came together through collaboration. Thank you to these generous and creative colleagues for your work and dedication to this endeavor: Alli Botelho, Danielle Marie Holland, Gracie Pakosz, Ian Teodoro, Jenelle Birnbaum, Kirsten Atik and Mina Zavary. Photo illustrations by Ian Teodoro.
An act of bridging
Vice Provost and Dean Ed Taylor speaks to his recent experience co-chairing the Mind and Life’s 2022 Summer Research Institute, the act of bridging and the greater purpose for a public research university and our work here at Undergraduate Academic Affairs.
15 Seconds at a Time: The CELE Center [video]
In this video, CELE Center Executive Director Francesca Lo takes on the challenge of explaining the UW Community Engagement Center and Leadership Education (CELE) Center in less than 15 seconds at a time.