University 101

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University 101

Posted on February 26, 2016February 27, 2016

To overcome information overload, organizers “flipped” orientation for the Seattle campus

U101 Screenshot — *Senior Saige Hawthorne, drama and sociology major, discusses student resources in this screenshot from the U101 video series.*

Many of the more than 8,000 first-year students who enroll on the Seattle campus will experience an in-person Session, organized by First Year Programs (FYP). Operating within Undergraduate Academic Affairs, FYP is dedicated to facilitating transitions for all new undergraduate students. Through A&O, new students receive important information that prepares them to be successful and to make the most of their Husky Experience.

Driven by consistent student feedback about the difficulties in absorbing such a large amount of information in a short period of time, FYP partnered with Academic and Students Affairs in the Office of the Provost and other campus partners to create , a new online course that begins students’ A&O experience through video before they ever step foot on campus.

Matt McGarrity, a principal lecturer in the communication department, co-led the project and directed the U101 videos. “What we had before was like trying to get students to drink from a firehose,” says McGarrity. “It was simply so much information, coming so fast, at a time when students were mostly excited and anxious about being on campus.”

The U101 project team did not want to completely overhaul the established A&O structure. Rather, they were looking for a way to present the information they already had in a new and engaging way to allow students to better retain information and arrive at campus prepared. The focus became changing the timing and format of information delivery.

Adopting ‘flipped classroom’ techniques (see the , U101 provides students with video modules to review and work through prior to attending their A&O sessions. These modules introduce information on academic and campus life that had previously not been presented until the in-person A&O session itself.

Students work at their own pace at home

U101 is made up of eight modules that students complete beginning two weeks prior to their on-campus A&O session. Through each module, students watch videos featuring students, staff and faculty sharing critical perspectives on how to navigate and succeed at the UW. Students can access the material at their convenience during this two-week period, with the freedom to pause, rewind and watch sections over again as needed.

“It was nice to have background so I knew what to expect [at A&O],” explained first-year student Mira Weimer. “I found ‘Campus Life,’ ‘Involvement’ and ‘Doing Well in Classes’ the most helpful modules. College is immensely different from high school so it was completely new information that ended up helping a lot, such as getting advice about attending office hours and learning about the various clubs and organizations on campus.”

At the end of each module, students complete a short survey that gives them a space to reflect on the information covered and ask questions they may have for their in-person A&O session.

Arriving prepared to interact and make decisions

Through U101, students learn how to access the people and resources at A&O more efficiently and effectively. “After going through U101, students can arrive at orientation with informed questions for their orientation leaders and advisers,” says McGarrity.

The early exposure to A&O materials also lets first-year students customize some of their in-person experience. Because U101 freed up time previously dedicated to information delivery, “students were given more opportunities to ‘choose their own adventure’ for special topic information sessions, such as studying abroad and getting involved on campus,” notes 91̽��senior and two-time orientation leader, Hannah Frisch.

Orientation optimizes engagement efforts

U101 offers students a chance to better maximize their A&O time by going deeper into common questions and information, ultimately strengthening their Husky Experience. First years are more prepared to engage with orientation leaders, make connections with their peers
and ask meaningful questions because they are less overwhelmed by the mass of information they are asked to digest.

Group of students at international orientation — *After U101, 92.2% of students reported that they feel “more prepared” to begin their on-campus Advising & Orientation (A&O) session. Photo courtesy of First Year Programs.*

As McGarrity explains, “Students can get the most out of this University — networking with professors, thinking about how courses are constructed, and cultivating their Husky Experience deliberately with a sense of what experiences they want to gain.”

Beginning in 2016, the Graduate School will be introducing a version of the program called U501, giving new graduate students the opportunity to also be able to engage with pre-orientation material before their arrival on campus.

91̽��Bothell’s Husky Leadership Camp

Posted on February 26, 2016February 29, 2016

First years interested in leadership get a head start with the right tools and a network of peers

Orientation & Transition Programs at 91̽��Bothell offers incoming students multiple ways to begin their university journey. Its award-winning is one such choice that uses leadership as an organizing concept to bring together students from all backgrounds before they begin their courses in the fall.

“I think the whole camp is a way for the students to learn about themselves, and to learn about their leadership style,” says Taylor Sims, a senior studying community psychology and consciousness studies and who has been both a participant and a student organizer for this supplemental orientation program. Structured as a three-day retreat, it provides students with tools for leadership and personal success in order to create their most fulfilling Husky Experience.

How Husky Leadership Camp gets students involved

Taylor Sims, 91̽��Bothell Senior — *Senior Taylor Sims kicked off his college career with Husky Leadership Camp and now mentors incoming students as an Orientation Leader. Photo courtesy of Taylor Sims.*

Incoming students learn about HLC when they sign up for their Advising & Orientation Program. It is currently offered on a first-come, first-served basis for $100, although the organizers are looking into adding an application and developing a process for providing financial aid. Other similar programs for transfer and international students are also being considered.

Sims, who took a year off after high school graduation, saw HLC as a way to become familiar with the Bothell community. “I was never really involved in school other than sports, but then I saw how much fun my friends were having at college, so I signed up [for Husky Leadership Camp]. It’s nice to have that first connection when you walk into class and know somebody,” says Sims. “To me that was the biggest plus.”

According to Terry Hill, director of Orientation & Transition Programs, the primary goal is helping students get a jump start on leadership opportunities their first year. Along with that, the camp addresses a common student concern: “We know many students…feel like they are starting over and it can be intimidating to try and get involved,” says Hill. HLC helps them figure out where to start and to identify what they have to offer in a new environment, regardless of their level of involvement in leadership opportunities prior to enrolling at 91̽��Bothell.

Leadership activities introduce new skills or build on existing ones: As a student organizer for HLC, Sims has learned about the important connections among self-discovery, reflection and leadership style. At the camp, new students spend time bonding and thinking about skills through games and activities grounded in student development theory. “They all come in with different styles, so the games show them that they can work together to get the task done,” he says.

Also embedded in the program is a diversity training module. Through this segment, students learn how to work through difference and with people of diverse identities, whether that means different ethnicities, socioeconomic status or even personality types. Reflecting upon this element of HLC, Sims added, “Our community is leadership-oriented around diversity, so it’s how a 91̽��Bothell student can show this and the leadership perspective we gain from coming here.”

Peer-to-peer insight makes the challenges of new college experiences more manageable: Orientation & Transition Programs made a purposeful decision to put much of HLC’s organization and implementation in the hands of student leaders. Hill points out that this eases the transition for incoming students since they are likely to see the student Orientation Leaders who ran HLC when they are making their way around campus during the first few weeks of the quarter.

This peer-to-peer approach helps new students feel as though they have someone to talk to or ask questions. “Plenty of students come in with no idea of how the system works, so we assist them anyway we can — give advice about work and courses, what the workload is like,” says Sims. The time management workshop was particularly popular for the way the students broke down the hours they spend outside class each day. “We can use our personal experience as students to get them to think about a different perspective,” says Sims.

Putting new skills into practice with leadership opportunities reserved for camp participants: To continue the learning initiated through the HLC program, its organizers provide participants direct paths into campus volunteer opportunities. In addition to meeting the needs of campus organizations, this is intended to help the students stay connected to their network
while branching out to build new ones. Such opportunities include working with ASUW-Bothell, the Campus Activities Board and the Universal Leadership Conference committee.

Kimberley Cross is a first-year student who is now vice president of the Residence Hall Association after attending the 2015 HLC. “Husky Leadership Camp allowed me to use skills and apply them to a new environment,” says Cross. “One of the concepts we discussed was inspiring a shared vision, and I have done that in my current leadership position and in my classes. What this essentially means is contributing to something that everyone in a group wants, or motivating others to help create an environment or outcome that is wanted by everyone.”

Reflecting on the outcomes

91̽��Bothell Students at Husky Leadership Camp — The activities at Husky Leadership Camp are designed to encourage self-discovery and reflection, and help students form a community so that when the academic year starts, they see some familiar faces around campus. Photo courtesy of 91̽��Bothell Student Affairs.

A spring reunion is an opportunity to bring HLC members back together to check in with each other and with peer mentors. “We have them reflect as a group on their experiences so far, and set goals for the rest of the year,” says Hill.

The efforts and organization are paying off. “So many of our student leaders on campus have actually done the camp,” says Hill. “It’s great to hear them talk about how the camp really helped them jump in.”

Sims himself is an example of a student who recognized the immediate and longer-term benefits of the HLC program. Today, as an Orientation Leader, he works with new students throughout the year.

“It’s leadership, so the whole point is taking that next step in your education,” says Sims. “If you’re at HLC, you’re an ambassador showing what a 91̽��student should be.”

GRDSCH 200: Preparing for graduate education

Posted on February 26, 2016February 29, 2016

When undergraduates are unsure how to choose the right next step, this course guides them on their path

is a course designed to help undergraduate students ask and answer the questions about graduate and professional school that will help them find the path that’s right for them, whether they decide to pursue an advanced degree at the 91̽��or look into other options. It offers an overview of the structure and organization of graduate education, and focuses on helping students learn the skills to find resources, build a network and make decisions about continuing their studies beyond the baccalaureate.

Tylir McKenzie and Katy DeRosier — *Tylir McKenzie (left), the program development coordinator, and Katy DeRosier (right), director of program development for the Graduate School, examine course data. Photo: Jill Reddish*

“We wanted a course that could help students prepare graduate school application materials as well as help them think through the often mysterious question of whether or not to go, and what to pursue and why,” says Katy DeRosier, director of program development for the Graduate School.

The course originated in 2010 when a Graduate School committee charged by then-Dean Jerry Baldasty identified a need to provide a specific type of guidance at such a critical juncture for students. “We see the entire cycle, and are privy to what works and where there are issues,” says DeRosier. The
course quickly became popular enough to offer it throughout the academic year, and has even been designed for delivery in summer quarter and in online and hybrid formats.

“Our role became helping students develop the skills to find the people and resources that can help them,” says Tylir McKenzie, the program development coordinator who taught the course from 2013-2015. According to McKenzie, certain populations, such as international students and transfer or returning students, can benefit even more from learning about the process and how to talk about themselves and their goals.

A focus on fit sets this program apart

Issa Abdulcadir, pre-doctoral instructor in sociology, teaching a group of undergraduate students — *Issa Abdulcadir, a pre-doctoral instructor in sociology, teaches students in GRDSCH 200 how to think about and articulate their goals for graduate studies. Photo: Jill Reddish*

Many graduate school prep programs focus on test preparation or how to draft personal statements, but GRDSCH 200 is centered on the idea that students are more likely to be successful if they find the right match in a program.

“We know that being in a program that is a good fit for the student and the department helps with retention and preparation for a career,” explains McKenzie. “We believe we have a conceptual model that is uniquely ours.” This focus sets the program apart from other graduate prep courses in that students learn how to identify and emphasize key points about themselves in an application, highlighting to an admissions committee why they are
a good match for the program in question.

Framing self-discovery through an adaptable schema: Because the course must be flexible enough to cater to students who are all at different points of self-discovery about their individual interests and goals pertaining to graduate study, the course developers designed it around a “Self-Advancement Schema.” This schema has four distinct phases: discovering, identifying, seeking and joining. Phases can be returned to at any point in the process,
and inherently build upon each other. The schema helps students identify and articulate where they are, what they have already done and what still needs to be addressed.

“Of course, these phases can be applied to more than just seeking graduate education — no matter where you are in life, you’re asking these big questions — so it’s helpful here because it gives students the space to sit back and really reflect on what they want,” says McKenzie.

Zhara Rehamani, a senior studying sociology and early childhood and family studies, signed up for GRDSCH 200. “Tylir walked me through asking myself, ‘What’s the big picture? What do you really want?’” she says. When Rehamani graduates in spring 2016, she will be the first in her family to graduate with a bachelor’s degree. Students in similar situations can benefit particularly from GRDSCH 200 programming that explains the subtleties of how to build relationships with faculty and advisors who can guide them through decisions on careers and classes, and ultimately write letters of recommendation.

Education graduate student Jordan Sherry-Wagner is also a first-generation graduate student who was looking for guidance about his decision to pursue a post-baccalaureate degree. For him, GRDSCH 200 offered the right combination of selfassessment sessions that helped his personal statements alongside practical help on applications. “I was still fairly unsure of
my motivation, and the application process seemed complex. Hearing the experiences of others and scaffolding us through the process demystified and humanized it all,” he says.

A hybrid option balances in-class access with in-demand business hours: The course has been offered as in-person only, a hybrid of in-class and online, an intensive summer workshop and a new online-only format, with the hybrid claiming the best feedback for course delivery. McKenzie explains this is likely because offering some content online for students to consume at their own pace frees up time during the day for assignments that involve meetings with professors or interviewing current graduate students. Reserving time for in-class meetings, however, lets students take advantage of special access that the Graduate School can offer, such as panels with admissions officers or graduate students who share their recent experiences. “That’s where we have information that the student may not,” says McKenzie.

Guiding students toward their goals

The course draws on the wide variety of resources the 91̽��has to offer, and it is the combination of deep dives and breadth of access that seems to be paying off. Through self-reported data, student feedback shows that they are leaving the course able to express their goals and make informed decisions — with many being accepted to their graduate programs of choice. Students report acceptance to master’s and doctoral programs at UW, Columbia University, the University of Southern California and more. The course assists students from a variety of academic backgrounds, and the numbers of transfer, international and first-generation college students have also increased.

“There’s something here for everyone, but certain students will benefit more,” says McKenzie. From their personal statement to creating a strong portfolio or learning about research funding, GRDSCH 200 helps students connect the dots between their academic learning and their personal and professional goals to ready them for the next step.

91̽��Tacoma’s Transfer Peer Advisers

Posted on February 26, 2016February 29, 2016

New transfer students learn from those who know best — peer advisers who transferred in themselves

“Near-peer” programs in which advanced students advise, mentor and support new students are tried and true elements of many orientation and transition programs across the country. This can be especially helpful in orienting transfer students, helping them be as efficient as possible with their time on campus before graduating. Keeping stride with this best practice, 91̽��Tacoma’s offers incoming transfer students many opportunities to engage in near-peer relationships with more senior students. This program is part of the department, which oversees student opportunities beginning at orientation and continuing throughout their first year.

“Students really connect with a peer mentor if they have something in common,” says Amanda Bruner, director of Student Transitions. “If there’s one more dimension there, like the school you both transferred in from, being in the military or raising a family, it’s an opportunity to self-identify with someone else.”

*The Transfer Peer Advisers were formed after Gurjot Samra (center) realized that there was an un-met need for 91̽��Tacoma’s transfer students. Photo courtesy of Student Transitions.*

Bruner’s observation hints at a way in which 91̽��Tacoma has taken this best practice to a new level. By hiring transfer students for a new program, incoming transfers can connect with peers with whom they share common experiences as well as challenges.

For example, in addition to being able to make connections based on similar backgrounds, new transfers can learn from upperclassmen TPAs who have made the most of their experience despite having less time to engage with campus life before graduation, or having additional demands on their day-to-day schedules such as careers and families.

“As a transfer student myself, I noticed there was a need for transfer students not being met,” says Gurjot Samra, a senior studying environmental science. He first voiced the idea for dedicated Transfer Peer Advisors after he realized many other transfer students felt the same way.

Bruner and Stephon Harris, associate director of New Student & Family Programs, recognized that implementing this idea offered the opportunity to meet multiple needs with one solution: hiring transfer students to help other transfers validates the experiences of both while offering upperclassmen meaningful leadership opportunities.

Validating student experiences as assets to their education

is the foundation of the Transfer Peer Advisor program. Says Bruner, “Our students are coming in with a lot of life skills that will help them succeed in college, so how do we validate that?” Their team designs programs to help students see their life experiences as assets and to recognize on their own how to apply that to be successful in college and beyond.

According to Harris, this asset-based approach calls for intentional, proactive affirmation in order to:

Validate students as creators of knowledge and as valuable members of the college learning community.
Foster personal development and social adjustment.

Transfer Peer Advisor Melissa Workman, a senior studying history who returned to school later in her life, sees the value of this approach. “We are a unique group of peers for other students to have access to,” says Workman, a single mother of two from a military family. “We can provide sound and informed advice because of our experiences.”

Key areas of focus by the Transfer Peer Advisor program include:

Two Transfer Peer Advisors — Melissa Workman (right) poses with a fellow Transfer Peer Adviser. Workman sees how her ability to relate to other students based on her experiences can help others make the most of their university experience. Photo courtesy of Student Transitions.

New students receive affirmation early and often: “When entering college, there is a critical opportunity for new students to receive affirming messages that they bring experiences and knowledge that will help them succeed,” explains Harris. Positioning peer mentors at New Student Orientation sets them up to connect with new students right away, so that later in the year, incoming students have a peer resource to turn to if needed.

TPAs draw on their own experiences to help new students avoid letting the small details hinder persistence and success: New students dealing with the transition to a new campus are less intimidated to ask fellow students things like, “Where do I go to eat during the day?” or “Where do I buy a parking pass?” These kinds of questions are part of “the business of being a student,” says Harris. “They sound like little subtleties, but in the scheme of things they’re not because they dictate a lot of student success, and whether or not a student will stay.”

All the TPAs work to connect students with 91̽��Tacoma’s Husky Success workshops, which focus on practical topics such as looking ahead to register for classes, how to prepare for a career and how to connect with peers in their own program. “They think about it from their perspective — they transferred in, too,” says Harris about the TPAs.

Focusing on careers faster: TPAs are trained to know a little about all campus resources, but the Career Center is a central focus. “We know our transfer students have a much shorter time here,” says Bruner. “A career is really on their minds, so we’re excited to have our Transfer Peer Advisors give concrete guidance on how to think about internships, fellowships and expanding their perspective of what professional development can look like.” Leading by example, TPAs develop their own skills as they attend workshops as well as learn how to work with campus partners.

“Transfer Peer Advisers have run the gamut of good and bad college and life experiences. We all have attended multiple colleges or universities, and we have been able to succeed in one way or another,” says Workman. “I didn’t want students like me to miss out on their college experience just because their life has other obligations.”

STARS

Posted on February 26, 2016March 21, 2016

To raise persistence among underserved populations, the College of Engineering tailored a program with intensive early academic and holistic support

A first-generation college graduate herself, Sonya Cunningham, assistant director of Diversity & Access for the College of Engineering, advises STARS students. Photo: Filiz Efe McKinney

The College of Engineering’s many departments have among the most demanding curricula at the college level, and many students change course after challenging math, chemistry and physics prerequisites. The uneven preparation from low-income high schools doesn’t give at-risk students much of a chance, and those are the students who often struggle to adjust quickly enough to college life and the high-stakes, fast-paced course load. Looking for ways to address these issues while increasing diversity, the College of Engineering adopted , the Washington STate Academic RedShirt program, a National Science Foundation-funded retention program, in 2013.

“This is an academic redshirt year versus an athletic redshirt,” says Sonya Cunningham, assistant director of Diversity & Access, who oversees the program at the Seattle campus. “It means essentially we want you on the team, but you’re not quite ready. Students start exercising their academic muscles for a year.”

About 32 incoming first-year students from Washington who qualify for certain financial aid are invited to join the intensely rigorous program based on their expressed intent to major in engineering. Grit and resilience are the other essential ingredients, so students are comprehensively screened for a strong drive to complete an engineering degree.

Courtney Seto, an industrial and systems engineering major who joined the STARS program in 2013, appreciates the time and support that let her adjust to new expectations. “At first I thought the STARS courses wouldn’t be that hard, but it was definitely harder than I thought it would be. The classes taught me study skills, how to work on your own and be independent and self-motivate.”

The STARS program helps students adjust by fostering a supportive community, focusing on core academics, and showcasing options and opportunities to help them choose the engineering path that is right for them.

The 2015 STARS Cohort with President Ana Mari Cauce: According to the College of Engineering, historically, fewer than half of the entering first-year engineering students at the 91̽��will complete their degrees. The success rate is even lower for students from low-income backgrounds. The STARS program is designed to dramatically change these outcomes. Photo courtesy of the College of Engineering.

Fostering community requires a multipronged approach: Beginning with their own transition week at the start of the academic year, STARS students spend a lot of time together. They are required to live on campus for two years (starting in fall 2016, they will live in the Engineering Living Learning Community), they go through many required classes with their cohort and Cunningham even requires them to attend group study sessions. Joshua Quichocho, a computer engineering major who started with STARS in 2014, says, “At first I didn’t like it, but over time it became really useful. When I work with other people, I can work much longer. I get really tired doing one hour of calculus on my own.” Having dedicated staff support also goes a long way and STARS students are required to meet quarterly with their academic adviser in their first year and at least twice during their second year.

“Often students think all they need to do are academics. Well, it would be nice if human beings could live in a compartment like that,” says Cunningham. “But students are typically navigating way more, and everything that happens to them outside of academics affects how they’re doing academically.”

Building academic skills and persistence for high-level applications: Even for students who had good grades in high school AP Calculus, math for engineering is at a whole different level, focusing on problem solving and critical thinking for practical applications rather than memorizing formulas. The faster pace can often mean that one failed test early on tips a student toward giving up rather than readjusting their expectations and working harder. But with a little extra preparation and time to adjust, they can still be successful. “Because students have so many struggles in math and chemistry, we wanted to make sure they had a really good foundation to work off of,” explains Cunningham. Seto saw the value early on. “The math class was helpful for the intensity of preparation because the first test was so in-depth and made you think critically,” she says.

STARS mentors teaching a class — Courtney Seto (right), an industrial engineering major, co-teaches a STARS First-year Interest Group (FIG) in 2014 after her own year as a STARS student. Cunningham encourages advanced cohorts to stay involved with incoming students. Photo: Filiz Efe McKinney

Demystifying and preparing for career paths: With so many different majors that can lead to specialized careers, many students know little about opportunities for the future, whether they were previously exposed to high school engineering programs or not. Yet by the end of their first year, STARS students must choose a major and apply. Engineering Exploration is a class designed to demystify the various fields, and, though it is open to all 91̽��students, it’s required for STARS students in their first quarter.

“Faculty come to talk about different departments and the research they’re doing because we’re trying to get students to be open to new possibilities,” explains Cunningham. STARS students also complete a Career Services certificate, learn about internships and practice professional development skills early on.

STARS students who earn a 3.0 at the end of the year are guaranteed admission to an engineering department, and the majority are accepted by their first choice. By their sophomore year, even though they are still taking prerequisites, they are able to start integrating into their department and building relationships with faculty that can lead to research and internship opportunities.

By the end of their redshirt year, Cunningham sees the transformation in each student. Seto stayed involved as an upperclassman to mentor new students through the engineering First-year Interest Group and to help plan community-building events and activities. Quichocho relishes his early acceptance to his chosen major. “A few of us talked about it, and if we weren’t in STARS, we wouldn’t be as prepared,” he says.

The College of Engineering reports that the STARS program is already positively impacting student retention and performance. STARS students in the first two years achieved higher GPAs and performed better in their math and science courses relative to eligible but non-participating students. Survey data also show that STARS students are significantly more familiar with student resources around campus. The college is also getting more diverse as it grows: Enrollment of under-represented minority students in engineering has increased by 93.5% since STARS began, while enrollment in the college as a whole increased by only 30.5%.

Today’s engineering graduates will work in an increasingly diverse workforce while solving new problems. So far, challenging students to commit to hard work while providing a foundation of academic, personal and professional success resources and services is resulting in graduates who will truly be prepared for the field of the future.

First-year students in the classroom

Posted on February 26, 2016February 27, 2016

To ensure first years have options to create meaningful academic connections, First Year Programs coordinates opportunities for personal classroom experiences

First-year Interest Groups (FIGs): Creating small communities at a big university

Operating within Undergraduate Academic Affairs, is dedicated to facilitating transitions for all incoming freshman and transfer students. One option FYP coordinates, First-year Interest Groups (FIGs), brings students together in small cohorts where they become part of a learning community of peers as they embark on their Husky Experience and make connections both academically and socially.

Since 1987, these FIGs have given first years the opportunity to fulfill General Education requirements while learning about campus resources and connecting with upperclass student mentors. As a result, they develop skills and build connections that will lead them toward a successful undergraduate experience.

Low stakes courses encourage exploration: Students enrolled in a FIG take a 2-credit course (graded credit/no credit) called . This weekly seminar is led by an upperclass undergraduate FIG Leader with 20 to 25 students. Beyond GEN ST 199, FIGs may also be clustered with an additional one, two or three classes, generally organized by academic fields such as pre-engineering, pre-health, environmental studies or political science. This model allows students to explore new academic topics with other students who share common interests.

“Joining a FIG that catered to my academic needs and interests has been a highly enriching experience,” explains freshman bioengineering major, Rebecca Darrow. “Not only did it connect me to amazing undergraduate students who can share their experiences with me, but I met so many friends who share the same interests. Since all my classes were attached to my FIG, I had a close-knit group to study with. My FIG encouraged me to put myself outside of my comfort zone and network within the 91̽��community — my first quarter would not have gone nearly as well if I had not joined the FIG.”

Students in a first-year student interest group — *In First-year Interest Groups (FIGs), first years learn how to succeed in and out of class as they find out about different aspects of the 91̽��from upperclassmen. Photo: Jill Reddish*

Experienced students serve as leaders: FIG Leaders gain first-hand leadership and mentoring experience, get practice teaching and managing a classroom, and learn how to be a mentor for younger students. For first-year students, having a direct relationship with an experienced student helps them in their transition to UW.

The classes and assignments designed by FIG Leaders in the University Community course are centered on themes from the FYP common curriculum. The curriculum includes the five themes of Transition, Critical Thinking, Academics, Community and Professional Pathway. Activities and assignments may include experiential projects such as an in-depth exploration of Seattle neighborhoods where students practice observation, reflection, research and synthesis, and presentation skills. They may also engage in career preparation with workshops on LinkedIn and resume writing, and Q&A panels with upperclassmen about choosing majors and getting involved around campus.

Departmental partners are key to success: Over 40 departments collaborate with FYP to provide these grouped classes. They coordinate schedules and ensure spaces are reserved for about 70 unique combinations of classes in some 160 FIGs. With about half of the first-year population participating in FIGs, these departmental relationships help ensure that all students who are interested have the opportunity to be a part of this enriching program.

Brian Fabien, professor of mechanical engineering and associate dean of Academic Affairs, addresses the value of this type of early academic access. “Working with First Year Programs to offer FIGs provides new students with the opportunity to begin exploring their academic interests in engineering,” says Fabien. “These FIGs are a great way for students to learn about departmental requirements, ask questions about degree programs and decide which engineering disciplines interest them the most.”

Collegium Seminars: Small-setting engagement with faculty

The offers first-year students a specially designed opportunity to build connections with faculty and peers for more personal interactions and in-depth discussions. These seminars often serve as an introduction to college level critical thinking and engagement. The 1-credit seminars are graded credit/no-credit to encourage students to explore new subjects in a low-risk environment.

As of the 2015-16 academic year, the program created a strategic partnership with FYP and the in an effort to expand and integrate leadership education into the classroom. With the , the seminars become a place where the teaching and learning of leadership skills is made explicit by weaving . Through this integration, students begin to associate their developing identities as intellectuals with a sense of responsibility and opportunity to engage in leadership and apply their knowledge in service to the world.

Taso Lagos teaching his collegium seminar — *Collegium Seminars, such as this one led by Taso Lagos (above center) offer first years a small setting and unique topics to explore at the beginning of their academic journey. Photo: Jill Reddish*

Since many introductory level courses commonly have large enrollments, first-year students benefit from a wider selection of small classes, especially those with low-stakes. The seminar program expands its selection of smaller settings by capping enrollment around 18 students. The style of interaction also helps students begin connecting with faculty early on in their academic careers.

The seminars’ variety of subjects is reflected in the breadth of departments that offer courses each year: 14 departments were represented in the 32 seminars available during the 2015-16 academic year. The benefits of the program also extend to the faculty who teach them. “Collegium Seminars give faculty a chance to explore topics outside of their normal teaching area, or, if it’s a topic that they do cover in their teaching load, they can offer it in a unique way,” explains Taso Lagos, affiliate instructor in the Jackson School of International Studies. Lagos leads a seminar called Hollywood Dissent and American Democracy.

Clarence Spigner, professor of Health Services and adjunct professor in American Ethnic Studies and Global Health, is another instructor who goes outside his regular courses. In his seminar Good Books: Race, Gender and Diversity, students conduct critical analysis of a book of their choice, reflecting particularly on themes of race, gender, ethnicity and well-being.

Lagos has been involved with the program for two years. “For the freshmen who take [seminars], I think they also feel liberated — putting the emphasis on knowledge and discussion rather than information retention,” he says. Collegium Seminars serve as one starting place for first years to learn how to engage in thoughtful conversation and reflection, leading discussions and developing community among themselves.

The Husky Experience Toolkit

Posted on February 25, 2016April 23, 2019

To help students access and understand critical transition information, campus partners came together to reach students where they’re already looking — online at MyUW

Girl sitting and texting — *Students can engage with the Husky Experience Toolkit on their mobile phones or on the computer.*

Before they can take advantage of the many resources and opportunities that can help shape their Husky Experience, students have to know when, where and what those opportunities can be. But with a university this big, students have long reported that they struggle to process all the available information; then, when they realize they need something specific, they don’t know where to look.

Providing custom, just-in-time communication

In 2015, the (formally #ThriveUW) launched as a pilot program on the Seattle campus to deliver information crafted specifically for first-year students in a timely, direct way through the My 91̽��homepage and mobile app. First-year students receive weekly messages specially crafted by faculty, advisers and experienced students aimed at helping them become aware of the many resources and opportunities at the University while presenting strategies to help them make the most of the information. The Husky Experience Toolkit program expands the ability to reach these first-year students, bringing them closer to the campus programs that can help them have a truly transformative educational experience.

“While the Husky Experience is different for every student — each of them chooses a unique set of academic and out-of-class experiences that contribute to their learning — we know that making sure they are knowledgeable about opportunities is an important first step,” explains Michaelann Jundt, associate dean of Undergraduate Academic Affairs. “[The Husky Experience Toolkit] is a way to make sure that all first-year students receive the same message about the wealth of resources and activities available to them.”

*The Husky Experience Toolkit has increased the capacity for campus communications to reach first years without relying solely on mass emails or students’ initiative to sign up for messages.*

During fall 2015, message content covers a wide range of topics, among them: tips and tools for stress management and wellness, directing students to advising resources to work on an academic plan or the Career Center for a career preparation strategy, and why getting involved outside the classroom through student organizations and campus events is important to their development.

For instance, the Husky Experience Toolkit messaging about library resources reads: “Need help with research? Librarians are experts at finding answers and navigating and evaluating information resources.” It presents a “Try This” suggestion, with simple actions and steps to encourage students to make their first connections with 91̽��Libraries, and then includes helpful links for quick access to additional resources.

Strategic partnering with live campus events can boost participation

The timing of events such as Dawg Daze and others by partner units like the Career Center and Housing & Food Services reinforced the information new students were receiving through the Husky Experience Toolkit. For example, Odegaard Library held a “get to know your library” event following their related the Husky Experience Toolkit messaging. “We were able to connect with undergraduate students in a fun, informal way and inform them about Library services and resources,” explained Amanda Hornby, teaching and learning program librarian at Odegaard Undergraduate Library. “[The Husky Experience Toolkit] also enables us to highlight the resources and people most relevant to new 91̽��students and by so doing help to demystify a complex and large library system.”

By the end of the first phase, the 91̽��Libraries are one partner that has seen
positive results. Programs such as Residential Life, Peer Advisers and others are integrating the Husky Experience Toolkit as a resource for anyone working with first years. UW-IT continues to gather data and assess the efficacy of the program, but early results point towards success — student polls show that first years have an increased knowledge of campus resources and opportunities compared to previous years. Through the creative collaboration of campus partners, the Husky Experience Toolkit is getting results and benefiting students.

Article originally titled, “#ThriveUW,” content updated July 19, 2018.

Engaging online students with their communities

Posted on February 23, 2016May 5, 2016

91̽��Bothell Associate Professor Jody Early blends eLearning with service learning projects to create community online and offline

Photo of 91̽��Bothell professor Jody Early — 91̽��Bothell associate professor Jody Early finds community-based service learning projects can deeply enrich online classes.

91̽��Bothell associate professor Jody Early faced a difficult task—Challenging her busy nursing and health studies students with a more meaningful learning experience by combining an online global women’s health class with community-based service learning.

Early was determined to find a way for her ‘place-bound’ and non-traditional students—often juggling demanding work schedules and family commitments—to reap the benefits of service learning by partnering with local and international organizations.

So she set out to build community online and offline by carefully bringing together seemingly disparate pedagogical approaches in her Women’s Global Health and Human Rights online class.

Technology creates opportunities for access and connection

“What draws me to technology is the issue of access,” says Early, associate professor of Nursing and Health Studies. “Offering online and hybrid courses increases pathways for students who, for a variety of reasons, may not be able to earn their degrees otherwise. eLearning, in all of its forms, also enhances flexibility and choice for students who seek a more blended educational experience.

“Does teaching in a virtual environment mean, as faculty, that we have to sacrifice experiential or community-based strategies? Does it have to be formulaic and watered down? Absolutely not.”

“However, there is a stigma attached to online learning,” Early says. “Some feel it cannot live up to the face-to-face experience in terms of quality and outcomes, despite an impressive volume of credible research that shows it can. Does teaching in a virtual environment mean, as faculty, that we have to sacrifice experiential or community-based strategies? Does it have to be formulaic and watered down? Absolutely not.”

Early structured her class to address these issues by seeking to eliminate the sense of loneliness and disconnect often felt by online students. She talked with each student often, and gave them many opportunities to work with peers and community partners.

What to consider when including service learning in online courses

To further enhance their learning experience with real-world situations, students were required to complete a community-based project as part of their final grade. But Early gave them plenty of options. Most of her students had no experience in community-based learning and research courses at a university level, and 90 percent worked full-time, so this flexibility was extremely important, says Early, who relied on three key strategies to build community online and offline:

Explain the relevance community-based learning to online courses: Adding community-based learning to an online course can motivate students and reduce feelings of isolation. Students can have more “hands on” opportunities to apply what they are learning, and to learn from community members and peers. “I truly believe it is critical for students in any discipline to have opportunities for authentic, problem-based learning,” Early says. “Including community-based projects in my course allowed the students to transfer what they were learning and discussing online into ‘real time’—to strategize, to problem-solve and to deepen their understanding of all of the factors that impact women’s health and gender equity around the world.”
Address the importance of cultural humility: Spend time discussing and reflecting on one’s position relative to the service learning context; explain what reciprocity means in the context of service learning, and don’t assume that students have been exposed to these topics prior to your class. Addressing the importance of cultural humility early on as students prepare to work with community organizations is essential.
Provide students with options: Allow students to choose from a variety of projects and offer options that can be completed individually as well as with partners or in groups. This helps to mitigate barriers for students whose work, health and/or life situations might otherwise prevent them from participating in service learning.

“It is critical for students in any discipline to have opportunities for authentic, problem-based learning.”

Her students partnered with Seattle Against Slavery, Northwest Film Forum, Refugee Women’s Alliance, A Call to Men and National Women’s Health Network. They participated in challenging projects that pushed them outside of their academic discipline and comfort zone, and engaged in a broad array of activities, from leading canvassing events against human labor trafficking to curating a digital art exhibit about women’s global issues, even organizing and leading a film screening and panel discussion on International Women’s Day with lauded film director Lynn Shelton. Much of the organizing took place online.

NW-film-forum — As part of their community-based project, RN-BSN students Leah Ta’an (left) and Anna Kirtovich (right), along with director Lynn Shelton, lead a post-film discussion and public Q&A at the Northwest Film Forum on International Women’s Day.

Early’s efforts to build community online and offline paid off, her students say.

“Students who are very busy working and studying love online classes, but there was a beautiful twist in Dr. Jody Early’s class,” student Leah Ta’an says. “We were still able to connect with the community and fellow students as part of our project.”

supply-drive — BHS 420 students in Bellingham, WA, organized a supply drive for a local nonprofit organization serving women and children in transitional housing.

The class compelled nursing student Varinder Heera to get more involved in issues affecting girls and women.

“As I completed the final project, I became more determined to support girls in their quest for an education and being in charge of their own lives,” says Heera, who became a volunteer with an organization based in India that supports women’s health and rights. “I have realized raising awareness and taking action to stop gender inequity has a major impact on everyone’s health.”

A survey of her class showed that 94 percent of Early’s students ‘strongly agreed’ or ‘agreed’ they felt a sense of community and social connection to their instructor and peers; 84 percent ‘strongly agreed’ or ‘agreed’ they felt motivated throughout the course to explore learning materials, readings and media.

Pairing service learning with online classes

Use community-based strategies to enrich online courses: Adding community-based learning to an online course can motivate students and reduce feelings of isolation. Students can have more “hands on” opportunities to apply what they are learning, such as helping organize a community event or getting involved with a non-profit, and to learn from community members and peers.
Begin with a “module zero”: The first online session should help students who have never taken online classes to get comfortable with the basics. Early describes this best practice as “a starting point on the home page, to help my students familiarize themselves with the class, me, the syllabus, quizzes, expectations and what they’re about to embark on.”
Plan ahead, keep it small and plan for contingencies: Give yourself three to four months’ lead time to plan this type of course, which works best with 30 students or fewer. Work your network to find partner organizations that can benefit from student service.
Provide students with options: Allow students to choose from a variety of projects with options that can be completed individually, with a partner or in groups. This helps students design a schedule that works for them and can mitigate barriers for students whose work, health and/or life situations might otherwise prevent them from participating.
Ensure good communication: Regular communication with students and community partners is vital to ensure there is reciprocity and to work through unexpected situations. Early builds in mid-quarter progress reports and schedules student conferences as needed. Keep open lines of communication with community partners as well, and schedule check-in phone calls or meetings regularly.
Consider community of inquiry (COI) dimensions when designing a class: COI highlights three elements that are critical to successful online learning environments: cognitive presence, social presence and teaching presence. .

Understanding and Supporting Undocumented Students at the 91̽��

Posted on November 18, 2015November 18, 2015

An interview with Gabriel Gallardo and Marisa Herrera outlines challenges undocumented students face, support available and how faculty can help

Gabriel Gallardo and Marisa Herrera at the Leadership Without Borders Center.
Photo: Jill Reddish.

An interview with Dr. Gabriel Gallardo, Interim Vice President for Minority Affairs and Interim Vice Provost for Diversity, and Marisa Herrera, Executive Director of Community Building and Inclusion, Office of Minority Affairs and Diversity:

Q: How many undocumented students are at the UW, and what are their needs?

Gabriel Gallardo: There are probably 150-200 undocumented students at the UW. A student is considered undocumented if he or she is not a legal permanent resident and does not possess a current green card, visa or other form of legal documentation. Our exact population is difficult to pin down because there are many challenges in getting accurate information. Since 2003, when became state law and allowed eligible undocumented students to pay in-state tuition, the 91̽��became home to even more of these students.

Undocumented students face a lot of fear and remain one of the most underserved populations at colleges and universities across the country. They don’t share their status with faculty or advisers and sometimes they won’t even tell their peers. This can be terribly isolating, and they remain unaware of the resources we have to help them. This group of students is one of our demographics. Excellence by definition is inclusive, and so our goal of “inclusive excellence” includes working with and for our undocumented students.

Terms to know:

Deferred Action for Childhood Arrivals (DACA): Effective 2012, allows qualified undocumented students to apply for a work permit
Real Hope Act: Effective 2014, allows eligible undocumented students to access the State Need Grant program
WASFA: The form undocumented students fill out to apply for the State Need Grant

Q: How does the 91̽��provide support?

GG: Supporting this population requires faculty and staff who have access to a large variety of information and resources paired with a fundamental awareness of how to be an effective and sensitive ally for these students. So we take a holistic approach — from training academic support staff in access, retention and financial aid to connecting students with housing services, health and wellness, and peer support groups.

Marisa Herrera and Magdalena Fonseca from the have been spearheading this work for over 10 years, but until recently, much of it was under the radar — understandable, given the importance of protecting the identity of undocumented students.

In April 2015, 91̽��leadership wrote a letter for the affirming support for the right of undocumented youth to seek education at our state’s public universities. We as a university took a significant step towards making public our support and commitment for undocumented students — and to provide faculty and staff with the necessary training and resources to fully support this population.

Q: What is the Leadership Without Borders (LWB) Center and what happens there?

Marisa Herrera: The offers undocumented students a defined space on campus where they can feel they belong, whether they are doing homework, using our textbook lending library or just hanging out. It’s where students can go for referrals and information about services, or simply talk to someone about their worries and concerns. We are even starting quarterly leadership development workshops specifically for this population, which makes this model unique in the nation.

Our goal is to build a comprehensive pathway to support undocumented students so that as more students are receiving aid and deciding where to enroll, they will see the 91̽��as a worthwhile investment and feel confident about coming here.

Q: What role do faculty play? What can faculty do to help?

MH: Many times, faculty are the first point of contact between the 91̽��and a student, and a lot can depend on just one interaction. Think about an undocumented student who wants to go to medical school and who asks a professor for advice. If that faculty member isn’t well-resourced in campus support for undocumented students and how to navigate it, an opportunity has been lost for that student. We’re trying to prevent missed opportunities, so we work with faculty and staff across campus to raise awareness about where to direct students to the resources that can make all the difference for them. Faculty can also take our Undocu Ally training or donate books to our LWB Textbook Lending Library.

Q: What creates an unwelcoming environment compared to a welcoming one?

MH: Everything from the language used in an application or a syllabus to having a sticker on your wall that says this is a safe space. It’s important for our students to know that they don’t have to be in the shadows and that, whether they choose to disclose their status or not, they will be supported. For example, we’re conscientious about circumstances where a social security number is required. (GO-MAP) worked with The Graduate School so that undocumented students can fill out that application in a manner appropriate for their status. We’ve also had a student tell us how empowered she felt when one of her professors had a non-discrimination clause in the syllabus that included “national origin and citizenship status.” That requires a small effort but can potentially make a big difference for a student, both inside and outside of the classroom.

GG: We want to increase awareness, especially about terminology. We don’t expect everyone to become an expert in the complex politics or changing realities of undocumented students and their families, but we are here to provide guidance. These students are talented and do the work. We know they can succeed if they have the access and support they need.

91̽��Tacoma and its Community Pave Pathways to Promise

Posted on November 18, 2015November 18, 2015

91̽��Tacoma is addressing structural discrimination by building a college-going-culture with community partners

Washington Governor Jay Inslee visits Tacoma’s Stadium High School in 2014 to congratulate students admitted to 91̽��Tacoma at a Pathways to Promise celebration. Pathways to Promise is a college-going-culture-building network of programs sponsored by 91̽��Tacoma. Photo: Cody Char.

What does it mean to “create a college-going culture” in a community struggling with high student dropout rates? Recognizing the effects of oppressive barriers such as structural discrimination and the cycle of poverty, among other factors, 91̽��Tacoma is fighting to make educational equity a reality for its community.

Dr. Cedric Howard, vice chancellor for Student and Enrollment Services, and his colleagues are working to make 91̽��Tacoma a “catalyst and spark to revitalize education in this community and change the mental model of what it means to be a student.”

Effecting cultural change takes time — time dedicated to building trust and approaching issues from multiple angles. Programs and partnerships between individual faculty members, classes or school programs have existed for years and laid a foundation in the community for broader, institutional efforts that form the new network of programs.

Addressing community needs to increase college access

For underrepresented minorities, first-generation students, young adults who joined the military right out of high school, and even working adults with a few community college credits, the path to a bachelor’s degree can seem full of barriers. In fact, when the 91̽��Tacoma campus was established in 1990, the Tacoma community had struggled for decades with a high dropout rate in its schools and a low percentage of students pursing higher education — only 18% of Pierce County residents held a bachelor’s degree or higher.

Determined to change those statistics and to live up to its public mission, 91̽��Tacoma focused on listening to the needs of its community and finding solutions through creative programs and partnerships. “ 91̽��Tacoma has never had the ‘town and gown’ split,” says Sharon Parker, assistant chancellor for equity and diversity.

Creating a network of outreach serving distinct populations

Through Pathways to Promise, 91̽��Tacoma is taking a holistic, community-centered approach to addressing issues of structural and institutional racism that impact college access and success. From recruitment to student engagement, faculty and administrators examine policies and practices for a pipeline of prospective students from K-12, community colleges, local organizations and the military.

It is the only program of its kind in the state to formalize a link between a four-year institution and public schools; Pathways to Promise includes partnerships with five area school districts, including Tacoma Public Schools. In a recent article in the , Superintendent Carla Santorno praised 91̽��Tacoma for bringing “direct services to our kids. I’ve worked with a lot of universities from an urban school setting. It’s one of the most rich partnerships that I’ve been a part of.”

Pathways to Promise applies multiple tactics to improve educational access and success

Close partnerships facilitate creative solutions to teach prospective students skills for goal-setting and navigating complex systems such as admissions and financial aid:
- Partnerships that guarantee admissions to high school students who meet the criteria foster the idea among students that college can be a realistic goal for the future. “We want to eliminate the idea that college is not attainable,” says Howard.
- While Tacoma Public School 11th graders took the PSAT and 12th graders took the SAT, 91̽��Tacoma provided college planning curricula for 9th and 10th graders to make sure that all students were involved in college prep.
- The University partners with local high schools and foundations by developing customized curricula to prepare students for writing college and scholarship essays.
- Career Advisers in the Veterans Support Office help service men and women plan for their education in several ways. At Joint Base Lewis-McChord, they administer a career assessment 18 months before personnel are scheduled for discharge.
- The Duel Enrollment program at Tacoma Community College brings together a cohort of students to meet regularly with a 91̽��Tacoma academic adviser so they can effectively plan ahead for a smooth transition.
Relationships with prospective students’ families create community trust, raise expectations: 91̽��Tacoma admissions advisers develop programming specific to the needs of local middle and high schools. They get to know students and answer questions from their families. “If parents, grandparents, aunties and uncles think this is a good place, they’ll encourage their kids to go,” says Parker.
Bringing students to campus reduces anxiety, increasing a sense of belonging: For students who never envisioned college as a part of their future, a campus visit can go a long way toward picturing themselves as college students. Hosting programs on campuses helps prospective students meet staff, get to know campus and see what college life is like. They realize they can belong, reducing the risk they will experience imposter syndrome, a situation where students might feel like a fraud and prevent themselves from being successful.
Creating a seamless experience aids retention: “As little hand-off as possible,” is how Howard describes his plan for the experience of new students, which is especially critical for first-generation students. For admitted students, 91̽��Tacoma looks for ways to ease the tough transitions that can often get in the way of student success and make them more likely to leave. The student orientation leaders transition into peer mentors for all new University students. High-impact practices such as the experiential learning that happens through peer mentorship provide dual benefits of increasing retention for both mentors and mentees, results that are especially pronounced for underrepresented minorities and first-generation college students.
A cycle of service teaches best practices, improves retention and supports a college-going culture: For example, the Great Futures Fund partnership with the Boys and Girls Club of South Puget Sound helps participants plan for their futures. 91̽��Tacoma students mentor Club members, helping with school work and applying for college. If Club members are admitted to 91̽��Tacoma, the Great Futures Fund provides a one-year scholarship. After their first year in college, the students then have paid service internships at Boys and Girls Clubs where they, in turn, work with younger students.

The Math-Science-Leadership Program brings middle and high school students to campus for a free three-week summer program where they conduct research in a lab at the Center for Urban Waters in Tacoma. Photo: Shoshana Glickman.

Building a college-going culture

Many factors are involved in real and lasting culture change, and while the University’s efforts are part of a larger community endeavor, the results are undeniable. At Lincoln High School in Tacoma, less than 50 percent of the class of 2010 graduated. In 2014, nearly 80 percent of seniors graduated. Other schools have seen similar results. By listening to the needs of its partners, working side-by-side to help K-12 students, veterans, first-generation, underrepresented minorities and others see themselves as college students, and bringing the expertise and knowledge of the 91̽��to the issues at hand, 91̽��Tacoma’s investment in its community is paying off. Together with its community, 91̽��Tacoma is providing meaningful access to education, the cornerstone for creating a more equitable society.