img:is([sizes=auto i],[sizes^="auto," i]){contain-intrinsic-size:3000px 1500px} /*# sourceURL=wp-img-auto-sizes-contain-inline-css */

ÁńÁ«ĘÓƵ

Skip to content

UW alum Henry Chan named Schwarzman Scholar

Chan, On Man-675wÁńÁ«ĘÓƵ alumnus Henry (On Man) Chan, ’14, is the first UW student or alum to receive the . An extremely competitive scholarship, only 147 of the 2,887 candidates were selected to join this one-of-a kind program that focuses on developing the next generation of global leaders. Schwarzman Scholars will come from around the world to Tsinghua University in Beijing to immerse themselves in Chinese culture, business and language. At the end of the cross-cultural, year-long program, scholars will have developed an in-depth understanding of China and earned a master’s degree in global affairs.

Chan’s bachelor’s degree is in business administration, finance. He was working for Deloitte Consulting when he first learned about the Schwarzman Scholarship — from an in-flight documentary while on a business trip. The opportunity to get a broader understanding of China’s business policy, diplomacy and tech sector alongside similarly-motivated scholars really appealed to Chan. Inspired and intimidated, he knew he had to apply.

Four years out of school, Chan felt unsure of how to bundle his academic and professional experiences into a compelling package. He reached out to Robin Chang and Emily Smith at the for guidance on how to craft a competitive application. He describes their work together as “invaluable.” Chan also talked about the program with everyone he could, which paid off. Through his network at Deloitte Consulting, he received an invitation to an admissions session with Global Director of Admissions Dr. Rob Garris — in Tokyo. There, Chan had the opportunity to have a one-on-one talk with the admissions director about preparing his application materials. “This was truly a chance to get to know Rob as a person, to get a sense of the program, and to share my own story,” explains Chan. “I felt his generosity with his time was indicative of the investment the program was willing to make to its scholars, confirming my interest in applying.”

Chan grew up in Hong Kong and came to the U.S. for high school and college. He was involved in a range of activities within and beyond UW’s Foster School of Business. He served as president of the Hong Kong Student Association, was business development lead for AIESEC — an international, student-run organization that builds cultural understanding through a paid internship program — and participated in Husky Traders as a shareholder. He also sang in UW Chamber Singers, which he credits with instilling in him respect for meticulous practice. As president of the Hong Kong Student Association, he learned to problem solve and work with people from different cultures. AIESEC and Husky Traders brought opportunities for Chan to apply his business skills. The culmination of these experiences helped Chan succeed in his Schwarzman application and current role as a management consultant at Deloitte Consulting.

Moving forward, Chan wants to understand the impact technologies such as artificial intelligence and automation have on human work. He anticipates that China and the United States will be the world’s tech leaders. Through his work at Deloitte, he’s had a chance to spend time in Seattle and the Silicon Valley. Now, he’s eager to experience the nuances of China’s tech sector. He’s also anxious to learn more about politics and policy, disciplines which he believes will be deeply consequential in the future of human work. He’s confident that the Schwarzman Scholars program is the perfect program to build on his background and work toward his future goals.

Going to China is especially meaningful for Chan. It’s been 11 years since he first came to the States, and he is excited to be near his family. Chan willĚýlive in the dorms along with his classmates, where they will have the opportunity to learn from one another and build friendships. Additionally, Chan sees himself as serving as a bridge between the different cultures. “I can bring a professional and educational perspective from the U.S.,” he explains, “and I can bring a language and cultural lens having grown up in Hong Kong and being raised by a Chinese family.”

Interested in applying? Here are three tips from Henry:

  1. Have the courage to take a chance to do something. Someone told me these things are unpredictable. Don’t worry about the odds and just go for it.
  2. Don’t underestimate what the people around you can offer. Had I not mentioned my application to people, I wouldn’t have heard about the Japan visit with the admissions director.
  3. Thoughtful preparation does pay off. For me, that was a lot of practice before my interview. I focused on articulating my personal story and connecting it to why I wanted this scholarship. For you, it may be something else.

About the Schwarzman Scholars Program

Designed to inspire the next generation of global leaders, is the most significant program of its kind since the Rhodes Trust was founded in 1902. The Schwarzman Scholars Program is in itsĚýthird year as a new institution at Tsinghua University in Beijing. The program’s focus is global leadership and draws students from China, the U.S. and the rest of the world. Over the course of the year, students will spend a quarter immersed in language: Mandarin for non-Chinese students; English for Chinese students. They’ll complete an intensive field study, where they will spend a week in communities throughout China, working with mentors from NGOs, academics and government; receive mentorship from prominent Chinese leaders; attend talks from high-profile speakers; and complete a practical training project, where they take on consulting-style projects. Scholars also have access to career services support to help them make the best of their time in Beijing, and receive ongoing support in the form of alumni events. The Schwarzman Scholars program is dedicated to building a strong alumni network, so that their students can continue to learn from and support one another.

The Schwarzman Scholarship application process is supported by the , a UAA program. OMSFA works with faculty, staff and students to identify and support promising students in developing the skills and personal insights necessary to become strong candidates for this and other prestigious awards.

Fall 2018 welcome from Vice Provost and Dean

Dear Friends of Undergraduate Academic Affairs,

As a first-generation student at Gonzaga University in Spokane, where I earned my bachelors’ and master’s degrees, and here at the UW where I earned my Ph.D., I found points of connection with faculty and advisers who were truly devoted to the well-being of students and who created a safe, thought-provoking and warm environment for students. My coursework and dissertation work were still hard, challenging and, at times, frustrating. But being able to turn to someone who was unequivocally devoted to my success both as an undergraduate and graduate student meant everything to me.

This year’s entering group of undergraduates is the ÁńÁ«ĘÓƵ’s largest and most academically-talented group of incoming freshmen and transfer students — 7,050 freshmen and 1,300 transfer students.

These students come to us from all across Washington state, from around the country and the world — they come from small towns and urban settings. Some are returning veterans. Some already know what they want to major in and others want to explore. Many of our students are also the first in their family to attend college. Many are the first Husky in their family, and some come from generations of ÁńÁ«ĘÓƵ. Many receive the UW’s Husky Promise scholarship. In fact, from freshmen to seniors, the UW enrolls more Pell Grant-eligible students than all the Ivy League schools combined, a true testament to our public mission.

Our students came to campus this summer to start their UW journeys through advising and orientation sessions run by UAA’s First Year Programs. First Year Programs’ staff, student orientation leaders and UAA advisers are among new students’ first UW points-of-connection who are devoted to their success.

At orientation, students begin asking questions that will impact their experience here. New students’ questions are often driven by important practicalities of understanding their new home: Where will I study? Where will I live? Will I make friends? Should I get a job? Where do I belong? Will I get the class I need to get into my major? What should I major in?

Many of those questions can be quickly answered, which helps students move on to questions that aren’t so easily answered. Students entering this fall will likely graduate in 2022 or after, and come into their careers beyond the year 2030. As a result, they face a lot of unknowns about work and daily life. To help students focus on their futures, we turn to time-honored, Socratic questions: What does it mean to find a vocation and meaningful work? What does it mean to live a fulfilling life? How will I use my education to make a difference?

In UAA, we are guideposts for students as they connect to, move through and engage in our campus. We encourage students to direct their gaze beyond the study table of today and to their long journey ahead, positioning them to think well about the impact of their choices. We will nudge them toward deeper questions. Questions that will connect them with faculty and graduate students so they can find answers to some of the world’s most pressing problems. We will help them find their academic footing by providing support in their coursework, by connecting with one another, and by inviting them to do research and serve their community.

In the process of connecting to the University community, students connect to a community writ large. Though an individual student’s performance may have enabled them to come to the UW, moving beyond individualism and becoming a community is our utmost aim for students. In her book, “Talking to Strangers,” Danielle Allen describes our democratic ideal as a community, “tied together in a constantly evolving, ever-shifting universe of intricate weave.” That notion of being tied together explains the relationship we, as a public university, have with our community on campus and well beyond the physical boundaries of this place.

First, though, we welcome. We connect. We take the time and journey together toward each student’s success.

Sincerely,

Ed Taylor's Signature

Ed Taylor

Vice Provost and Dean
Undergraduate Academic Affairs

Professor
College of Education

Resilience Lab announces 2018 seed grant recipients

The ÁńÁ«ĘÓƵ Resilience Lab recently awarded 16 grants to UW projects designed to cultivate kindness, compassion and gratitude; to engage hardships, setbacks and failures with compassion and vulnerability; to foster connectedness, belonging and community; and to embrace both common humanity and diversity within the human experience. Students, staff and faculty from all three campuses applied for seed grants to fund research, workshops, retreats, activities, faculty-invited speakers and other events tailored for students, faculty and staff in support of these aims. The Resilience Lab awarded a total of $25,000 to the individuals and groups. This base amount was increased by 41% through matching funds from the associated schools, colleges and departments. The combined support raises the total value of these awards to more than $35,500.

 

The range of proposals demonstrate the need and collective interest to realize resilience-building and compassion-building work. In all, students, faculty and staff submitted 44 proposals from 29 different departments across all three UW campuses. From that group, 16 grants were made to fund the ideas of faculty, staff, graduate and undergraduate students representing 13 departments from all three UW campuses. Funded projects are intended to benefit the broad UW community.

 

“The creative ideas people had to build connection and support well-being was just inspiring,” said Anne Browning, director of the Resilience Lab. Projects range from alleviating burnout among medical residents, a resilience and compassion podcast series, a wellness challenge and much more, all with the intent of creating more compassionate and resilient communities.

 

For their project, “What Compassion Looks Like: Journaling for Self-Kindness,” School of Medicine associate professors Jennifer Best and Jennifer Zumsteg said, “We hope to break down Health Sciences silos, foster vulnerability and combat isolation in clinical practice and education; cultivate peer communities; and curate stories of self-compassion to sustain our community.”

 

A list of funded projects and the project leads is below. For more information about the projects, . Funding for these seed grants is provided by the Maritz Foundation.

 

Funded projects and project leads are:

 

A Pilot Study of Search Inside Yourself for UW Faculty and Staff

Project lead: Anthony Back, Professor, School of Medicine, Oncology, Seattle

 

Building Compassion and Promoting Burnout Recovery Through Resident Team Reflection

Project lead: Michelle Lam, Resident Physician, School of Medicine, Seattle

 

CARE Training to Prevent Burnout and Improve Well-Being at the Center for Equity and Inclusion

Project lead: Jane Compson, Associate Professor, Politics, Philosophy and Public Affairs, School of Interdisciplinary Arts and Sciences, Tacoma

 

Changing the Culture of the University: Beginning Within

Project lead: Kelly Edwards, Associate Dean, Student and Postdoctoral Affairs in the Graduate School; Professor, Department of Bioethics and Humanities, School of Medicine, Seattle

 

Cultivating Compassion and Resilience Through Mindful Inquiry

Project lead: Anil Coumar, Clinical Assistant Professor, Psychiatry and Behavioral Sciences, School of Medicine, Seattle

 

Engaging Students in Creating Inclusive, Welcoming and Connected Learning Environments

Project lead: Sujata Pradhan, Associate Professor, Rehabilitation Medicine, School of Medicine, Seattle

 

Knit for Nice

Project lead: Alyssa Taylor, Senior Lecturer, Bioengineering, College of Engineering and School of Medicine, Seattle

 

Map of Restorative Spaces on UW Seattle’s Campus

Project lead: Beck Tench, Ph.D. student, The Information School

 

The Resiliency Collective

Project lead: Marissa Jackson, Master of Public Health student, School of Public Health

 

Resilience and Compassion Podcast Series

Project lead: Gregory Heller, Adviser, Senior Associate Director, MBA Career Management, Foster School of Business, Seattle

 

Self Care is Revolutionary

Project lead: Alice Pederson, Lecturer, School of Interdisciplinary Arts and Sciences, Bothell

 

Starting the Year off Right: Cultivating Community in the Epidemiology Department

Project lead: Jen Balkus, Assistant Professor, Department of Epidemiology, School of Medicine, Seattle

 

Trauma Informed Yoga

Project lead: Brittany Bowhall, Student Advocate for Sexual Assault, Relationship Violence, Stalking, and Harassment, Health and Wellness, Division of Student Life, Seattle

 

What Compassion Looks Like: Journaling for Self -Kindness

Project lead: Jennifer Best, Associate Professor, General Internal Medicine, School of Medicine, and Jennifer Zumsteg, Assistant Professor, General Internal Medicine, School of Medicine, Seattle

 

The Whole U Summer Wellness Challenge

Project lead: Lauren Updyke, Assistant Director, The Whole U, Bothell, Seattle and Tacoma

 

About the UW Resilience Lab

The promotes resilience development while normalizing failure and acknowledging the wide range of hardships our community members have faced and continue to face. As a laboratory space, the Resilience Lab tries new and creative methods for rethinking the UW experience in and out of the classroom.

Sean Gehrke named director of the Office of Educational Assessment

Photo of Sean GehrkeUndergraduate Academic Affairs is thrilled to announce Sean Gehrke as the new director of the Office of Educational Assessment (OEA). Gehrke brings more than 15 years of experience as an administrator, researcher and leader in higher education. In his new role, Gehrke, along with his colleagues in OEA, will lead the charge in assessing the effectiveness of the ÁńÁ«ĘÓƵ’s educational outcomes.

“I’m excited to have an opportunity to work with a diverse team focused on different aspects of assessment and evaluation to advance the mission of UW,” explains Gehrke. “This is a dream position for me at this point in my career ­— using my experience in student affairs and institutional research, as well as my training as a researcher, I get to focus on helping faculty and staff improve their work through rigorous and meaningful assessment.”

At the UW, Gehrke will focus on providing campus leadership with guidance on assessing the University’s work toward achieving its educational outcomes, as well as providing leadership for several key areas integral to evaluation and assessment on campus. In his past two roles, Gehrke served as the primary consultant to campus administrators, faculty and staff, helping inform decision-making, advance strategic initiatives and improve the institution’s educational practices.

“In this time of innovation and change at the UW, it is important to think well about the role of assessment and evaluation, as well as a campus-wide vision for the Office of Educational Assessment,” says Dean and Vice Provost of Undergraduate Academic Affairs, Ed Taylor.Ěý“Sean brings the right blend of experience, deep knowledge and skill, and a broad lens on assessment in a university, and we’re delighted to welcome him to the UW.”

Gehrke is excited to join a vibrant academic culture focused on student learning and inquiry. On top of starting his dream job, he and his wife are big UW volleyball fans and look forward to introducing their baby to the sport as members of the UW’s community.

Prior to joining the UW, Gehrke served as the director of institutional research at Everett Community College (EvCC). There, he leveraged his expertise in higher education, advanced quantitative methods, survey research, outcomes-based assessment and complementary training in mixed-methods research and social network analysis to guide campus leadership in making data-informed decisions to best serve the student body. He also led work to assess EvCC’s progress toward achieving equitable outcomes among its students and employees. Both at EvCC and in a previous role, he conducted studies to identify predictors of retention and graduation and examine students’ experience with funding and financial aid. This work resulted in the institutions developing strategies to facilitate student success and empowering stakeholders to focus their work toward achieving equity for all members of the campus community.

Gehrke actively publishes in peer-reviewed journals and presents at national conferences on a variety of topics, including outcomes-based assessment and faculty engagement with STEM education reform efforts. Prior to his position at Everett Community College, Gehrke served as the director of institutional planning, research and assessment at Lewis-Clark State College, researcher at the University of Southern California’s Rossier School of Education and associate director of Residence Life and Housing at Whitman College. He earned his Ph.D. in urban education policy from the University of Southern California, his M.Ed. in counseling and personnel services from the University of Maryland College Park, and his B.A. in psychology from Lewis and Clark College in Portland, Oregon.

About the Office of Educational Assessment
The , a program in Undergraduate Academic Affairs, improves educational practice through assessment of teaching and learning and through evaluation and support of educational programs and services. The Office of Educational Assessment provides a variety of assessment services to the UW campus and external agencies including course evaluations, classroom test scoring, test administration, program evaluation, survey research and assessment of undergraduate learning.

2018 UAA staff awardees announced

Congratulations to the 2017-18 Undergraduate Academic Affairs staff recognition and distinguished partner awardees. Selected for their dedication to supporting UAA’s mission of creating innovative academic experiences for undergraduates, these 23Ěý staff members made an indelible impact on the UW’s students, faculty, staff and community.

And the awardees are…

Award for Excellence
• Lisa Bruce, Assistant Director for Learning Resources, Student Athlete Academic Services
• Josh Gibbs, Director of Information Technology, Office of the Dean

Outstanding Achievement Award
• UAA Workday Transition Team: Nermine Botros, Kelly Chapman, Sylvie Lapointe, Kim Lee, Chloe Mahar, Christine Muongchanh, Nanette Rosenthal, Iryna Schmidt and Mark Wu
• IASystem Team: Raquel Chavez, Luda Kourenina, Trevor Leffler, Joanna Loss and Debbie McGhee

Outstanding Student Employee Award
• Annie Lewis, Lead Tutor for the Writing Center, Academic Support Programs and Peer Advisor, Undergraduate Advising.
• Ann Margaret Stompro, Coordinator of Environmental Alternative Spring Break, Pipeline Project

Distinguished Partner Award
• Leilani Lewis, Assistant Director, Diversity Communications Outreach and Jeanette James, Manager of Strategic Initiatives and Projects, Office of Minority Affairs & Diversity
• Office of Regional and Community Affairs

 

Award for Excellence

Awarded to employees who have worked in UAA for at least five years, this award celebrates the employee’s leadership in creating formative student experiences and building the necessary infrastructure to support their vision. Lisa Bruce shaped all student athletes’ undergraduate experience by transforming and elevating the tutoring systems and processes. Through the use of innovative technologies, Josh Gibbs built computer systems and software to ensure that UW’s students’, faculty and staff have the tools they need to have a leading-edge student experience.

Lisa Bruce, the humble builder

Photo of Lisa Bruce“Lisa is a no-nonsense and high output individual, whether working one-on-one with students or executing initiatives/task relates to the Student-Athlete Academic Services (SAAS) tutoring program. It is easy to see the lasting impact that Lisa has on her students because they often stay in touch or stop by to see her when they are on campus. She is quick to celebrate the achievements of others, and she never looks for recognition herself — instead, her focus is on the experience and success of our student-athletes.”

— Student-Athlete Academic Services department

Achievements of note:Ěý Named the Intercollegiate Athletics Star Performer in 2018 for her growth mindset, committed service, humility and grit. Provided high-level leadership in areas of scheduling, managing, training and mentoring tutors. Overhauled policies, procedures and systems for the SAAS’ tutoring program, resulting in higher tutor job satisfaction and significant cost reductions without change to the students’ experience with the program. Traveled with the men’s basketball team to China in 2015, playing an important role with helping the students get the most out of the cultural experience and assisted with a class they were taking to prepare for the trip.

Josh Gibbs, the technology guru

Josh Gibbs poses with an old computer.“While Josh’s contributions to the undergraduate experience stand out, it’s his caring and genuine support of our staff that I get to see most often. Josh has a philosophy that’s visible across his daily interactions and present throughout the technological infrastructure he has built here. The philosophy that we each come to UAA with our own unique knowledge and experience, talents and preferences, and that the role of technology in our work should be nothing more than a set of tools to boost what we’ve already brought with us.

— Jeremy Caci, Software Engineer, Office of the Dean

Achievements of note:ĚýLed UAA through several generations of technology, providing support and tools for effective work. Built the Assigned Advising Dashboard to help advisers manager their caseloads and student check-in systems for advising, CLUE and Dawg Daze. Developed check-in and tracking systems for the Commuter and Transfer Commons and the Center for Learning and Undergraduate Enrichment. Manages student data for UAA.

Outstanding Achievement Award

Recognizing the innovation, collaboration and tenacity it takes to initiate change, this award acknowledges the teams behind some of UAA’s innovative programming.ĚýThe UAA Workday Transition Team prepared UAA for the largest administrative transition in UW’s history. The Instructional Assessment System [IASystem] Team responded to the feedback from the Transforming Administration Program (TAP) initiative survey, and is now updating the IAsystem to better serve the faculty’s needs.

UAA Workday Transition Team, the magicians of change

Group photo of the Workday team.“They made this transition easy for us by taking on all of the hard work themselves. They all took time out of their regular work to take hours of training to prepare our unit for Workday. They worked well as a team and were effectively able to make sure all individual departments were taken care of and that no employee would go without a paycheck in the process.”

— Micah Trapp, Executive Assistant to the Vice Provost and Dean, Office of the Dean

Achievements of note:ĚýAttended two years of monthly status meetings leading up to the launch date. Identified the impact of changing business processes and workflows for each unit, and revamped processes as necessary. Responded to six months of repeated requests for data collection and cleanup of employees in the payroll system. Constructed the new “sup org” model of identifying and organizing all employees within UAA. Completed 40-80 hours of training each. Served as first point of contact for all staff and students during the transition period.

Team members: Nermine Botros, Kelly Chapman, Sylvie Lapointe, Kim Lee, Chloe Mahar, Christine Muongchanh, Nanette Rosenthal, Iryna Schmidt and Mark Wu.

IASystem Team, the astute architects

IAsystem-web“In my estimation, what Debbie, Joanna, Luda, Raquel and Trevor are doing with this project is truly outstanding in several ways. First and foremost, while many around the UW have approached the TAP initiative with a great deal of caution, the IASystem team has seized it as a genuine learning opportunity. Further, they have embraced the entire process with an uncommon sense of wholehearted humility — something that is especially hard to do when the results and action plans are publicized to the whole institution.”

— Jason Johnson, Senior Associate Dean and Associate Vice Provost, Office of the Dean

Achievements of note:ĚýImproved IASystem training and user experience by offering links to additional resources. Added the ability for instructors to create and manage their course evaluations. Enhanced communications with faculty through quarterly emails. Addressed concerns about response rates by offering updated best practices. Built a stable base of college/university licensees of IASystem. Built and released a new version of IASystem in response to customer needs and interests.

Team members: Raquel Chavez, Luda Kourenina, Trevor Leffler, Joanna Loss and Debbie McGhee

Outstanding Student Employee Award

Student employees are an integral part of the UAA staff. This award recognizes the outstanding achievements of two student employees.ĚýAnnie Lewis’ leadership as a writing tutor and a peer advisor has helped the Center for Undergraduate Advising, Diversity and Student Success become more supportive for our students.ĚýUnder Ann Margaret Stompro’sĚýleadership the Pipeline Project’s Environmental Alternative Spring Break Program (EASB) has had more applicants in the past three years and has been able to expand the student team.

Annie Lewis, the analytical innovator

Photo of Annie Lewis“Her innovation can be seen in her commitment to making our center stronger both in terms of our daily operational procedures and the critical thinking around writing. Annie is not afraid to raise important and often difficult but critical questions about the support needed for an organization to thrive. She is also not afraid to have challenging, but nuanced and necessary conversations with tutors she has to oversee. I think she’s been remarkable in this regard, as it is quite difficult to move from being a peer to being a peer-leader.”

— Ryan Burt, Senior Program Manager, Academic Support Programs

Achievements of note: Recipient of the Bonderman Fellowship, the Thomas Paper Prize, the Grand Prize of the Library Research Award, the Dean’s Medal for Social Sciences, the Husky Leadership Certificate, the Peter L. Thorpe Scholarship, the Fay A. Wilson Scholarship, and the Honors Undergraduate Scholar Award. Member of Phi Beta Kappa. Presenter at the 2017 Spring Celebration of Service and Leadership and the 2017 and 2018 Praxis Conference. Undergraduate nominee for the Luce Scholars Program.

Ann Margaret Stompro, the giving leader

Photo of Ann-Margaret Stompro“She builds leadership through creating a platform for others: Ann Margaret was an excellent facilitator of the winter EASB class, and was prepared each week with a comprehensive PowerPoint, but didn’t need to always be in the spotlight. She distributed leadership opportunities among others and always was open to feedback and ideas. Her ability to distribute leadership opportunities has led to more students than ever interested in continuing in EASB with a leadership role in the program next year.”


— Sarah Bishop, Assistant Director, Pipeline Project

Achievements of note:ĚýLed and coordinated the EASB Program for two years. Trained students on developing curriculum for the program. Successfully grew the EASB program from a student team of 4 to 5. Incorporated Pipeline Project’s racial equity goals into the EASB course.

Distinguished Partner Award

The Undergraduate Academic Affairs Distinguished Partner Award recognizes a colleague, program or department whose collaborations with Undergraduate Academic Affairs have made significant advances in the ÁńÁ«ĘÓƵ’s undergraduate academic experience. These collaborations enhance, enrich and deepen the undergraduate experience. The reciprocity of these relationships benefits undergraduates and the broader campus community.

Photo of Leilani Lewis and Jeanette JamesLeilani Lewis and Jeanette James, leaders of change

“Leilani Lewis’ and Jeanette James’ work with the UW’s Race and Equity Initiative, is broad-reaching and has been influential across UAA through hiring, on-boarding and other HR practices, influencing communications work, to steadfastly moving this critical work forward in a host of other ways. Though they are based out of the Office of Minority Affairs and Diversity, their work stretches across and into so many aspects of campus, and their partnership with UAA truly has been distinguished.”

— Ed Taylor, Vice Provost and Dean of Undergraduate Academic Affairs

Office of Regional and Community Affairs, stewards of community

“Sally Clark and her team in the Office of Regional and Community Affairs have been visionary and stalwart partners in our work to launch the Othello-UW Commons site. UAA and other areas of the University have been involved in community-based work in South Seattle for decades, and this project provides a space to gather, to more deeply anchor our work in the community, and Sally’s community expertise and enthusiasm for this project have been invaluable.”

— Ed Taylor, Vice Provost and Dean of Undergraduate Academic Affairs

Five UW undergraduates receive prestigious Fulbright scholarships for 2018-19

2018-06-OMSFA-Fulbright Scholars-600x200
Finalists and alternates from left to right, top to bottom: Jake Hansen, Kylie Luse, Yesenia Navarro-Aguirre, Philip Palios, Anika Patel, Caleb Perez, Nicole Shermer, Tammy Tarhini

Continuing in the ÁńÁ«ĘÓƵ’s tradition of producing globally-minded students, five undergraduates and bachelor’s alumni have been selected for the 2018-19 Fulbright Student program. In addition, 10 graduate/professional students and alumni were named finalists. Three undergraduates and two graduate students were also selected as alternates. Acceptance to the Fulbright program is competitive, and recipients are selected based on academic and professional achievement, as well as record of service and leadership potential in one’s chosen field.

The Fulbright U.S. Student Program is the largest U.S. international exchange program offering opportunities for United States students to undertake international graduate study, advanced research, and teaching in elementary and secondary schools worldwide. This year’s undergraduates will teach English, conduct research and pursue graduate studies across the globe

This year’s undergraduate Fulbright finalists are:

  • Jake Hansen,Ěý’18 // Major: Russian Language, Literature, and Culture // Fulbright: English Teaching Assistantship in Russia
  • Yesenia Navarro-Aguirre, ’17 // Major: Human Evolutionary Biology; Anthropology of Globalization Ěý// Fulbright: Public Health research in Peru
  • Philip Palios, ’18 // Major: Culture, Literature, and the Arts (UW Bothell) //ĚýFulbright: Studying at
 University of Glasgow in the UK
  • Caleb Perez, ’18 // Major: Bioengineering // Fulbright: Engineering 
research in Switzerland
  • Tammy Tarhini, ’17 // Major: Human Evolutionary
 Biology; Anthropology of Globalization // Fulbright: Germany, English Teaching 
Assistantship

This year’s undergraduate FulbrightĚýalternate finalists are:

  • Kylie Luse, ’17 // Major: Psychology; Spanish
 // Fulbright: Alternate to Spain for English Teaching Assistantship
  • Anika Patel, ’17 // Major: Biochemistry and 
Interdisciplinary Honors Ěý// Fulbright: Alternate to
 Thailand for English Teaching Assistantship
  • Nicole Shermer, ’16 // Major: International
 Studies // Fulbright: Alternate to Peru for Economic Development research

Ěý

for this impressive group of undergraduates as well as those who reached the semifinalist stage. .

The Fulbright US Student Program application process is supported by the , a UAA program. OMSFA collaborates closely with the , and in supporting Fulbright applicants at all three campuses. OMSFA also works with faculty, staff and students to identify and support promising students in developing the skills and personal insights necessary to become strong candidates for this and other prestigious awards.

Note: This story was updated to reflect one graduate student declining the award to accept a different award. February 19, 2019.