Student Announcements

I am writing to invite you to participate in a research study about creating inclusive and accessible classrooms for graduate students with learning disabilities. The goal of this study is to gain insight into the unique needs of graduate students, the reasons some students choose to disclose and seek accommodations or not, and characteristics of classrooms models that might reduce or eliminate the need for students to self-disclose and rely on accommodations. To participate, you must be a currently enrolled graduate student, and have a learning disability (self-identified or documented).

 I will be conducting this study via Zoom. The interview will take less than an hour of your time. It includes questions about your undergraduate experience, your graduate experience, advice for faculty, and I will ask you to imagine your ideal classroom and describe what that looks like for you. All of your answers are confidential. I will use pseudonyms in the data, analysis, and any publication to protect the confidentiality of the participants. 

 The information you provide is crucial for improving the current practices and education environments for graduate students with disabilities. If you are a graduate student with a self-identified or documented learning disability, and you are interested in participating in the study, you may volunteer in any of the following ways:

 Fill out the Google Form: https://forms.gle/DHc6Qa9mDcE2XF688  

 Email: mmboggs(at)uw.edu

 Call: 530-321-5575

 A $25 gift card to the University Bookstore will be provided to all participants as compensation for their time and involvement in the study. If you have any questions, please do not hesitate to ask, and I hope to meet with you soon!

Warmly,

Marcee Boggs

Doctoral Student

School of Education

University of Washington Tacoma

What makes structural injustice structural? Building on her recent book, Structural Injustice with Madison Powers, Ruth Faden explores this question by examining the kinds of impacts, the kinds of social structures and the kinds of groups that matter on their theory of structural injustice. She then discusses how questions of equity and structural injustice are making their way (or not) in global and national plans for the allocation and prioritization of COVID-19 vaccines in the pandemic.

Professor Ruth Faden is the founder of the Johns Hopkins Berman Institute of Bioethics, and its director from 1995 until 2016. She is also the Philip Franklin Wagley Professor of Biomedical Ethics. Her research focuses on structural injustice theory and public policy. Currently she is working at the intersection of structural justice and the COVID-19 response, primarily in vaccine allocation and prioritization and K-12 education.

Friday, January 29, 2021
3:30 p.m. - 5:30 p.m. PST
Virtual - register on phil.washington.edu
Questions: poethics@uw.edu

The University of Washington is committed to providing access and reasonable accommodation in its services, programs, and activities. Accommodation requests related to a disability should be made by January 15, 2021 by emailing the Department of Philosophy at philinfo@uw.edu.

The FIUTS Discussion Series on Race & Racism in the U.S. is starting up again and registration is now open! This is a space for international and U.S. students, as well as others in the UW community, to learn from and with each other to make sense of current events and experiences in the U.S. The winter quarter series will run on Wednesday evenings from 4:30-6:00pm Seattle time January 13^th through February 10th. In order to create a safe learning space, participants are expected to be able to attend the entire 5-part series. Registration is open on the FIUTS website at www.fiuts.org/talk-about-race.

Spaces still available in the winter 2021 Cross-Cultural Religious Literacy (JSIS 578 A) course taught by Chris Seiple. 

 Finding solutions to global challenges demands different perspectives, as well as partnerships among individuals and institutions who do not share the same values. How does one build unity without uniformity across sectors—each of which possess believers and faith-based actors—in order to effectively lead in complicated times? Through theory, case study and the practical experience of both the instructor and the students, this course understands and wrestles with the role of religion in context—at least as an under examined analytic factor, and perhaps even as tremendous force for the common good – and seeks to teach the skill sets of evaluation (self & contextual), communication, and negotiation as a means to mutual literacy and respect across cultures and countries.

JSIS 578 A
5 credits

Winter Quarter

Mondays
11:30a-1:20p

The Evans School of Public Policy & Governance is offering a new 4-credit topics course in winter quarter, PUBPOL 537 A: Development Policy and Politics (SLN 22186) with Professor Stephen Kosack. The course meets on Tuesdays from 2:30-5:20pm. Please see the attached flyer for additional information that can be shared with students who may be interested in the course!

Other elective courses at the Evans School with space available include:

- PUBPOL 504: Leadership Ethics in the Public Interest

- PUBPOL 520: Intergovernmental Relations

- PUBPOL 541: The Role of Nongovernmental Organizations in International Development

- PUBPOL 555: Funding the Social Sector

- PUPBOL 578: Asset Building for Low Income Families

- PUBPOL 598: Professional Skills Workshops (1-credit, see Time Schedule for topics)

Contact:

Keats J. Landis

Academic Affairs Program Coordinator

Evans School of Public Policy & Governance

Parrington Hall, Box 353055| Seattle, WA 98195

kjl8@uw.edu| evans@uw.edu

The Targeted Learning Communities Program

• Are you a graduate
• or undergraduate student taking a reading- or writing-intensive class?
• Is English your second,
• third, or fourth language?

Mission and Vision of the program: The TLC program aims to support international and multilingual students as they navigate American classrooms and cultures. In this program, small groups of students (3-6) meet weekly with OWRC tutors and, together, work to decode academic and cultural norms, practice language acquisition, and develop collaboration skills.

Then consider joining the Targeted Learning Communities (TLC) program. Sign up today!

*Deadline: Saturday January 23rd.*

WHAT WOULD I DO IN A TLC?

TLCs are meant to help you support your classroom learning, combine your personal goals with your academic goals, and create a learning community. If you join a TLC, you'll be paired with 6-15 fellow students and 1 tutor-facilitator from our center. You will work together to decode academic and cultural norms, practice language acquisition, and develop collaboration skills. Your group will meet once a week on zoom for an hour for 6 weeks (weeks of Jan 25-March 1), however, some groups may start earlier depending on how quickly they fill up and can continue meeting after the first week of March if they so desire

TLCs can cover many topics, including:

• Reading difficult
• course texts
• Participating in class discussions and activities
• Understanding assignments/feedback
• Interpreting classroom
• and cultural norms
• Finding support services
• Professional development
• (resume, cover letters, etc.)

HOW TO JOIN TLC

Make sure you one of the group meeting times work for you:

1. Undergraduate Rae'sgroup: Sundays 11:00-12:00pm 

• Fernanda's group: Mondays 5:00-6:00pm
•  Sarvin's group: Wednesdays 10:00-11:00am

 2. Graduate 

Brodie's group: Thursdays 2:00-3:00pm  Fill out this sign-up form by Saturday, January 23rd. Remember that TLC is on a first come, first serve basis so sign up as soon as you can. Expect an email from your peer facilitator by that Tuesday with a Zoom link for your weekly meetings.  

If you have any questions about TLCs or forming a group, please contact Sarvin at sarvinm@uw.edu.

January 27th, 5pm

Climate Anxiety & Grief 

Additional Information

Calendar

Event Registration

Workshop Goals

• Explore the emotional impacts of climate change on different groups, including students, activists, front-line communities, scientists, and individuals directly impacted by extreme events.
• Examine dimensions of environmental justice and social equity inherent to climate impacts; build capacity for critical thinking to better understand the roots, scale, and interconnection of these problems.
• Draw on the humanities (storytelling, ritual, and creative writing) as resources for developing inner capacities to navigate environmental loss and injustice.
• Consider how contemplative practices may help individuals manage emotional responses to our crisis. Practice mindful listening and compassion so all participants feel less alone regarding their concerns. 

If you have any questions, please contact Kylie Milano at milano@uw.edu. 

Taught in English - Instructor: Florentina Dedu-Constantin
View course details in MyPlan: FRENCH 378

Lectures are asynchronous; there will be a live discussion class meeting on Zoom every Wednesday from 1:30 to 2:30 pm.

“A country that has two hundred and sixty-five cheeses cannot be conquered.” – “It cannot even be governed.” Real or imaginary, this exchange between Winston Churchill and Charles De Gaulle conveys the conundrum of France’s national identity: how to simultaneously be completely one yet infinitely divisible? Since the Revolution, the tension between unity and fragmentation, the one and the many, the universal and the particular, forms the basis of all approaches to France.

This course probes the development of contemporary France by considering the moments and documents that complicate narratives of a unified cultural space and make evident the very “heterogeneity” referenced above. One of the principal ways in which it does this is by examining how the idea of France is complicated internally by a number of opposing tendencies: its equally important revolutionary and reactionary political traditions; its credo of a singular culture (Republicanism) in the face of ascendant multiculturalism; its determined monolingualism and, in spite of it all, thriving minor languages; its anti-immigrant reflexes and status as birthplace of human rights.It also does this is by juxtaposing events taking place in metropolitan France with those occurring in the former colonies or present-day DROM-COMs (overseas departments, regions, and collectivities), where connected events such as the Revolution of 1848 play out in very different ways (e.g., the definitive end of hereditary monarchy in France vs. the abolition of slavery in the French Caribbean).We will do so by examining a variety of types of texts: historical, scholarly, political, literary, cinematic, etc. Taught in English  

Our next session of the year is scheduled on

Time: Monday, January 18th, 2020 6-8pm PST 

Location: Zoom - 553 730 8075 (you will be placed in a waiting room initially!)         

 This session’s topic will be: MCAT Prep, Financial Aid, and Scholarships

 The event itself will consist of a presentation, panelist Q&A, and small group break out rooms. You will have an opportunity to meet and interact with current medical students who like you, have applied to medical schools in the past and want to help you be a successful applicant! 

 A rough breakdown of our 2hr session can be found below:

 6-6:30 pm: Presentation on MCAT details, Financial Aid, and Scholarships

6:30-7:00 pm: Medical Student Panel: Describing your journey to Medicine

7:00-8:00 pm: Break out rooms- More personal time to ask individualized questions (we try to make groups as small as we can depending on the amt of volunteers)

 Please only sign up here if you plan on attending.

Please bring any questions you may have!

 For any questions or concerns about the event, please email us at uprepuwsom@gmail.com. 

What is the Home Care Kits Project?

We are a group of University of Washington medical students working to assemble “home care kits” for patients currently ill with COVID-19 / suspected COVID-19. We’re working closely with Seattle area clinics to identify patients with an immediate need for these kits that otherwise do not have a way to get supplies to care for their illness.  Students prepare and deliver kits to these patients who are sick and cannot leave their homes, do not have care support, are immunocompromised, ​or have been advised to self-isolate. 

 This project has been community centered and student directed since its inception in March 2020. Since then, we have expanded to partnerships with 8 local clinics and organizations in the Seattle Area. 

 We are recruiting:

• Communications Co-lead (1 person):
• Big-picture management of the project 
• Facilitate communication between team leads, and between team leads and clinical contacts
• Take turns hosting a weekly team leadership meeting, in which team leads collectively make decisions about the project.  
• Expansion Co-leads (1-2 people):
• Liaison between the Home Care Kit project and our clinical partners. This involves weekly check-ins with our clinical partners by email or phone to see if they need more kits delivered to their clinics or if they are having trouble offering our kits to their patients. 
• Troubleshoot challenges that arise in working with our clinical partners 
• Find and reach out to potential new clinical partners to see if they would like to offer our kits to their patients
• Brainstorm ways to reach a broader population with our kits, and especially to make sure that our kits are going to patients who have the greatest need for them
• Attend weekly leadership meeting with all team leads, in which team leads collectively make decisions about the project 
• Social Media Lead (1 person):
• Monitor our Instagram, Twitter, Facebook and email address
• Make posts on social media with updates of the project, including photos of us putting the kits together, especially when fundraising
• Use social media to connect to new clinics/partners 
• Attend weekly leadership meeting with all team leads, in which team leads collectively make decisions about the project  

 If you are interested in any of these roles, please email me separately at cbaxter3@uw.edu

All members of the UW Health Sciences community are invited to join a three-part series this winter, providing opportunity to engage in interprofessional discussion and reflection around this year’s UW Health Sciences Common Book, How to Be an Antiracist, by Ibram X. Kendi. 

 This three-part lunchtime series will provide a platform to build awareness, reflect, and focus on individual and collective action as members of the UW health sciences community.  

 The series is open to all UW Health Sciences students, staff and faculty.  We encourage you to attend all three sessions, as content will build and deepen.

 Each session will be held on a Tuesday from 12:30 – 1:20 PM PT, on Zoom.  During Fall quarter book-club style discussion groups covered chapters 1-6; during Winter quarter we will be covering chapters 7-12 in this revised three-part series format.

• Session 1: January 19, 12:30-1:20pm – Chapters 7 & 8
• Session 2: February 2, 12:30-1:20pm – Chapters 9 & 10
• Session 3: February 16, 12:30-1:20pm – Chapters 11 & 12

 Please register in advance and we will send the Zoom details! Click here to register.

 Thank you!

 The Center for Health Sciences Interprofessional Education, Research and Practice

https://collaborate.uw.edu/student-portal/common-book/

We are an organization that is striving to increase the number of culturally responsible Black healthcare professionals who excel academically, succeed professionally, and positively impact the community and endeavor in the advancement of the ethnic minority in the professional industry of healthcare.

We are currently in the process of launching a mentorship program for this academic year to connect students of color interested in health care with graduate students in the University of Washington School of Public Health. See our website here: NSBHP

We believe this mentorship will give undergraduate students an opportunity to ask specific questions about their intended field of healthcare and help our graduate school mentors to give individualized advice to their mentees.  

I am reaching out to graduate students that could be mentors for our undergraduate students. We kindly ask mentors to meet with their mentees at their convenience after their initial meetings.

There is a google form link below for mentors to fill out to help us match them with our undergraduate students, please do so within two weeks by Jan. 22.

 Link: https://forms.gle/f81mFexk1xZuopvR7 (If the link is not working, mentors can send us an email at nsbhp@uw.edu  with their name and Email address)   

Please contact Bruk M. with any questions.

--

National Society of Black Health Professionals 

University of Washington

Samuel E. Kelly Ethnic Cultural Center 

3931 Brooklyn Ave NE 

Seattle, WA 98105

Instagram: nsbhp_

Twitter: nsbhp_

Website: https://nsbhpuw.wixsite.com/uwnsbhp

Meetings every other Wednesday 6:30pm - 8:00pm

On January 16th from 12:30 - 5:30pm PST, Central Washington University is hosting our annual Northwest Filipino American Student Association (NWFASA) Conference via Zoom! This is a really cool way of meeting other Filipinx folx living in the PNW! This year's conference theme is “Bago sa Atin“ which translates to “before us” in Tagalog.

Because the conference is online this year, we want it to be as accessible as possible for y'all, so FASA will be paying for your registration if you attend! All you need to do is DM us or email us a screenshot of your registration confirmation and we will reimburse you via Venmo the cost of the registration!

REGISTRATION LINK: https://bit.ly/3kXAhWr

If you sign up now, you also get a shirt!

REGISTRATION CLOSES ON JANUARY 1, 2021.

If you have any questions please email Danica Villez at dvillez4@uw.edu or FASA at fasa@uw.edu!

Danica Villez, she/h
University of Washington | Class of 2021 | Seattle, WA
B.S in Computer Science, Diversity Minor
Product Manager at RISE
2020 - 2021 President of the Filipino American Student Association at UW

INTENSIVE SUMMER PROGRAM - Provides trainees from under-represented groups the skills and hands-on experiences needed to lead multi-disciplinary, collaborative research teams focused on mental health disparities research in low-resource communities. (Washington University in St. Louis - School of Medicine & Brown School.
For more information and to apply, visit http://sites.wustl.edu/LEAD
Questions? Contact Laura Peer at Lpeer@wustl.edu
This program is supported by the National Institute on Minority Health and Health Disparities Grant T37 MD014218.

BENEFITS
• 10-week stipend*
• Intensive online research training in foundational global research skills & knowledge
• Experiential learning, mentoring, “hands-on” experience in domestic & international mental health studies
• Individualized consultation, feedback, goal setting & monitoring
• Mentoring networks – USA and Africa
• Completely online in 2021
*See website for stipend eligibility details

ELIGIBILITY
• Advanced predoctoral students working towards degrees as MD, PhD, PharmD, EdD, ScD, DPT, OTD
• Postdocs or early career researchers/ investigators within 5 years of terminal degrees such as MD, PhD, PharmD
• US citizen, non-citizen national, or permanent resident
• From a group underrepresented in biomedical, behavioral, clinical & social science research
• Commitment to health disparities research, specifically to global mental health within

Center for Asian Health
Research and Education
Stanford CARE Summer Research Immersion

The Stanford Center for Asian Health Research and Education (CARE) is offering an immersive,
online 8-week summer internship in Precision Medicine, Data Science and Vulnerable
Populations for undergraduate and graduate students, with a focus in Asian Health.

Application Deadline: February 5, 2021
Application Fee: $75 | Program Fee: $5,900

Schedule:
Innovation Seminars: 2 hours weekly May/June
Week 1-2: June 14, 2021
Intensive educational bootcamp
Development of research question for projects
Weeks 3-8: June – August
Work on projects with mentors
Regular educational seminars
Stanford CARE Summer Research Symposium: Aug 13
Present research to Stanford & Global faculty
Final Stretch: Aug – Nov 2021
Submit papers to peer-reviewed Journals

Student Projects
Project One: Large Database
Mentored by Stanford CARE-SRI Faculty
Conducted In-Seminar
Focus on Precision Medicine

Project Two: Special Mentor Project
Mentored by Individual Stanford Faculty Members
Conducted Out-of-Seminar
Project Question Specific to each Mentor

Topics
Precision Medicine
Asian Health
Global Health
Medical Technology and Research
Artificial Intelligence
Vulnerable Populations
Essentials of Research
Innovation and Leadership
Scholarship and Presentation
Career Development
Education

Research
Utilizing tools to conduct large database analysis
Understanding core concepts in health care research
Identifying problems/solutions in vulnerable populations
Effectively engaging with technologists, entrepreneurs, nonprofits,
and population science researchers
Committed to your career development
Active mentorship by Stanford faculty
Building a supportive community of scholars

Apply Apply Here

CARE-SRI Summer Symposium 2020

Sign up now for Homelessness in Seattle – MEDEX 580    Code 21778    

Faculty : Charlotte Sanders, MSW 

                Lois Thetford, PA-C 

Homeless in Seattle is a multidisciplinary course developing knowledge and skills in service delivery to people experiencing homelessness. This course offers the opportunity to hear from providers who have specialized in different fields. Students will do readings, have lectures, do active learning,  and participate in a group project and presentation on a social justice issue. The class is all online, starts at 6pm on Tuesdays of Winter Quarter.  Ends at 7:50pm 

Course Questions?   Contact loist@uw.edu   

Registration Questions? Contact abatts@uw.edu

The Division of Infectious Diseases of the David Geffen School of Medicine at UCLA is pleased to offer its Postdoctoral Fellowship Training Program in Global HIV Prevention Research as a way to prepare physician, social, behavioral, and professional scientists for academic research careers focused on understanding and preventing HIV disease globally. The program is funded by the U.S. National Institutes of Health (NIH) through a T32 mechanism, and supports 2 new fellows each year–one a physician specializing in adult or pediatric infectious diseases, and one a social/behavioral scientist or a graduate with a doctoral degree from a relevant professional field (such as psychology, public health, public policy, sociology, anthropology, biological sciences, etc).

The fellowship lasts 3 years, and a successful graduate of the training program will have secured a master’s degree (or completed equivalent work); completed at least one major HIV prevention research project in a developing country; participated in other research projects; made a research presentation in at least one major scientific conference; published as a first author in leading scientific journals; and received a multiyear grant related to HIV prevention in the developing world to take into a first faculty position.

Original research is the heart of the fellowship, and our efforts are focused on ensuring that fellows successfully transition into independent investigators. In Year 1, fellows design a research protocol and also write the first draft of an initial grant. They will also have access to large data sets and engage in secondary data analyses and submit papers for publication.

Academic training will focus on the completion of a master’s degree in public health, public policy, or clinical research from UCLA (or completion of equivalent work). The program focuses on the integration of training activities for both MD and PhD trainees, fostering training in biobehavioral approaches to solve the major problems that preclude halting the HIV/AIDS epidemic. All physician trainees receive rigorous behavioral science training and all PhD trainees are provided training in the use of biomarkers and conducting research with clinical context and relevance.

In addition, fellows will participate in ongoing seminars, peer review, and relevant conferences. Professional development will focus on grant preparation, data analysis, manuscript preparation, presentation and teaching skills, and grant writing. We offer focused training in the ethical conduct of research, with an emphasis on the difficult and evolving issues of conducting research in resource-poor settings.

Eligibility and Applications

The eligibility criteria for this fellowship are:

• Postdoctoral scholar who is focusing on international HIV prevention research
• U.S. citizen or legal permanent resident at the time of fellowship appointment

There are 2 new fellowship slots available each year. One slot is open only to MDs who have gone through the formal clinical infectious diseases fellowship in the Division of Infectious Diseases at UCLA. They are selected through the ID Division at UCLA through a standard matching process. Once matched and placed at UCLA, those who express an interest in global HIV prevention research may be identified for enrollment into this fellowship. As such, we do not accept applications from MDs outside of this mechanism.

The other slot is open to non-MD (eg, PhD) postdoctoral applicants, whom we recruit directly. The PhD can be in any discipline (psychology, public health, public policy, sociology, anthropology, biological sciences, etc), as long the applicant is focused on an academic career in global HIV research.

If you would like to apply or receive more information about the fellowship program, please:

• Carefully read the Frequently Asked Questions (FAQs) document – Postdoctoral Fellowship Training Program in Global HIV Prevention Research FAQ (309 downloads)
• Download and complete the Application Form – Postdoctoral Fellowship Training Program in Global HIV Prevention Research Application (125 downloads)
• Email India Richter with any questions at irichter@mednet.ucla.edu (please include your CV if you think you may apply) to arrange a time for a call to answer any additional questions.

Why Must We Work For A Living?

Sign up! Winter 2021 Introduction to Labor Studies

Taught by Dr. Jake Grumbach

Learn about labor movements and how they have and continue to shapre our lives in the modern world.

Contact: 

--

YASMIN AHMED

Pronouns: she/her/they/them

Assistant Director of Student & Community Engagement

Harry Bridges Center for Labor Studies

Smith Hall, M266

Box 353530, Seattle, WA 98195-3530

Office: (206) 543-7537

ypahmed@uw.edu

INFO 498 B Indigenous Ways of Knowing in the Digital World 

4 Credits

SLN: 15854

Winter 2021

 Indigenous people are using a variety of digital tools such as video games, virtual reality, language apps, and digital heritage sites to maintain their relationships to place, language, history, and culture. In this course, we will explore the respectful use and development of these digital tools with an emphasis on Native North American Indigenous approaches to knowledge. To understand Indigenous ways of knowing, you must recognize that everything starts with relationships. Relationships energize the ways we interact with the world and the ways of knowing that emerge from those experiences. By the end of this course, students will understand how relationality can inform thoughtful, respectful and appropriate uses of information technology that is designed by and for Indigenous people. 

 About the Professor: 

Sandy Littletree is a descendant of the Eastern Shoshone Tribe and is a citizen of the Navajo Nation (Diné). She is an Assistant Teaching Professor in the Information School at the University of Washington where she teaches courses on Indigenous systems of knowledge, community engagement, and technology in Indigenous contexts. Her research interests lie at the intersections of Indigenous systems of knowledge and librarianship. 

 Contact: 

Sandy Littletree, PhD | she/her

Assistant Teaching Professor

Information School | University of Washington 

sandy505@uw.edu

Seminar for Undergraduate Researchers in STEM 

Gen St. 297 D | SLN: 22037 | Thursdays, 4:00-4:50 p.m. | 2 Credits

This course was created to expand students’ community of researchers. It is geared for students about to begin or currently involved in research. More info about the course and how to register is on our Undergraduate Research Seminar website.

Research Exposed! Population Health 

Gen St. 391 D | SLN:15106 | Wednesdays, 12:30-1:20 p.m. | 1 Credit

This is a great faculty speaker series geared to provide an understanding of research in various disciplines. For information on the course and speakers is on our RE! course website.

UW Libraries Undergraduate Research Tutorial

In collaboration with the Undergraduate Research Program, the UW Libraries created a Canvas tutorial for undergraduate student researchers that supports student research skills across disciplines. Students can access and complete the tutorial in Canvas. Faculty and instructors can import the whole tutorial or individual modules into their Canvas Course via UW Canvas Commons. For additional information, visit our website.  

Undergraduate Research Leaders Presentations and Panels

In addition, the Undergraduate Research Leaders continue to bring awareness and share their experiences as peer researchers for students. If you’d like to request URLs to come to your courses or advising groups to present or be part of a panel, please complete the URL Request Form.

Dear Public Health faculty and researchers,

Hello from the research librarians in the UW Health Sciences Library! We know this year is like no other, but your library is still here for you online. We have a few updates from UW Libraries to share.

1) Database cancellations and serials reviews

We have disappointing but probably not surprising news that we’re facing budget cuts this fiscal year and next. Serials inflation is already a perennial problem, and the pandemic has added to it.

This year at UW Libraries we are implementing some resource cancellations. You’ll see there are alternatives listed for each, and we have many other resources on top of those as well. The two most likely to affect health sciences faculty and students are Scopus, which expires 1/1/21, and RefWorks, which expires 6/30/21.

Then, in anticipation of a flat or decreased budget for next fiscal year 2021-2022, we are beginning planning for a secondary subscription review for the Spring 2021 (which would be a bigger hit – one-time endowment funds were used this year to soften the blow). Updates will be posted here on the website.

 2) We’re here for you (working remotely)

Feel free to reach out to us and send students our way. We have handy appointment schedulers in the research guides below, and are holding Zoom and phone appointments. Email is great too. And we also have our 24/7 chat service for less specific questions.

3) Curious about UW Libraries COVID-19 response?

Currently, our library buildings are closed to faculty and students, and library personnel are working from home to the extent possible. The Libraries overall have a no contact pick-up service. The pick-up site is at the Allen Library on upper campus, but materials from the Health Sciences Library are available. We have also been adding e-book versions of many of our materials, and scanned articles are still available through our Interlibrary Loan service. The UW Libraries home page and COVID-19 updates page are the places to go for up-to-date status information. In addition, the UW Libraries blog is now featuring a monthly update.

 Register here!

10 Weekly Lectures Online for Free

Tuesdays 4:00 - 5:30 PM Pacific

 AAS 372 - Japanese American Incarceration: Remembering an Unfinished History

SLN: 10104

MW 10:30-12:20

Instructor: Vince Schleitwiler

5 Credits – DIV / I&S

During WWII, over 120,000 Japanese Americans were rounded up and incarcerated in US concentration camps. The majority were natural-born citizens, while the rest—immigrants racially barred from naturalization—had settled in the US many decades earlier. By scholarly consensus, the incarceration was not justifiable on legal, ethical, or military grounds, and the federal government formally acknowledged and apologized for this injustice in the 1980s. 

Nonetheless, the memory of Japanese American incarceration remains a site of struggle in the present, because of what it means for national history and Japanese American collective identity, and because of its implications for current struggles over immigrants’ rights, Islamophobia, and mass incarceration. In this course, we’ll survey this history, and explore the terms of political struggle and cultural memory that animate contemporary debates.  

Questions? Email aes@uw.edu 

 Are Do-Gooders Doing Good? Critical Perspectives on Civic Engagement (General Studies 344A; SLN 15095)

What does it mean to help people and “give back”? How is our current condition of social distance reshaping how we help one another? This course is for those that want to engage in critical reflection about what it means to “do good” and engage with multiple models of civic engagement that support a strong community. 

General Studies 344 will explore the concept of civic engagement through case studies and guest speakers. Students will critically reflect on their own current and prior service experiences through personal and academic lenses, engage with ethical frameworks for community-based work, and examine their own identity in relationship to “doing good”. The course will weave together analysis of current mutual aid movements, cross-disciplinary perspectives, and student’s future academic/career goals.

Those with a record of community engagement (through volunteer work, organizing, etc.) will have the most to draw from in this course; those at the beginning of their community engagement journey are also encouraged to join the conversation! This is a three-credit course that is offered as credit/no credit. Synchronous online discussion sessions will be held Mondays from 3:30-5:20PM. 

Those interested in the course should email engage@uw.edu with questions or to request an add code.

First Year Programs is currently recruiting for our First-year Interest Group (FIG) Leader and Orientation Leader (OL) student positions!  

The FIG program is looking for students from all departments who are UW-Seattle undergraduates with strong organizational skills and a genuine interest in working with incoming students as they face the challenges and opportunities presented to them as new students. Candidates will need to be able to adapt to the format of the fall quarter, either remote or in-person instruction.

Orientation Leaders play a vital role in the orientation process, working closely with new students and their families on a wide variety of topics including academics, student involvement, housing options, and more. Orientation Leaders will work a remote summer program and are paid 30-39.5/hrs per week.   

General informational sessions will also be hosted:

• Tues, January 5 from 4:00 - 5:00 p.m. PST
• Thurs, January 7 from 5:00 - 6:00 p.m. PST
• Mon, January 11 from 7:00 - 8:00 p.m. PST
• Wed, January 13 from 4:00 - 5:00 p.m.PST
  * Additionally a recorded information session will be available at fyp.washington.edu/apply

The application deadline is Sunday, January 17, 2021, at 11:59 PM PST.

Applications are available online at fyp.washington.edu/apply and any questions can be directed to fypadmin@uw.edu.

To get an add code to any of the courses below, please submit your request here.

Soc W 537: Critical Empowerment Practice with Youth (SLN: 20093) 3 credits

Thursdays, 11:30-2:20pm

Description: SOCW 537 is an advanced lecture-seminar that focuses on critical approaches to youth-community empowerment practice. The course critically explores and examines strategies for engaging, partnering with and empowering youth, young people. Core concepts of youth empowerment at the individual, organizational, and community levels; models and methods of practice; age-appropriate and culturally-competent approaches; roles of young people and adult allies; and perspectives on practice in a diverse democracy are considered.  Further, the course explores multiple cultural and political understandings of youth—including those that distort and enhance adolescent life and the ways in which these understandings are shaped by the intersection of institutions, policies, practices within neighborhoods and communities.  To that end, we will examine the forms of marginalization, exploitation and alienation by media and institutions within the dominant culture, and highlight ways in which youth are active agents in families, in communities, and in the realm of policy. 

Soc W 571: Assessment of Mental Disorders (SLN:20101) 3 credits

Asynchronous with scheduled optional live meetings

Description: Provides basic knowledge and skills to assess mental disorders and improve critical thinking concerning assessment and diagnosis. Emphasizes the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) for its system of symptom description and classification. Examines challenges of methodological implications of mental health assessment across race, gender, and ethnicity.

Soc W 574: Collaborative Community-Based Program Evaluation (SLN: 20103) 3 credits

Thursdays 8:30-11:20am

Description: Social work program developers, managers and coordinators require key information to determine if a program is performing as intended. They must know how to measure, collect, analyze, and provide information on program and agency performance in culturally responsive and equitable ways. They must be able to develop community and client-centered feedback systems that enhance and support agency performance and serve the needs of the learning organization.

Evaluation as a set of practices and skills is an applied area of the social sciences that requires grounding in a number of theoretical perspectives and methodological approaches. In diverse communities, central to these practices and skills are responsiveness to community / consumer voice and awareness of the cultural context in which research is conducted. It also necessitates a clear formulation of questions to be answered, an awareness of stakeholders to be considered, and a plan for how data will be disseminated. In short, evaluation needs to adhere to ethics and standards of good research and simultaneously be as practical, useful, and accessible as possible. The general focus of this course is to increase critical thinking towards research grounded in anti-oppressive theory and practices, awareness of self in social work and relational practice, and understanding of the nuances of the science and art of evaluation.

Soc W 576: Context of Disability and Anti-Ableist Practice (SLN: 20105) 3 credits

Fridays, 11:30-2:20pm

Description: This course is designed to deepen your understanding of disability and its relevance to social work. We will discuss disability’s recent socio-political history, models of disability, and current policy issues at the national, state, and local level. Emphasis will be placed on how those policies and their implications for practice affect peoples’ daily lives. This course will engage a broad range of topics that are foundational to social work practice with people with disabilities, including activism for policy change, person-centered practice, employment, housing and home and community based services, institutional and sexual violence, education and transition to adulthood. We will discuss the disability rights framework as well as a disability justice framework and learn from a diverse group of visiting practitioners, scholars, and advocates about the connections between current policy issues and social services in practice. This course will facilitate critical reflection on your own professional stance in relation to these contemporary issues and trends.

Soc W 596B Motivational Interviewing with Teens (SLN: 20110) 3 credits

Thursdays, 6-8:50pm

Description: Are you more likely to do something if someone else tells you to? Or if it’s your own idea?   Developmentally, many teens want to make a change when they think it’s important—and it’s their idea.  A core principle of Motivational Interviewing (MI) is that individuals are more likely to accept and act on opinions that they voice themselves. This course will help you sharpen your skills in communicating with adolescence to help them give voice to their own motivation for change.  The course will focus on key elements of MI developed by Miller and Rollnick (2015).  Here’s how they define MI “Motivational Interviewing is a collaborative, goal-oriented style of communication with particular attention to the language of change. It is designed to strengthen personal motivation for and commitment to a specific goal by eliciting and exploring the person’s own reasons for change within an atmosphere of acceptance and compassion.”  It probably looks pretty easy….but it takes practice. This virtual course will also provide practice opportunities for conducting virtual relationship building opportunities.  This interactive and practice oriented course will explore using MI in different context with adolescence (virtual, school, treatment, groups) including using MI in an SBIRT context (Screening, Brief Intervention and Referral to Treatment). Come prepared to practice and sharpen your skills. 

Soc W 596E: Socionomy: A Social Justice Approach to Psychodrama (SLN: 20113) 3 credits

Friday, Jan 22 @ 2:30-5:20PM & Sat, Jan 23 @ 9:30-4:20

Friday, Feb 19 @ 2:30-5:20PM & Sat, Feb 20 @ 9:30-4:20

Description: This course is designed to introduce students to the philosophy and methodology of Socionomy (including: sociometry, psychodrama, sociodrama, sociatry, and group psychotherapy) in the context of social justice theory and practice.  Students will learn socionomic assessment, sociodynamics, contracting, and intervention.  Empirical support as well as ethical and professional issues in the appropriate use of these methods will be discussed. Students will have the opportunity to experience and learn about the roles of group member, auxiliary ego, protagonist, and director. The course will be primarily experiential.  We will explore the bridge between personal narratives, creativity, and the power of community in the work of social change. Completion of this course does not certify participants as practitioners, experts or trainers in this modality. Certification as a Practitioner in Psychodrama is only granted through the Board of Examiners in Psychodrama, Sociometry and Group Psychotherapy: http://psychodramacertification.org.

ASPPH fellowships provide outstanding opportunities for recent graduates of ASPPH-member CEPH-accredited schools and programs of public health to participate in public health programs at the federal level with partnering agencies, including the Centers for Disease Control and Prevention (CDC) and the U.S. Environmental Protection Agency (EPA).

This is your opportunity to learn all about current offerings for 2021, including insight on what fellowship programs can offer early career public health professionals, a review of the various components of the online application portal, and tips for submitting a strong application.  Additionally, you will hear first-hand from ASPPH fellows as they share their perspectives on the fellowship experience. There will be a live Q&A session at the end of the presentations.

Register: https://www.aspph.org/event/aspph-presents-webinar-everything-you-wanted-to-know-about-applying-for-aspph-fellowships/

The UW Medical Laboratory Science Program is hosting an ONLINE information session, please pass this along to students who might be interested:

 Interested in a career in medicine and becoming a frontline, essential healthcare worker? Enjoy laboratory work? Want to secure a well-paying job after graduation?

 Consider checking out the upcoming Medical Laboratory Science (MLS) Program ONLINE information session on Wednesday, December 16th, 2020 from 4:00-5:00pm! Register here!

 The Medical Laboratory Science Program is the UW School of Medicine's only undergraduate major and is where basic laboratory science meets the practice of medicine. MLS is a critical part of healthcare, as these laboratory tests are vital tools for physicians in their diagnosis, treatment, and prevention of diseases.

 Take a look the UW Dept. of Laboratory Medicine & Pathology's Virology Division dashboard on COVID-19 testing information highlighting the critical role of MLS's in the pandemic: http://depts.washington.edu/labmed/covid19/.

On behalf of the American Journal of Public Health, we want to extend an invitation to students at UW who may be interested in applying for the 2021 cohort for the AJPH Student Think Tank. We would like to ask for you to distribute this call for applications to students in your program.  

This prestigious fellowship allows six students from around the United States to advise directly the AJPH Editor-in-Chief, Dr. Alfredo Morabia, and interact with productions staff for one year. Students are given access to key insights into the Journal, manage their own student newsletter based on Journal research, coordinate their twitter, and work on other key student projects with assistance and collaboration with Journal staff.  

We are looking for students that take initiative, are creative, and can work effectively in a team. We also try to get a geographical diversity in terms of US states of origin.  

Students will also convene for two meetings in the year that will encourage and promote teamwork, collaboration, and ideas development. Travel and lodging costs for these meetings are covered by the American Public Health Association. 

Please apply here by December 15th: https://bit.ly/AJPHTT2021-Apply

There is limited space available in the US Foreign Policy and International Engagement course (JSIS 539 B) offered this winter 2021. This course is taught by John Koenig, a retired US Ambassador. This course will explore how the U.S. Executive Branch formulates and implements foreign and security policy. 

 This course explores how the U.S. Executive Branch formulates and implements foreign and security policy. Taught by a former Ambassador with extensive

experience in Europe and NATO, the class takes a practitioner’s approach to examine the actual conduct of foreign affairs, from defining the national interest
to medium-term planning and day-to-day international engagement. Using case studies from the recent past, the course will examine how the U.S. advances the
national agenda using military, diplomatic, assistance and other means. Students will refine their analytical and presentation skills through a series of short briefings on breaking developments and concise policy memos addressed to decision-makers.

JSIS 539 B (5 credits)

Tuesdays, 11:30a-2:20pm

Limited space available.

Email maais@uw.edu for more information.

You are invited to join a free mindfulness-based resilience and well-being program for UW undergraduate students. This six-week program will introduce you to a range of skills for managing stress and navigating life's many challenges. Here are the details:

 Who: UW undergraduate transfer students

• What: Be REAL (Resilient Attitudes and Living) is a 6-week program that promotes college students’ well-being utilizing cognitive behavioral skills and mindfulness and compassion skills. Each weekly session is 90 minutes and includes group discussions, partner activities, and guided contemplative practices. To learn more, see this UW webpage.
• Where: The program will meet via Zoom this winter
• When: Wednesdays, 12:30pm - 2:00pm, beginning 1/13, led by UW student advisor Kat Eli.
• How & when to sign up:Sign up by Friday 1/8 via this link - https://forms.gle/5PBBrD9LzZostykV6
• Cost: It's free!
• Research Component: If you enroll in Be REAL, you're also eligible to complete surveys and earn up to $65.00 in Tango gift codes! Learn more after you sign up!

 Questions? Contact Kat at kateli@uw.edu or the Be REAL team at bereal@uw.edu

The SDOT Transportation Equity Workgroup (TEW)  is currently seeking community members to apply for the 2021 term. If you are interested in collaborating with community members and SDOT staff to address transportation equity, please consider applying!

In April 2019, SDOT created the Transportation Equity Workgroup (TEW), a group of ten compensated community members with personal and professional affiliations with Black, Indigenous and People of Color (BIPOC) and vulnerable communities to create community-guided equity recommendations to include in SDOT’s first-ever Transportation Equity Agenda, a framework for transportation equity goals and priorities for the department.

TEW members have an opportunity to gain leadership skills and participate in engagement activities with fellow TEW members and SDOT staff to create community-centered solutions. Terms will be 1-year from January 2021 to January 2022 with a potential option to renew, pending decision on permanent structure for the TEW. TEW members commit approximately 8-9 hours per month.

Please review the TEW Application Guide for more information.  Applications and nomination forms are due by Tuesday, December 15, 2020, 5:30 PM. For questions, please email transportationequity@seattle.gov

ReThink @ UW

Sustainability education is crucial for creating lasting solutions in our world. Here at ReThink, we seek to provide new solutions by exploring how business, sustainability, and technology can work together.

 ReThink is creating a centralized, web-based platform to identify and promote small, sustainable businesses. We will provide consumers, students, and environmentally-conscious individuals with the knowledge and means to discover, investigate, and promote sustainable business practices. We are looking for developers, designers, researchers, and marketers. 

 Commitment: 10 hours per week for One Quarter w/ Possible Extension

Location: Remote

 If you are interested, read more about the different positions at bit.ly/rethink-sub-about and apply at bit.ly/rethink-sub-app by 11:59 PM on December 11th. Interviews by invitation will be held on Dec 14-23.

 Any questions can be directed to rethink@uw.edu 

NSG 511  Prevention Issues in Community Health (3 credits) SLN 18234

Winter ’21; Class Meeting time— EVEN numbered weeks of the quarter on Wednesdays 2:30-5:20 (remote learning)

An interdisciplinary overview of community health prevention approaches focusing on the social determinants of health and health disparity reduction among vulnerable populations. Analysis of community and population preventive strategies across the life course. Roles of advanced community health nurses as prevention leaders and consumers of prevention information are emphasized.

COURSE OBJECTIVES

1. Understand the philosophy and value orientation of prevention frameworks used in community health 
2. Examine prevention approaches for individuals and communities, including behavioral, educational, economic, environmental and capacity building strategies
3. Analyze the contribution of research to the theory development, intervention selection and intervention methodology of community health programs
4. Evaluate community health prevention research

Contact: 

Betsy Mau, M.A.  (pronouns: she/her)

Graduate Program Advisor

University of Washington School of Nursing

Student and Academic Services, Room T-301

Box 357260, Seattle, WA 98195

206-221-2418 VM | 206-543-3624 Fax

bmau@uw.edu