Sign up now for Introduction to Advocacy for the Health Professions - UCONJ 646!
- Learn from advocacy and topic specific experts about fundamental elements of health advocacy.
- Develop hands-on skills for moving beyond witnessing health disparities to upstream action rooted in community-centered advocacy.
- See flyer for details (attached and copied below)
- Winter Quarter 2021
- One Credit, CR/NC
- Wednesdays 5:30-7:20pm
- Online only
Contact Rachel Lazzar email@example.com for an add code or with questions!
WINTER COURSE: EPI 519
Remote Lectures: Tuesdays & Thursdays, 8:30 – 9:50 | 3 credits | SLN 14589
Cardiovascular disease claims more lives each year than any other health threat.
Learn more about this pervasive and complex condition and the role of epidemiology in improving cardiovascular health.
The course provides an overview of epidemiologic research methods applied to current topics in cardiovascular and cardiometabolic health and disease in human populations. Content includes: pathophysiology; molecular, clinical, behavioral, and social risk factors; burden and disparities across and within populations nationally and globally; and public health interventions.
Nicholas L. Smith, PhD
Professor, Department of Epidemiology, University of Washington
For an add code, contact firstname.lastname@example.org.
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
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 email@example.com
This past year has been a stark reminder of the importance of good leadership. Do you feel called to stand up and speak out now, more than ever, for public health values? Apply now, time is almost up. Applications close December 1 for the Northwest Public Health & Primary Care Leadership Institute.
Join a unique cohort of equity-focused professionals dedicated to strengthening their skills in population health strategies, community engagement, systems thinking, and adaptive leadership to be a voice for public health.
The 8-month program gives you opportunities to:
- Meet peers and make connections with colleagues from around the region who can support you during these challenging times.
- Hear about different program struggles and success that can inform your current work.
- Step back from your everyday work and consider the “big picture“ strategies needed to make lasting change.
- Immediately apply what you’re learning through an individually designed project in your workplace.
- Explore your strengths and skill gaps through a personal development plan.
- Spend time with experienced coaches, peers, and other leaders through a range of mentoring opportunities.
- Find your passion to lead.
When: March – October 2021. Two virtual meetings (March 10–12 and June 23–25) and one tentatively planned in-person meeting in Seattle (October 21–23). We are monitoring the COVID-19 reopening and may modify the sessions to align with travel and other guidelines.
Learning Formats: Distance-based and in-person; problem-based learning in teams, individual coaching
Application Deadline: December 1, 2020
Cost: $3,000, partial scholarships available
For questions about the program, contact Nikki Dettmar.
Social Work 576 - Contexts of Disability and Anti-ableist Practice (3 credits)
Fridays, 11:30am to 2:20 pm (Remote, synchronous)
Instructor: Seema Bahl
Open to upper division undergrads and all graduate students
Interested students should request add code through this process: https://canvas.uw.edu/courses/1387757/pages/graduate-non-matric-and-out-of-dept-registration
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, the different definitions of disability and ableism, models of disability, and current policy issues at the national, state, and local level. Emphasis will be placed on how these 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 intersectionality, activism for policy change, person-centered practice, employment, home and community-based services, institutional and sexual violence, education, and transition to adulthood. We will discuss the disability rights framework as well as the disability justice framework. We will also learn from a diverse group of visiting practitioners, scholars, and advocates about the connection between current policy issues and social services in practice. This course, through guest lectures, reading, discussion, and written analysis, will facilitate critical reflection on your professional stance on disability and social work.
Lecturer, Department of Sociology
We are excited to continue our UPREP project workshop series this year to better serve the underrepresented future aspiring physicians like you in our community!
UPREP offers monthly workshops to underrepresented minority students and other aspiring future applicants who are interested in pursuing a career in medicine. We offer workshops focusing on topics ranging from AMCAS application, financial aid, writing a personal statement, MCAT prep, interviews, and others.
Our next session of the year is scheduled on
Time: Wednesday, December 2nd, 2020 6-8pm PST
Location: Zoom! - 553 730 8075 (you will be placed in a waiting room initially)
This session’s topic will be: The Personal Statement
The event itself will consist of a presentation of the personal statement, small group activity, and panelist Q&A. 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!
During this session, medical students will be proofreading and editing personal statements, while giving feedback to everyone who joins our session. To accommodate the large number of premeds we expect, we ask that premeds who are interested in receiving feedback on their personal statement (this could be the intro, half a draft, or an entire statement) email us in advance your personal statement firstname.lastname@example.org. These statements will be proofread by medical students prior to the workshop session. We will split participants up into breakout rooms so that medical students can provide feedback to students on their personal statement.
A rough breakdown of our 2hr session can be found below:
6-6:30 pm: Personal Statement Presentation
6:30-7:00 pm: Medical Student Panel: Describing your journey to Medicine
7:00-8:00 pm: Break out rooms- Personal Statement Feedback + General Tips
For any questions or concerns, please email us at email@example.com.
We have an exciting line-up of scholars that we will be bringing to the UW and Seattle community to discuss issues related to school mental health and critical topics in education.
*** RSVP as soon as possible due to limited capacity***
DECEMBER 2, 2020: “Developing an Instructional Alternative to Exclusionary Discipline Practices”
- WHO: Rhonda Nese, PhD - Assistant Professor in the Dept. of Special Education and Clinical Sciences at University of Oregon; Principal Investigator within Educational and Community Supports
- WHEN: Wednesday, December 2, 2020 from 8:30 – 9:45am
- RSVP HERE: http://bit.ly/RhondaNese
MARCH 3, 2021: “Strengthening Relationships and Repairing Harm: A paradigm shift in school discipline practice and research”
- WHO: Anne Gregory, PhD - Professor in the Graduate School of Applied and Professional Psychology at Rutgers University
- WHEN: Wednesday, March 3, 2021 from 8:30 – 9:45am
- RSVP HERE: http://bit.ly/AnneGregory
JUNE 2, 2021: “Culturally Responsive School Mental Health Interventions”
- WHO: Janine Jones, PhD, NCSP - Professor of School Psychology and Associate Dean for Academic Affairs in the College of Education at the University of Washington
- WHEN: Wednesday, June 2, 2021 from 8:30 – 9:45am
- RSVP HERE: http://bit.ly/JanineJones
Want to be heard? Want to help your fellow Graduate & Professional Students? Affect campus policies from your couch!
Be a Liaison!! Don't Wait!! Apply here today!
Application Deadline: January 15, 2021
- For UW predoctoral students
- In Dentistry, Medicine, Nursing, Pharmacy, Public Health, Social Work, & other health-related fields
- Stipend, 60% full-time tuition, and research funding
- Restricted to U.S. citizens and permanent residents
The TL1 program, a one-year program, offers rigorous training in clinical and translational research for pre-doctoral students in an interdisciplinary cohort environment. The goal of this message is to increase our applicant pool for underrepresented populations in science. This program provides funding, mentorship, and training necessary to train and develop the next generation of researchers. Awardees will receive up a stipend, research funds and tuition support while in the program. The program encourages all types of research, including patient-oriented research, translational research, small- and large-scale clinical investigation and trials, epidemiologic and natural history studies, health services research, and health behavior research. The application deadline is January 15. Apply online.
The TL1 program is open to applicants from all disciplines and backgrounds who meet the eligibility criteria.
NMETH 594A: Innovations in Health Service Delivery
SLN 18204 (3 credits)
Instructor: Sarah Gimbel, PhD, MPH, RN
WIN 2021/ Thurs 8:30-10:30am (remote)
Description: Students will gain a broad overview of T3/T4 research focusing on translation of effective interventions into practice and the community. Innovations in health services research will be reviewed including frameworks, appropriate study designs, methods, modalities, strategies and tools (formative, implementation, dissemination and communication). Prerequisite: Graduate level standing
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
Schedule a meeting: http://www.meetme.so/BetsyMau
ZOOM meetings: https://washington.zoom.us/j/9097348649
HSERV 511 is open to interested students this coming Winter! Historically this course has only been open to MPH students, so we’re excited to be able to expand enrollment this year.
HSERV 511 – Introduction to Health Services & Public Health
This course provides an overview of the U.S. health care and public health systems, covering: 1) the many factors affecting the population’s need, demand, and utilization of health care services, 2) how health care is financed, organized and regulated; 3) the history, goals, and changing role of public health; and 4) the efficiency, effectiveness and equity of the health system. The course explores the role of the private sector and of government in the financing, provision, and regulation of health services, and in the protection of the health of the population.
Instructor: Edward West, MHA
Clinical Assistant Professor
Class times: Mondays and Wednesdays, 1:00pm-2:20pm
Held remotely via Zoom and Canvas
For questions, contact Suzanne Yates in Health Services – firstname.lastname@example.org
Check out the list below of events and resources available through Pacific Northwest American Indian and Alaska Native organizations during the month of November.
Learn about the incredible work of the Seattle Indian Health Board, and get involved by joining one of their Traditional Food & Plant Medicine online classes or enjoying virtual performances at their 2020 Indigenous People Festival: SEATTLE IS NATIVE LAND.
When: November 20 – 21
Visit the Duwamish Longhouse & Cultural Center (DLCC) and support Native artists at their Annual Native Gift Fair & Art Market. The DLCC requests all visitors wear a mask and follow posted COVID-19 guidelines. Year-round the DLCC has opportunities to learn more about the history of the Duwamish people, support their work through advocacy and donations, as well as to learn about their ongoing environmental justice work.
Where: Duwamish Longhouse and Cultural Center
4705 W Marginal Way SW, Seattle, WA 98106
When: 11 am – 5 pm, November 27 – 29
Visit the Burke Museum’s Northwest Native Art Gallery. The current exhibition, which features and was curated by six Pacific Northwest Native artists, explores the question ‘what is your artistic heritage?’ through new and historic pieces of art. The Burke is now open by appointment and has their COVID-19 guidelines available online.
Where: Burke Museum
Listen to the four-part podcast series, “Natives Were Never Homeless Before 1942”, which “follows the resilience of urban Native folks in Seattle who are unhoused during the COVID-19 pandemic”. The podcast was created by Raven Two Feathers, a Two Spirit, Emmy award winning filmmaker based in Seatac, and the Chief Seattle Club, a native-led human services agency and day center that serves urban Native people experiencing homelessness in Seattle.
Dive in to a book like The Politics of Hallowed Ground: Wounded Knee and the Struggle for Indian Sovereignty by Elizabeth Cook-Lynn and Mario Gonzalez, There There by Tommy Orange, or Braiding Sweetgrass by Robin Wall Kimmerer. Those recommendations not catching your eye? The Jamestown S'Klallam Tribal Library curates an online collection of books and other resources focused on Pacific Northwest Native American authors and topics.
Thank you to the Climate/Structure Workgroup of the Health Services EDI Committee for putting these resources together!
Barbara Baquero Holly Bergstrom Carolyn Fan
Faculty Co-Chair Staff Co-Chair Student Co-Chair
GRDSCH 525 Acting Up: Teaching Theater for Change
Tuesdays/Thursdays (11:30-1:50) 3 credits, C/NC
How do you interrupt bias in classrooms so that all students thrive? One evidence-based answer: by building practical skills in Theatre of the Oppressed, social change theater, and other arts-based pedagogies. These practical skills serve students from all fields, no matter what their professional goals.
In this online course, students practice using the language and methods of theater to challenge institutional oppression and advance community dialogue about power and privilege. These methods generate opportunities for collective problem-solving. The course culminates in an online student-generated theater performance and dialogue.
Co-instructors: Tikka Sears and Elba Moise
Please join us on Tuesday, November 24th from 6-7 pm if you are interested in learning more about how you can transform your summer by participating in WA-BLOC's Freedom Schools. We will be hosting a panel of four former SLE's (Servant Leader Educators) who have led their own Freedom Schools classrooms.
You will have the opportunity to hear about the radical and revolutionary experience that is Freedom Schools and all the ways young people who have participated have grown into amazing community leaders and educators.
To register for the event, visit https://bit.ly/WA-BLOCSLEPanel (this link is case sensitive). See you there!
The intersecting challenges of 2020 have underscored the importance of empathetic, collaborative leadership in protecting global health.
Suicide Prevention Training Encourages Upstream Approaches
NWCPHP’s new online resource, the Suicide Prevention Training Series, introduces learners to upstream prevention efforts from around the region, with an emphasis on community engagement and data-informed decision making.
Through videos and comics, learners follow the story of a small, rural public health department struggling with how to address a recent increase in suicides in their community. Pulling from work by public health leaders in Idaho and Washington, at the state and local levels, the series humanizes the struggles of losing a community member to suicide and provides context to the interrelated challenges of developing prevention efforts.
“We were inspired by some of our favorite graphic novels and comics, which are exciting tools for adult education as well as for communicating health information to diverse audiences. Using this storytelling format helped us convey grief and other emotions that accompany the death of a loved one and use characters who can grow and learn, like real public health leaders,” said NWCPHP instructional designer Kevin deVoss.
Special thanks to the Harborview Injury Prevention and Research Center and to UW faculty member Elaine Walsh for contributing resources and expertise to this project.
Marian Neuhouser will be offering a new seminar for graduate students in winter quarter. Please share as appropriate.
EPI 592 E / NUTR 590 Topics in Nutritional Epidemiology
1 or 2 credits
F 1030-1220 offered via remote learning
This seminar introduces students to nutritional epidemiology concepts and methods. Students will learn about the purpose and applications of nutrition surveillance domestically and globally; the broad range of dietary assessment methods and how to choose the appropriate method for a research study; using biomarkers in nutritional epidemiology; measurement error in dietary assessment and approaches for handling both measurement error and missing data; and social determinants of health and their relationship to nutritional epidemiology. Special topics will include nutritional epidemiology in low resource settings and expanding the field with respect to diversity, equity, and inclusion.
International Education Week is an opportunity to celebrate the benefits of international education and exchange worldwide. This week seeks to advance cultural understanding and to protect cultural heritage. This joint initiative of the U.S. Department of State and the U.S. Department of Education promotes programs that prepare Americans for a global environment and attract future leaders from abroad to study, learn, and exchange experiences.
Prince George’s Community College is proud to serve international students. We encourage you to participate in the exciting lineup of International Education Week events at the College. Check out the below events and discover something new about other cultures.
Doug's Japanese Kanji
WED, NOV 18
3 PM EST
THUR, NOV 19
4 PM EST
Kick Off the Holidays with Good Cheer for the Entire Family!
Discovering Your Authentic Health Career - 11/19, 3:00 - 4:00 pm ET
Feeling unsure about the direction you should take with your career? Maybe you have a vague idea that you want to work in the health field, or that you want to help people, but don’t know where to start. Join us for a webinar with Founder and CEO of Health Career Connection, Jeff Oxendine, MPH, MBA, author of You Don’t Have to Be a Doctor: Discover, Achieve and Enjoy Your Authentic Health Career. Through the webinar, you’ll get tips and tricks to discover the health career that is authentic to you, and learn how to get started on the path to achieving your career goals. You’ll walk away with ideas for self-reflection, research, and actionable steps to help you gain clarity around the questions you have about your future.
Learn more and register: https://www.aspph.org/event/aspph-presents-webinar-discovering-your-authentic-health-career/
Health Care in Underserved Communities?
This is a course organized by a multi-disciplinary effort of UW Health Sciences Students
(medicine, pharmacy, nursing, public health) in Seattle & across WWAMI!
This course is designed to give graduate/professional students in the health sciences an
introduction to the health-related issues faced by various underserved populations. The
course will focus on understanding the demographics of underserved communities, the
structural barriers to health care, and resources available in the Pacific Northwest (C/NC).
Course Faculty: Jocelyn James, MD
Promote knowledge and understanding of the diversity of medically underserved communities
• Increase awareness of issues and challenges facing medically underserved communities
• Develop understanding of what it means to care for underserved communities
• Provide service-learning opportunities, focusing on underserved communities
• Foster and encourage students’ desires to work with underserved communities in the future
Winter Quarter (Jan 5-Mar 9, 2021) - 1 Credit
Tuesday 6:30-8:00 PM PST, Zoom
The Program on Ethics is dedicated to research, teaching, and outreach on
ethical issues that arise across the disciplines. The Program is committed to
facilitating the multidisciplinary collaboration that is essential to finding
practical and insightful responses to today’s myriad moral problems.
Members of the Core Faculty are currently working on a variety of issues,
including neuroethics, justice in immigration, ethics in public health, human
rights, climate justice, geoengineering, and disability rights.
The Graduate Certificate in Ethics aims to facilitate graduate research in
ethics as it arises across the disciplines. The program is designed to provide
students with the knowledge and skills necessary for integrating ethics and
ethics scholarship into their chosen field.
Certificate students must select an advisor from the Program on Ethics
core faculty and complete at least 15 credits of Certificate coursework,
including:urse (5 credits) – either VALUES 511: Ethics Matters or
VALUES 512: Justice Matters
Additional values-laden courses (at least 8 credits) specific to
student’s course of study
For additional details on requirements and how to apply, visit:
For questions about requirements, administrative procedures, submitting your application, or requesting the final certificate, contact Graduate Adviser, Britta Anson (email@example.com).
To discuss the content of the certificate’s core courses, and how your own studies might benefit from the study of ethics, contact the Director of the Program on Ethics, Stephen Gardiner (firstname.lastname@example.org).
We need your help! Everyone’s lives have changed and have been challenged over the past several months, and we want to understand how you and your community are being affected.
As part of the Nutritional Sciences Program, we are conducting a first-of-its-kind research study to explore the effects of various factors on eating attitudes and behaviors among UW undergraduate students during the COVID-19 pandemic.
The study involves completing an online, anonymous survey that will take about 15 minutes of your time, which we know is valuable. Since we are not collecting any personally identifying information, the only incentive we can offer you is the knowledge that you are actively contributing to our understanding of how students at UW have been impacted by COVID-19.
Visit the survey landing page for more information on purpose, eligibility, and informed consent. Please do not hesitate to reach out to us at the email addresses listed below if you have any questions.
Dr. Cristen Harris
Associate Teaching Professor, Nutritional Sciences Program, School of Public Health
Bioethics: Secular & Jewish Perspectives
JEW ST 339// NEAR E 328// BH 339
The Immigrant Experience: German-Jewish Thought
German 295// JEW ST 295 // CHID 270 BR
Introduction to Western Religions
Anti-Semitism, Racism & The Lines of Solidarity
JEW ST 462 // CHID 480G
Many of us are struggling with anxiety over the elections, concerns about civil unrest, structural racism, and darker days all in concert with the isolation and worries over COVID-19. The UW Network of Underrepresented Residents and Fellows has invited 3 providers to talk about how the current political and socially distanced climate is affecting the mental health of our already vulnerable communities and how it is impacting our providers.
All are welcome to join us for this discussion and Q&A.
Date/Time: Tuesday, November 10 6:30-8:00 PM PST
Dr. Snowden is Chief of Psychiatry at Harborview Medical Center and supervisor for psychiatry residents and geriatric psychiatry fellows. His clinical work focuses on geriatric psychiatry patients seen in nursing home settings and in geriatric medicine primary care settings. The focus of his research is on the delivery of evidence-based mental health services to community dwelling older adults.
Dr. Walker is a psychiatrist and psychoanalyst practicing in Seattle. She is a member of the Seattle Psychoanalytic Society and institute faculty and Courtesy Clinical Associate Professor of Psychiatry and Behavioral Sciences at the UWSOM.
Roberto Montenegro, M.D., Ph.D., is a child and adolescent psychiatrist at Seattle Children's Hospital and UW Medicine and the director of mental health services at Echo Glen Children's Center. He specializes in cross cultural psychiatry and mental health for the deaf and hard of hearing as well as incarcerated youth. Dr. Montene-gro completed his Ph.D. in Sociology at UCLA, focusing on Race, Racism, Medical Soci-ology and Doctor-Patient communication.
Sponsored by the Office of Healthcare Equity (OHCE) and Graduate Medical Education (GME)
The TL1 program is a one-year research training program for pre-doctoral students and has scholars from all over the health sciences, the College of Engineering, the School of Environmental and Forest Science. This program provides funding, mentorship, and training necessary to develop the next generation of researchers. Awardees will receive a stipend, research funds and tuition support while in the program. The program encourages all types of research, including patient-oriented research, translational research, small- and large-scale clinical investigation and trials, epidemiologic and natural history studies, health services research, and health behavior research. Would you be willing to share this information with your networks?
Our application cycle for the upcoming 2021-2022 cohort is opening in the next couple of weeks. We’ll be having a few information sessions for anyone interested in attending and learning more about the program.
Thursday, November 5th between 12-12:45PM via Zoom.
Tuesday, November 10 between 12-12:45PM via Zoom.
Thursday, November 12th between 12-12:45 via Zoom.
To read more information about ITHS and the TL1 program please visit HERE
Seven Directions, A Center for Indigenous Public Health, is pleased to announce that our Indigenous Public Health Forum, Our Nations, Our Journeys, will take place virtually on November 9, 10, 12, and 13. You can view the full schedule here. This forum is designed for tribal and urban Indian public health leaders, public health workers, professionals, and students working with or in tribal communities.
This year’s theme, “Fight for Our Future: Finding Strength in Indigenous Public Health,” is a call to come together and work towards solutions for the public health crises impacting our communities. Our theme holds even more true now than it did when we first announced ONOJ earlier this year. We want this forum to be a space where we continue to navigate challenges that became even more apparent during COVID-19.
Our four streams will focus on solutions to these challenges and build our collective knowledge of what works in our communities. The four thematic streams are:
● Indigenous Pathways to Health
● Data as Knowledge
● Governance for Health
● Performance and Innovation
We hope you will join us. For more information, visit indigenousphi.org/onoj. You can register here using this link. Tickets are offered on a sliding scale ($0-$60). For any questions, please email Danielle Lucero at email@example.com.
We are excited to hold our next global health conference Addressing Critical Gaps in Global Health and Development, March 12-14, 2021. Satellite sessions will occur around the world between March 1-11. In the interest of public safety, we decided to hold a virtual meeting due to the Covid-19 pandemic. You can learn more on our website: www.cugh2021.org.
The platform we selected to feature the presentations is dynamic and will enable individuals to connect to conference registrants, speakers, and exhibitors in real-time or asynchronously. Due to the fact that people will not have to incur the expense to travel, we hope this will encourage many more individuals from academia, NGOS, INGOS, the private sector, think-tanks, and governments to submit abstracts (we will have a dynamic poster platform that will include a number of features including videos), and panels consistent with the conference’s theme, Addressing Critical Gaps in Global Health and Development.
CUGH Campus Representative
MPH in Epidemiology Candidate at Tulane University SPHTM
Phone: 410-302-1707 | Email: firstname.lastname@example.org
CUGH Virtual Conference 2021:
March 12-14, 2021
Satellite Sessions March 1-11
UW Seattle’s Counseling Center is offering free workshops for UW Seattle staff and student parents/guardians/caregivers.
These sessions will be facilitated by Amy Collins, Counseling Center Psychologist and Mom to a home/grandparent-schooled preschooler and a remote learning kindergartener.
You are invited to attend one or all of the sessions which are scheduled for Thursday afternoons from 3:00 – 4:00 pm.
11/12 - Strengths – Coping & balancing tips to share? What do you love about yourself and your kids/family? What values are you modeling and teaching to your children and to others?
12/3 - Incorporating mindfulness into busy schedules and practicing it with your kids
Please see the attached flyer for more details and registration information.
If know of parents who would like to receive emails from parenting@uw, please encourage them to self-subscribe by using this link.
Facilitated by: Amy Collins, Counseling Center Psychologist and Mom to a
home/grandparent-schooled preschooler and a remote learning kindergartener
TO SIGN UP: E-mail me (Amy) at email@example.com and include whether you are a UW student or staff member and what dates you plan to attend. I will then reply with
the Zoom link.
Harvard’s ‘Healthy Buildings Program’, is investigating the associations between building characteristics and occupant behavior, and transmission of COVID-19 in homes. The public health/exposure science/built environment aspects are relevant to DEOHS, and participating in this survey gives us the opportunity to help in making important contributions to COVID-19 research and the subsequent evidence-based response, recovery, and long term resilience.
Below is a message from colleagues at the Harvard Healthy Buildings Team:
“We are launching a new study to analyze the spread of COVID-19 through the lens we know best: our buildings. Help us understand how building characteristics and behaviors at home can defend against COVID-19 transmission. Whether you’ve had or haven’t had coronavirus symptoms, please consider taking our 15-minute survey. If you haven’t been sick, you may be eligible to continue participating in our prospective follow-up study of new symptom occurrences in your home.”
Passing along this potential volunteer opportunity for students, here in the King County area. Volunteers will be asked to record mask use adherence across sites in King County. If you are interested, please fill out the google form linked below. Additional information follows below:
Researchers in the Department of Global Health (DGH) and Department of Environmental and Occupational Health Sciences (DEOHS) are recruiting student volunteers to collect data for an observational study of mask wearing compliance in King County, WA. This study is being done in collaboration with the Washington State Department of Health and Public Health-Seattle King County. Potential volunteers should be seniors in UW’s BA/BS Public Health-Global Health major or BS Environmental Health major, or a graduate student (MS, MPH, PhD) in the UW School of Public Health. Volunteers must be able to commit to attending a mandatory training session in late October/early November, and collecting data across sites in King County at least two days each month for approximately five months (this could be extended). Each day spent in the field would likely be between 3-5 hours, but could be longer or shorter based on your availability. Volunteers will need to drive to selected locations throughout King County using a University-owned UCAR, so a valid driver’s license, and successful completion of the UCar training, are required. Volunteers will be expected to comply with all COVID-19 health and safety protocols, as required by the University of Washington, Washington State Department of Health, Public Health-Seattle King County and the research team. This is a volunteer position, so students will not receive compensation for their time assisting with this project, but can register for either undergraduate or graduate independent research credits in their home department.
If interested in volunteering please fill out the linked google form and a member of the study team will be in touch in the upcoming weeks to communicate next steps.
If you have any questions in the meantime, please contact Dr. Marissa Baker: firstname.lastname@example.org
LAST CALL: Apply now to join the Husky Experience Student Advisory Council
Help advance the Husky Seed Fund, an award that brings to life innovative ideas by students that are inclusive, impactful, and inventive to the UW. Gain valuable experience advancing and managing a program that will impact thousands of students at UW.
What types of student-led efforts would improve the overall Husky Experience? What would inspire students to create such a project and apply for funding? You be the judge!
The Provost’s Office will provide the funding, basic structure and guidance for HESAC members to lead and advance the Husky Seed Fund. In work groups, members will: gain program management, leadership, and financial management skills; help fellow Huskies by shaping how dollars impact their ideas; and receive coaching from Provost’s Office staff on how to include this experience on a resume, talk about it in person and apply lessons learned and skills gained going forward.
Deadline: 5:00 p.m., November 3, 2020
This year the HESAC will be doing two things: selecting new projects and overseeing the projects selected in 2019 and 2020; Success as an A- Student: Treat Yourself Better than Your Succulent, Digital Humanities Day, How Huskies Heal and Indigenous Walking Tour. Members will participate in both areas.
To help you gauge the time commitment to HESAC, here is a schedule of activities:
- Bi-weekly whole group meetings - Tuesdays 3:30-5:30pm, via Zoom (until further notice)
- Autumn Quarter
- November 24
- December 8
- Winter Quarter
- January 12 & 26
- February 9 & 23
- March 30
- Spring Quarter
- April 6 *note shift*, & 20
- May 4 & 18
- June 1
- As needed – small group meetings between bi-weekly meetings
- We are not able to flex meeting times, so please double-check your schedule to ensure you can attend at these times if you are selected. If so, please place holds for these meetings on your calendar now.
Student Advisory Councilmember Terms of Service:
- Councilmembers will serve 1-year terms, with a possible 1-year reappointment.
- Council members will review and award seed funding to peers. They will not be eligible to apply for seed funding in the year in which they serve.
The School of Public Health with UW LiveWell will be preparing a mental health workshop for our SPH students. Date:
Wednesday, November 11 from 2:30pm - 3:30pm
More details in an email to students soon!
GRID - Global Renewables Infrastructure Development (https://sites.uw.edu/grid/) - is an RSO at UW that works on designing, optimizing, and installing solar electricity systems with a focus on equitable access to energy. We’ve installed just over 50 single home solar systems in Puerto Rico that were hard hit by Hurricane Maria, as well as rural indigenous populations in Guatemala that lack equitable access to the electric grid.
We are actively recruiting for new members!
Our club is open to anyone who’s interested, and no previous experience is required! We’re a mixture of undergraduate and graduate students from all across campus, from both STEM & humanities programs. We have a number of subgroups that work on different aspects of our projects:
- Technical Team: works on the design, installation, and any other technical aspects of the projects
- Social Impacts Team:works on social surveying and research of best practices for how to work co-collaboratively with the communities
- Business & Outreach Team:works on fundraising & marketing for the projects and recruiting new folks
Right now, we’ve got a number of projects that we’re working on, including:
- Designing a solar-powered school computer lab & community library in rural Ghana
- Developing & teaching intro coding lessons for solar technicians in Cameroon to help enable the use of solar energy for more complex uses Designing & building a remote data tracking system to track the health and performance of our installed systems
- Planning a project to provide solar energy systems to rural communities in Colombia, including potentially designing an entirely solar-powered boat
- … & more!
GRID Outreach Officer 2020
One of our main focuses is working with undergraduate Latinx pre-health students providing mentorship and advice on topics from developing study skills to understanding the medical school application process. We want to partner with other health professional students so undergraduate students can learn more about the multiple career paths to a life in healthcare.
About the LMSA:
The Latinx Medical Student Association (LMSA) is a national organization of students, alumni and health professionals whose mission is to unite and empower medical students through service, mentorship and education to advocate for the health of the Latino community. We aim to promote the development of students through educational, mentorship, volunteer, professional and networking opportunities to foster diversity and higher education, as well as to address Latino health issues through advocacy and community service.
Please contact Antonio Guadamuz, email@example.com for more information.
The WRPHTC provides stipends to support public health and other health profession students conducting public health projects with public and non-profit organizations around the region through support from the Health Resources and Services Administration (HRSA).
Stipends are subsistence allowances for students to help defray living expenses during the training experience, and are not provided as a condition of employment, or for tuition, fees, health insurance, or other costs associated with their training program.
STIPEND: $3,500 PER STUDENT.
A partial allotment of the funds ($2,000) will be provided at the start of the project and $1,500 at its completion when all reports are provided and a video presentation summarizing the project and its outcomes is uploaded onto the WRPHTC website. These funds may be taxable for US citizens and applicants will receive an IRS 1099 form from the University of Arizona.
NUMBER OF STIPENDS AVAILABLE: 30 STIPENDS
- Undergraduate juniors or seniors, graduate or doctoral students pursuing degrees in a health profession (e.g., public health, psychology, sociology and social work).
- Students must be enrolled at a university throughout the course of the student project (students that have already graduated from their program will not be considered).
- Students must be a U.S. citizen, a non-citizen U.S. national or from the Pacific Freely Associated States, or a foreign national having in his or her possession a visa permitting permanent residence in the U.S. Individuals on temporary or student visas are not eligible to receive these stipends.
- Student enrolled at schools in Arizona, California, Hawaii, Nevada, or the US-Affiliated Pacific Islands will be given preference.
- The project must entail 200+ hours of field work.
- The project must be completed within one year of the anticipated start date.
- The project work must be based in HRSA Region 9, which includes Arizona, California, Nevada, Hawaii, or the U.S.-Affiliated Pacific Islands.
- The project must be conducted at public or nonprofit health agencies or other public health organizations, including hospitals, community-based, health care facilities, and non-traditional health care settings including non-profit organizations.
CRITERIA FOR SELECTION:
- The project should provide structured opportunities and/or experiences to allow the student to apply acquired knowledge and skills in a public health practice setting.
- Student projects are expected to contribute to the mastery of public health competencies (such as analysis and assessment, program planning and policy development) through field experience, with a focus on balancing the educational and practice needs of the student with the needs of the community.
- Projects that address one of the following topics will be given priority:
- Supporting rural public health,
- Addressing childhood obesity,
- Prevention, management, or treatment of opioid addiction, and/or
- Community-based approaches to improving mental health of individuals.
- Preference will be given to projects conducted at a public or nonprofit health agency or organization, particularly one serving underserved areas and/or populations.
- The WRPHTC attempts to distribute stipends evenly across our region, so there are limited awards available in each state.
Students will be required to submit a survey at the beginning and end of the project, as well as a survey one year after project completion. These surveys are used to collect information required by our funders at HRSA.
Field experiences need to culminate with a deliverable of a poster presentation or scientific report that must include the following sections: abstract, introduction, methodology, findings, conclusions and discussion.
Additionally, the WRPHTC will require students to record a 5-minute video that summarizes the project and its outcomes, which will be available to the public on the WRPHTC website.
These deliverables need to be shared with the WRPHTC and HRSA.
In the event that a recipient of this award terminates his or her participation from the program prior to the specified end date, the stipend must be prorated according to the amount of time spent in training, and the award recipient must contact HRSA to discuss options for the remaining stipend funds.
If you are a student or agency interested in learning more about student projects opportunities, please click the corresponding links below.
See more info here: https://wrphtc.arizona.edu/student-project-stipends
National First-Generation College Celebration
The University of Washington proudly supports the experiences of first-generation students. For the third-straight year, the UW Bothell, Seattle and Tacoma campuses are joining colleges and universities throughout the nation to participate in the National First-Generation College Celebration on November 8, 2019.
Led by the Council for Opportunity in Education (COE) and the NASPA Center for First-Generation Student Success, the day is intended to celebrate the success and presence of first-generation college students, faculty and staff on campuses across the country.
Learn more here to participate: https://www.washington.edu/diversity/national-first-gen-day/
Facilitated by Tess Matsukawa PH-GH Advisor and Students of Color of Public Health
Wednesday, Oct.28 at 6pm
Zoom ID; 939 7999 6205
Patching the Leaks:
Revitalizing and Reimagining the STEM Pipeline
Panelists: Christina Termini PhD, Antentor Hinton PhD, Flora Rutaganira PhD, Brittany Taylor PhD, Caroline Palavicino-Maggio PhD, Elsie Spencer EdD
Panel: Tuesday Oct 27th 11:30-1:00pm Q&A after
Registration Link: here
Summary: During this discussion panel, we will identify problematic areas throughout the Science, Technology, Engineering, and Mathematics (STEM) pipeline that perpetuate racial disparities in academia. The scientists on the panel define the academic "pipeline" as a metaphor used to depict the journey taken to achieve the desired career in Science, Technology, Engineering, and Mathematics (STEM) fields. While we acknowledge that multiple pipelines of different shapes, forms, and sizes exist in higher education, we cannot ignore the "leaks" that prevent scientists from achieving their career aspirations. Therefore, during this discussion panel, we will address distinct ways to curtail these disparities, including better access to early exposure and access to resources, supportive mentoring networks, and comprehensive training programs specifically for racially minoritized students and trainees at each career stage. Notably, we believe that this panel's information will lead to actions that will mend the patched leaks and revitalize the STEM pipeline.
Hinton, Jr. *, A.O., Termini, C.M. *, Spencer, E.C.*, Pack, A.D., Chery, D., Brady, L.J., Garza-Lopez, E., Roby R.S., Vue, Z., Shuler, H.D., Taylor, B.L., McReynolds, M.R., and Palavacino-Maggio, C.B. (2020). Patching the Leaks: Reimagining the STEM pipeline. Invited Commentary. *Equal contribution; co-first authors. Cell. (In press)
Viewpoints: Navigating Tough Conversations in STEM
Facilitator: Victoria Gardner, Ed.D
Tuesday Oct 27th 2:00-3:30pm Q&A after
Registration Link: here
Summary: Good communication is vital to building successful teams, workplace culture and innovative thought. How do we engage with each other despite different perspectives and ideologies? How do we mitigate and resolve conflict? Join us as we consider how to facilitate meaningful dialogues where a diversity of ideas are welcomed.
Ours is Not a Caravan of Despair:
Trauma-Informed Pedagogy in Turbulent Times
Facilitator: Mays Imad, Ph.D
Wednesday Oct 28th 12:00PM - 1:30 PM PST Q & A to follow
Registration Link: here
Summary: In the midst of all the upheaval currently occupying the front pages–from forest fires to protests, from political divisivity to hurricanes–How do we teach to the lonely, the anxious, and the disenchanted? How do we teach when we are overwhelmed and exhausted and anxious? In this workshop, we will consider the neuroscience of traumatic stress and its impact on student learning. What lessons can we learn from neuroscience to help us better negotiate the pain and anxiety in ourselves and our students? How can we leverage the healing power of the community to help us move forward and help ourselves and our students continue to learn and thrive? Finally, we will consider the challenges we face in higher education today and the opportunities to forge a post-pandemic vision of higher education that is rooted in love, beauty, and justice.
- For UW graduate and undergraduate students, faculty, and staff
- Students must have UW academic or administrative department or registered student organization sponsor
- Projects impacting sustainability
- Up to $1,000
UW’s Campus Sustainability Fund offers mini-grants, projects $1,000 and under that students can apply for on a rolling bases throughout the year.
Types of Projects — Must Meet Funding Criteria
Events (Speaker Costs, Rental Fees, Equipment, etc)
Performances (Music, Art, and Cultural Performances)
Materials (For projects, promotional items for events, etc)
Pilot / Feasibility Studies (Small amount of capital funding to explore feasibility of larger project)
Diversity in Sustainability (Initiatives that help to connect underrepresented groups to Sustainability)
Current UW students and RSO’s. Faculty & staff may apply in conjunction with a student team. Individuals from diverse backgrounds and with creative approaches are encouraged to apply.
The CSF cannot fund food (unless for a recognition event) or gifts.
For more information about these opportunities, including how to apply, click here