University of Washington School of Public Health

Student Announcements

Postings from Student Services newsletter on opportunities for students.

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Looking for fellowships, internships, funding, ra/ta or volunteer opportunities?

Check the opportunities listings (NET ID protected)

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Student of Color Support and Empowerment Group

This is a support group for students of color who are often navigating a complex and difficult college environment. The focus of this group is on creating a space for students of color to connect over experiences of discrimination/oppression/racism, support one another, and gain wisdom and energy from each other. Topics covered in the group will vary based on the members' preferences, but some examples include but are not limited to: microaggressions, pressure to prove yourself, feeling like you don't fit in, discrimination, first-generation college student, family issues, and academic issues/concerns, romantic relationships, sexism, racism, imposter syndrome, stereotype threat, self-awareness, self-esteem, emotional health issues and other stressors related to being a person of color in this university environment.

If interested, please contact Dr. Andrea Salazar-Nuñez at or (206) 543-1240 for more information. Group meets Wednesdays from 3-4pm at the UW Counseling Center, 401 Schmitz Hall

more info...

SOCIAL JUSTICE & PUBLIC HEALTH: STUDENT POSTERS -- APHA 2018 (Tues, Nov 13, 12:30 - 1:30pm):

For the APHA 2018 Annual Meeting & Expo (San Diego, CA, Nov 10-14, 2018), the Spirit of 1848 Social Justice & Public Health Student Poster Session is having an *OPEN CALL FOR ABSTRACTS* for posters that highlight the intersection between social justice and public health from a historical, theoretical, epidemiological, ethnographic, and/or methodological perspective (whether quantitative or qualitative).

-- Note: Abstracts are due on February 19, 2018; all relevant instructions can be found at the APHA abstract submission website; see:

We welcome submissions by students (undergraduate and graduate) that are focused on work linking issues of social justice and public health. This can include, but is not limited to, work concerned with the Spirit of 1848’s theme for the conference: “Collective struggles for health equity: activists, allies & adversaries – past, present, and future.” Our sessions at the conference will both: (1) call out and name the adversaries to health equity, including the many institutions and social groups who benefit from social inequality, while also: (2) calling attention to the activists and allies engaged in the collective struggle for social justice, which promote health equity. Our sessions will emphasize the need for: (a) structural analyses of the societal determination of health that are historically grounded, and (b) critical reflection on the concrete steps that activists and allies are taking to challenge exploitation and oppression, and to enhance possibilities for ensuring an equitable and sustainable future. Furthermore, our sessions will emphasize principles of solidarity across struggles and call out the strengths of communities fighting for health equity.

We are interested in submissions not only from students in schools of public health and other health professions (e.g., nursing, medicine) but also from students in schools & programs focused on law, political science, public policy, government, economics, sociology, urban planning, etc. The work presented can be global, country-specific, or local.

Moreover, given that the call is open to students who may not have any experience submitting abstracts for a public health conference (e.g., undergraduates, and also students in disciplines outside of public health), we would like to point interested students to examples of abstracts selected in prior years for the student poster session  (see, for example, 2017 and 2016). Additionally, we plan to pair any undergraduates who have an abstract accepted with a student poster session committee member, to offer technical as well as conceptual guidance about preparing a poster!

-- We encourage students at ALL levels of training to submit abstracts, whether undergraduates, MPH or other master students, medical or nursing students, or doctoral students; submissions will be judged in accordance to expectations appropriate for each level of training. Postdoctoral fellows are NOT eligible to submit posters.  

-- Abstracts should focus on furthering understanding and action to address the ways that social inequality harms, and social equity improves, the public’s health. Examples of social inequality include inequitable social divisions within societies based on social class, race/ethnicity, nativity, Indigenous and immigrant status, gender, and sexuality, as well as inequitable relations between nations and geographical regions. 

--This session will take place at the APHA 2018 Annual Meeting & Expo (San Diego, CA, Nov 10-14, 2018) on Tuesday, November 13, 2018 in the 12:30 pm to 1:30 pm APHA time slot.

-- Please note that if your abstract is accepted we expect you to present your poster at the APHA conference. We understand that emergencies may occur; however, if you are not able to attend we ask that you find someone to present or stand with your poster so that we can maintain a full program. We are requesting this commitment out of fairness to other students submitting abstracts, because any slot that turns into a “no show” could have been a slot in which another student could have presented. We will accept 10 abstracts (the maximum permitted) and create a waitlist of 5 abstracts, in case there are any cancellations among the 10 accepted abstracts. Persons on the waitlist will be notified that they will be contacted if one of the students for the 10 accepted abstract posters needs to withdraw. Because the withdrawal notification may be as late as August/September, we will ask persons selected for the waitlist if these terms are ok, and, if not, we will remove them from the waitlist and replace them with the next highest ranked person.

For any questions about this session, please contact Spirit of 1848 Student Poster Coordinating Committee members Jerzy Eisenberg-Guyot (,  Nylca Muñoz (, Jennifer Tsai (, Lauren Stein (, David Stupplebeen (,Jelena Todic (, Monique Hosein  (



NOTE: it is important that our Spirit of 1848 sessions be approved for CE credits, so that public health & clinical professionals can get CE credits in sessions focused on the links between social justice & public health! – so please be sure to read these instructions carefully!!!


  • Abstracts should be no more than 250 words
  • All presenters must be Individual members of APHA in order to present.
  • All presenters must register for the meeting.
  • Abstracts cannot be presented or published in any journal prior to the APHA Annual Meeting.


APHA values the ability to provide continuing education credit to physicians, nurses, health educators, and those certified in public health at its annual meeting. Please complete all required information when submitting an abstract so members can claim credit for attending your session. These credits are necessary for members to keep their licenses and credentials.

For a session to be eligible for Continuing Education Credit, each presenter, panelist, discussant, and/or faculty must provide:

1) an abstract free of trade and/or commercial product names (and this includes the names of any books you have published!);

2) at least one MEASURABLE SINGLE outcome (“to understand” or “to learn” are not measurable outcomes and compound outcomes are not acceptable). Use ONLY the following Measurable Action Verbs:

Explain, Demonstrate, Analyze, Formulate, Discuss, Compare, Differentiate, Describe, Name, Assess, Evaluate, Identify, Design, Define or List.

3) A signed Conflict of Interest Disclosure Form with a relevant qualification statement

-- Examples of Acceptable Biographical Qualification Statement:

“I have been the principal or co-principal of multiple federally funded grants focusing on the epidemiology of drug abuse, HIV prevention and co-occurring mental and drug use disorders. Among my scientific interests has been the development of strategies for preventing HIV and STDs in out-of-treatment drug users.”

“I am qualified because I have conducted research in the area of maternal and child health for the past 20 years and have given multiple presentations on this subject.”

Please note that I am the Principle Investigator of this study is NOT an acceptable qualification statement. Nor it is acceptable to state: “I am qualified because I am a professor at XYZ University.”

4) All continuing education learning content must be of sound science or professional practice and serve to maintain, develop, or increase the knowledge, skills and professional competence of the health professional. Learning content should be evidence-based if available. A list of over 30 areas will be provided online for you to choose from. You will be asked to choose at least one or up to 6 areas that your presentation will address.

Thank you for your assistance in making your session credit worthy. Contact Mighty Fine at if you have any questions concerning continuing education. For program questions, contact the program planner listed below.

more info...

Hello current MPH students,

Master of Public Health (MPH) graduates work in a variety of clinical and non-clinical teams with individuals outside the professional disciplines of public health. Recognizing the importance of interprofessional practice, the Council on Education for of Public Health incorporated the ability to perform in an interprofessional team as an MPH competency.  We are seeking to understand if and how current MPH coursework or experiences are helping University of Washington MPH students build the skills and knowledge necessary to perform effectively on an interprofessional team, and how an Interprofessional Active Learning Series (iPALs) session can complement coursework and experience in developing this competency.

We are recruiting a purposive sample of in-residence MPH students to participate in focus groups about interprofessional education. We will host two focus group sessions in the Health Sciences Building:

12:00-1:20pm on Tuesday, January 23, 2018
12:00-1:20pm on Friday, January 26, 2017

A light lunch will be provided.

If you are interested and available to participate, please fill out this short questionnaire by 5pm on 1/17. If you are selected to participate, de-identified information that you provide in this questionnaire may be included as part of our reported results.

We will select a purposive sample of participants on a rolling basis, and close the survey when the focus groups have reached capacity. We will confirm eligibility and assign focus group sessions to all eligible respondents by January 18th.

Questions? Please contact


more info...

LGBTQ Communities, Public Health, and Migration in Mexico

Application Deadline: JANUARY 31
Program Dates: July 19- August 17, 2018
Total Program Fees: $4300
Location: Mexico City, Mexico

Program website:

Our time in Mexico City and surrounding areas will introduce students to local LGBTQ activists, organizations, and change-makers. We will learn from our community partners about how a country’s history shapes its LGBTQ communities. Questions we will engage include: What can we learn from the challenges and successes of LGBTQ communities in Mexico’s capital as they work to mobilize and create change throughout the country? How does the contemporary landscape of migration affect identity issues in Mexico? How do LGBTQ rights intersect with other areas of human rights in the country such as environmental justice, women’s rights, access to education, etc.?

Curious about what it means to participate in one of the only LGBTQ focused study abroad programs at UW? Check out the Queer Study Abroad Resource (QSAR), created by alumni of this program:

Questions? Contact Sasha Duttchoudhury at or Dr. Taranath at

Students can get GWSS credit for this course, contact Laura Marquez at for details!

more info...

MPH students in the School of Public Health are invited to sign up to attend an inter-professional education event on opioid use disorder.  The event is scheduled for Friday, February 23, from 8:00 to 9:50 a.m., in South Campus Center Room 221.  This event will include students from other health services disciplines and is designed to help students understand the various perspectives on opioid use, pain control, and the origins of the current opioid use epidemic. Refreshments will be provided.

Space is limited.  Any interested MPH student should sign up for the remaining seats at the program as soon as possible.  Click here to sign up.

If you have questions, please contact either Jeff Sconyers, Chair, SPH Inter-Professional Education Committee,, or Nicole Woodard, Center for Health Sciences Inter-Professional Education,

more info...

Winter Course 2018: HSERV 558 - Tobacco & Public Health

SLN: 15471; 2-3 credits

Lecture meets: Thursdays, 1-2:50pm

Location: HSI I-132

Instructor: Sarah Ross-Viles


Looking for an elective course to take this winter? The UW Tobacco Studies Program is offering HSERV 558 during Winter 2018. This is a 2-3 credit, in-person course. For more details and a sample syllabus, see the description below, or visit our website.

  • Explore how business beats health in the story of the leading cause of preventable death
  • Learn from national and local experts and professionals

*Students who intend to complete or have completed HSERV 558 or HSERV 556 are eligible for a TSP Career Development Award (Maximum of $1000) to fund research, dissemination and other learning opportunities related to tobacco. 

more info...

Please see below and attached for information regarding a three-credit nursing seminar course offered winter 2018.

NURS 505 Selected Topics in BNHS
Pathways to Board Service: Introductory Health Sector Focused Seminar
Winter 2018, 3 Credits
Wednesday, 2:30-5:20; Health Sciences T521
Instructor: Marla E. Salmon, ScD, RN, FAAN (
Professor, Psychosocial and Community Health
Professor, Global Health

Contact Andrea Gierlich for an add code (

more info...

Space available in B E 552 Theories of Knowledge and the Built Environment

SLN 10940
Professor Bob Mugerauer
Thursdays 10:00-12:30
Gould 442

To request an entry code contact

Informal Description:

The course will accomplish two things: it will give you substantial content concerning the major alternative theories of knowledge—since knowing this is expected of successful doctoral and masters candidates, and it will enable you to articulate the grounds for your own dissertation research—that is, to legitimize the foundation for your particular research methodology. We will proceed by doing two sorts of work: together analyzing a common, core body of knowledge—what a sophisticated Ph.D./Masters student needs to know, and then by having students in each specialized area develop the central issues in terms of the approaches most appropriate to their particular projects.

Formal Description:
A systematic examination of the Alternative Epistemological Frameworks applicable to studying the built environment. The course is not a survey, but an analysis and explication of a) the differences among the theories of knowledge which account for their separation and often antagonism and b) an exploration of the similarities and relationships such that they might be understood as complementary or merged into a more comprehensive, pluralistic approach. Coverage will include 1) the historical context of the current problematics, as well as the multifaceted character of the built environment, 2) the major epistemological issues and fundamental concepts that lie behind specific methodologies and research design approaches (the latter two areas themselves are dealt with in a separate sequence of courses), 3) the dominant and newly emerging epistemological paradigms, 4) differences in verbal, visual, and numerical thinking. Coverage will provide the background for the diverse!
range of theories used by built environment researchers: positive rationalistic theories, theories of expertise and practical judgment, narrative cognition, hermeneutics and sense of place theories, complex systems and self-organization, post-structuralism and post-post-structuralism.

Format: Classical Seminar format with readings, presentations, and discussion.

Neile Graham, Program Operations Specialist ...

PhD in the Built Environment
Historic Preservation Certificate Program
Urban Design Certificate Program

more info...

Winter Course 2018: UCONJ 624 - Health Equity and Community Organizing Course

SLN: 21649; 1 credit

Lecture meets: Thursdays, 5:30-7:20pm

Location: T-473

Add Code/Questions: Contact Leonora Clarke (


To all students interested in health equity and social justice:

 Do you see things in the communities you work with and/or are a part of that you wish were different?

  • Do you want to help change the systems that produce health disparities?
  • Are you ready to take action?

 Join experienced Sound Alliance community organizers and students from across the Health Sciences this fall in UCONJ 624. We will develop your skills in advocacy and community organizing for health equity. Participate in different campaigns that work upstream to address the social determinants of health.

  • Learn the fundamentals of advocacy, organizing, and their ability to impact health.
  • Apply skills, gain confidence, & collaborate around a community-driven goal.
  • Work with local leaders to engage in community driven listening campaigns.
  • Address the social & structural injustices that contribute to & perpetuate health disparities.

Winter 2018 HSERV 590C Announcement

Posted: December 12, 2017

more info...

Selected Topics: Organization Theory and Applications in the Study of Health Services

Course Number: HSERV 590C
SLN: 15477
Meeting Time: Thursdays 3:30-6:20 PM
Location: Health Sciences Center, Room E-214

Instructor: Suzanne J. Wood, PhD, MS, FACHE
Assistant Professor, Department of Health Services

Course Description
The primary objective of this doctoral seminar is to examine seminal theoretical perspectives and issues studied under the organization theory (OT) archetype. The purpose is to provide health services researchers with a rigorous set of analytical tools essential to conducting evidence-based management inquiry that informs both knowledge and practice concurrently. Students are to survey important historical contributions and more recent frameworks for their theoretical and empirical contributions to management practice. Particularly important is competency development in the areas of management innovation, organizational learning and collaboration, as well as contextual problem solving techniques. Consequently, special attention will be given to the interface between theoretical approaches and the taking of informed, calculated risks in problem solving.

Best Regards,

Taraneh Guidry
Program Coordinator
School of Public Health
Department of Health Services
University of Washington

more info...

We still have some spaces available in the new winter 2018 course within the MAAIS program.

JSIS 578 C - Special Topics: Cross-Cultural Religious Literacy
Mondays, 9:30a-12:20p
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 underexamined 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.

Andrea Sadlier
Graduate Program Advisor, Master of Arts in Applied International Studies
Jackson School of International Studies
University of Washington
In Office: Monday, Tuesday & Thursday

more info...

Winter Course 2018: BIOST 544 - Introduction to Biomedical Data Science

SLN: 11680; 4 credits

Lecture meets: Tuesdays & Fridays, 10:00-11:50am

Location: Health Sciences T531

Instructor: Noah Simon (

Prerequisites: Either BIOST 511 or equivalent; either BIOST 509 or equivalent; or permission of instructor


This is not your grandma’s intro statistics course (though I hear hers is great, too!)

This is a course to introduce you to “full stack” data science; working through the entire data science pipeline including data access/aggregation, wrangling, analysis, visualization, and presentation.

This course aims to 1) Discuss the major ideas for each step of this pipeline; and 2) Work through the powerful modern tools available for implementing these steps. This material will be covered through case studies, and evaluated via a flexible comprehensive final project.

If you and I are successful, at the end of this course you will be able to 1) Effectively formulate questions; and 2) Find and interrogate data to answer those questions.

Topics will include: Data wrangling in R, automating analyses, characterizing/visualizing trends, evaluating uncertainty (using data resampling techniques), and automated report generation.

Topics will NOT include: t-statistics, z-statistics, f-statistics, or other pre-1940’s statistics that start with letters (ok, they might be mentioned in passing).

There is a significant project component to the course. Students are encouraged to do projects related to RA/Dissertation work (though there is absolutely no requirement to do such)

more info...

Winter Course 2018: UCONJ 570 -Clinical Management of Trans* Patients 

SLN: 20175; 3 credits

Lecture meets: Fridays, 11:30am-2:20pm

Location: SWS 032

Instructor: Clara Berridge, MSW, PhD


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 disabled people, 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.

Course goals:

  • To gain exposure to several areas of social work practice where applied knowledge about disability, ableism, and access barriers is needed
  • To examine contemporary issues and contradictions facing disabled people and service providers
  • To understand disability status in relation to other social movements for social justice
  • To consider divergent experiences of disability and intersections of racial inequities and disability
  • To build awareness of our own assumptions, beliefs, values, and behaviors with regard to disability and anti-ableism


more info...

Winter Course 2018: FAMED 556 - Spanish for the Health Professional

SLN: 14815; 1 credits

Lecture meets: Tuesdays, 5:30-6:50pm

Location: T550 HSB

Instructor: Dr. Hilda Mena


Spanish fluency at intermediate level; current graduate health science student; permission of course coordinator.


Instruction in interviewing/history taking Spanish-speaking patient.

more info...

Winter Course 2018: UCONJ 570 -Clinical Management of Trans* Patients 

SLN: 12790; 1 credits

Lecture meets: Tuesdays, 5:30-6:50pm

Location: T747 HST

Instructor: Norma Alicia Pino, MA


This course will provide an overview of the clinical management of Trans patients, detailed information about the steps necessary for providers to help their patients transition (both surgically and non-surgically), potential health challenges that patients may face in their lives and will give providers information necessary to build transgender cultural competency.  UWSOM students or other Health Sciences Graduate Studies Only.  No Add Code required.

more info...

Winter Course 2018: UCONJ 530 - INDIAN HEALTH ISSUES: Past, Present and Future

SLN: 21641; 2 credits

Lecture meets: Thursdays, 6-7:20pm

Location: E308 HSB

Instructor: Norma Alicia Pino, MA


  • Medical student or graduate standing in Social Work or the Health Sciences
  • Ability to complete 4 hours of community service (Options will be organized through the course manager)


Students will have an opportunity to learn about the most pressing health issues facing American Indian and Alaska Natives and explore strategies to remedy problems in public health and health care delivery systems for these communities.

While this course targets medical students, the presence of graduate and professional students in the health and allied disciplines enriches the learning environment.  It appeals to those with interests in public and global health, and health in underserved populations.

more info...

The Department of Population Health Sciences at Duke University has been awarded a K12 grant for NHLBI Research Career Development Program in T4 Implementation Research, titled Dissemination and Implementation Science in Cardiovascular Outcomes. We anticipate our first cohort of scholars will join us in July 2018.

The Department of Population Health Sciences is seeking qualified implementation and dissemination scholars looking to train in T4 translational research in heart, lung, blood, and sleep (HLBS) disorders. Beyond examining effective interventions relevant to the National Heart, Lung and Blood Institute (NHLBI), researchers can attend workshops/tutorials in scientific writing, in designing and writing research protocols, and in application writing for research support. The grant provides 75% of the scholars’ salary for three years and will be used as a recruitment tool for faculty positions within the Department of Population Health Sciences.  

The search is open to researchers, physician scientists, and post-doctoral fellows, and we encourage underrepresented minorities to apply. The Department is currently accepting letters of intent at the application link below. Qualified LOIs will be invited to formally apply beginning January 1, 2018. 

Please submit a letter of intent via the link below. Instructions for using the submission system can be found on our website. The letter of intent should be a brief outline (no more than a half page or 150 words) of their experience with topics related to the National Heart, Lung, Blood and Blood Institute and how the proposed project would be relevant to these topics. 


Research must be directly relevant to heart, lung, blood and sleep disorders (HBLS). Please ensure proposals fit this criteria PRIOR to applying.

Scholars to be supported by the institutional career development program must be at the career level for which the planned program is intended. Scholars are expected to devote a minimum of 9 person-months (75% of full-time professional effort) during the appointment on the K12 award.

Scholars must be citizens or noncitizen nationals of the United States or have been lawfully admitted for permanent residence at the time of appointment.

Scholars may not be or have been a PD/PI on an R01, R29, U01/U10, subproject of a Program Project (P01), Center (P50, P60, U54) grant, or individual mentored or non-mentored career development award (e.g., K01, K08, K22, K23, K25, K99/R00).

Click here to apply.



more info...

The Global Business Center, along with the Jackson School’s Center for Global Studies and UW’s Department of Global Health, would like to announce the 2018 edition of the Global Health Business Case Competition (GHBCC). As in years past, the competition will involve solving a critical global health challenge. Graduate and undergraduate students of all disciplines, from UW Seattle, Bothell, and Tacoma, are invited to participate. Teams must be interdisciplinary with at least two majors represented per team.

Registration is now OPEN! Teams, or individuals seeking a team, can register here:

The competition will begin with a kick-off event on Thursday, January 25th, followed by 24-hours of case analysis. Students will present their solutions to a panel of judges on Saturday, January 27th. Winning teams from each track (graduate and undergraduate) will receive $500; second place teams will receive $200.

more info...

Winter 2018 Course Offering: Soc W 516 - The Research Base for Prevention Science: Children and Adolescents

SLN: 20150; 3 credits

Lecture meets: Thursdays, 6-8:50pm

Location: SWS 038

Instructor: Richard Catalano


The U.S. Children’s Bureau campaign to reduce infant mortality from 1912-1930 used epidemiological data to identify needs and home visiting to strengthen families, and is arguably unparalleled in scope and popular support of any prevention effort in social work. Despite historical linkages between the early roots of Social Work and prevention, in recent years, social workers predominantly have been involved in intervention with individuals and families after problems have been identified. This course investigates the potential for preventing major social problems with high costs to society using as illustrative cases recent developments in the prevention of child abuse and neglect, alcohol misuse, delinquency, mental health, and other problems. Preventive intervention, especially when focused on vulnerable and underserved populations, is an important tool to create equity in health and social development for children and adolescents. 

This course presents the research base for prevention science for children and adolescents including an overview of theory, research, and practice in prevention science.  A developmental perspective is used to focus on factors that promote or inhibit healthy development at different stages from before birth through adolescence.  Topics include the promotion of healthy development in childhood and adolescence and the prevention of problems that impede healthy development including child abuse and neglect, substance abuse, unwanted pregnancy, violence, delinquent behavior, school misbehavior, dropout, and mental health disorders.

The National Research Council and Institute of Medicine’s Mental Health Intervention Spectrum (2009) is used as a framework to distinguish mental health promotion and universal, selective, and indicated prevention from treatment.  The course demonstrates how prevention science is built on the foundations of developmental epidemiology on biopsychosocial predictors of positive and problem behavior and the distribution of these predictors and behaviors across development and geography.  The course follows the preventive intervention research cycle to explore the role of clinical and field trials in identifying efficacious and effective preventive interventions.  Approaches, results, and issues in large scale, community preventive interventions are also explored.  Finally, opportunities and prospects for dissemination of effective preventive interventions and research on dissemination are investigated.

more info...

Winter 2018 Course Offering: Soc W 536: Building Community, Building Power with Jim Diers

SLN: 20164; 3 credits

Lecture meets: Thursdays, 6-8:50pm

Location: SWS B014

Instructor: Jim Diers


Community organizing has proven that it can be an effective vehicle for mutual support, neighborhood revitalization, and social change. Through direct-action organizing, low-income neighbors and communities of color are demanding justice from external forces. Meanwhile, practitioners of asset-based community development are strengthening their communities by mapping and mobilizing internal resources.


The course will explore these two models of community organizing and their variations. Through case studies found in readings, lectures, videos, slides, and their own experience and research, students will gain inspiration about the change that is possible when individuals come together as a community, build democratic organizations, mobilize their resources, and demand justice. The students will also acquire tools and learn skills that will better equip them to work as organizers and leaders for social change in their careers and in their daily lives.

more info...

Winter is coming, and that means it's time for the annual Holiday Tree Fundraiser! This year, we are doing things a bit differently. Instead of the sale being run solely by the UW Forest Club, we have invited all UW School of Environmental and Forest Sciences Clubs to participate and receive a portion of the proceeds from this fundraiser. 

Your $45 donation will get you a beautiful 5-7 ft Noble Fir Holiday tree from Hunter Farms, cut and sold by the SEFS Students. Our trees are handpicked and unique, and will come in all shapes and sizes. Some will be over 7 ft tall and some will be less than 5 ft tall. If you are looking for a specific type of tree we recommend coming early to make sure you have a variety of trees to choose from! If you would like a tree over 7 feet tall, please email your request to:

To pre-order your tree, simply visit our website to place an order online. All orders must be submitted by Thursday, 11/30!

The trees will be cut on Saturday 12/2, and available for pick-up at the UW Center for Urban Horticulture outside the Douglas Research Conservatory (3501 NE 41st Street) on Sunday 12/3 from 8 am to 3 pm

Please Note: Your $45 donation is non-refundable. This sale is organized and run entirely by student volunteers, all proceeds will go towards funding SEFS student club events.

We look forward to seeing you on Sunday 12/3!

SEFS Student Clubs

more info...


  • Mondays, 9:30a-12:20p
  • 5cr
  • 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 underexamined 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.

more info...

On behalf of the OMAD Multicultural Outreach & Recruitment Office, the 2017-2018 Student Ambassador Program is accepting new applications.

What is a Student Ambassador?

Working as part of the Multicultural Outreach & Recruitment team, Student Ambassadors are influential student leaders engaged in creative, empowerment-based activities to encourage high school and middle-school students to pursue higher education.

What type of work do Student Ambassadors do?

Building the educational aspirations of becoming a Future Husky is what Student Ambassadors do daily.  Student Ambassadors develop and assist with outreach programs on and off-campus within diverse communities, middle schools, and high schools. Student Ambassadors facilitate motivational workshops, conduct campus tours, share their diverse perspectives on student panels, and provide information regarding the UW admissions process, financial aid, and campus resources with incoming students and their families.

Interested in more information?

Here’s where you can learn more and apply: or go to:

*Deadline is December 6th, 2017*

more info...
  • WIN 2018 3 credits SLN 19023 M/W 9:30- 10:50 SOCC 303
  • Prerequisites: Minimum prerequisites or consent from instructor.
  • Instructor: Bruce Weir, Professor of Biostatistics, and Director of the Institute for Public Health Genetics.
  • 10 Cases to be discussed in the Winter of 2018
  • Please contact with questions

This course uses actual cases to introduce the field of forensic genetics. Students develop the skills to interpret the evidence of matching genetic profiles; to perform calculations relevant for parentage determination; the identification of remains; and to consider the implications of familial searching of DNA databases.

Cases to be discussed:

  • 1988. R v. Colin Pitchfork (“The Blooding”) Rape and murder. First conviction based on DNA evidence.
  • 1989. People of the State of New York v. Joseph Castro. Double Murder.
  • 1989. People of the State of New York v. Joseph Castro. Double Murder.
  • 1995. People of the State of California v. O.J. Simpson. Double Murder. Football star acquitted in trial that included  DNA evidence.
  • 1996. R v. Douglas Beamish. Murder. Conviction based on DNA from cat hair.
  • 2008. People of the State of California v. Dennis Nelson. Murder.
  • 2009. McDaniel v. Troy Brown. Rape, Attempted Murder.
  • 2009. Tsar Nicholas and Family. Multiple Murder. Second grave found in 2007 contained bones of Prince Alexei and Princess Anastasia.
  • 2009-15. The Italian People v. Amanda Knox. Murder. Conviction, based in part on DNA evidence, then acquittal for UW student.
  • 2016. People of the State of California v. Lonnie Franklin (“Grim Sleeper”). 10 Murders.
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Winter 2018 Course Offering: UCONJ 550 - Healthcare in Underserved Communities

SLN: 21647; 1 credit

Lecture meets: Tuesdays, 6:30-8:20pm

Location: Health Sciences K-069

Instructor: Jocelyn James, MD



This is a course organized by a multi-disciplinary effort of UW health sciences students.

This course is designed to give graduate/professional students in the health sciences an introduction to the health-related issues faced by underserved populations.  The course will focus on understanding the demographics of underserved communities, the structural barriers to health care, and resources available in the Seattle area. Credit/no-credit

Each week we will invite guest speakers from the community to talk about a broad range of topics including: human trafficking, homelessness, LGBTQI populations, refugee and immigrant healthcare issues, racial and ethnic health disparities, mental health, substance abuse, and rural healthcare.

  • Promote knowledge and understanding of the diversity of medically underserved communities
  • Increase awareness of issues and challenges facing medically underserved communities
  • Further students’ understanding of what it means to care for underserved communities
  • Provide service learning opportunities focused on underserved communities
  • Foster students’ desires to work with underserved communities in the future

Please email with your name and the professional school/program you are in for an add code, or if you have any questions.

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NURS 548: Frameworks in Infant and Early Childhood Mental Health
Winter 2018: ONLINE 3 credit COURSE
Open this quarter to graduate students across campus!

NURS 548 Frameworks in Infant Mental Health provides a survey of the interdisciplinary field of infant and early childhood mental health(IECMH). Emphases on infant and early childhood development, including prenatal and neonatal factors, social/cultural/economic/societal influences, and treatment approaches to support healthy caregiver-child relationships. This course provides background in how risk and protective factors can impact social-emotional, physical, and cognitive growth. Students will learn to integrate relationship-based principles into their practice and will use reflection to deepen their learning of IECMH principles and practices. • 100% online, interdisciplinary, flexible learning collaborative.

• Enrollment in the Winter 2018 quarter is limited to 20 graduate students.
• Please contact faculty directly if you have questions and/or need a registration ADD code: Colleen O. Dillon, PhD (

Colleen O. Dillon, PhD is faculty in Family and Child Nursing at the University of Washington. She is a licensed, clinical psychologist with advanced expertise in infant and early childhood mental health. She also teaches in the Early Childhood and Family Studies program in the College of

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Winter 2018 Course Offering: BIOST 555/EPI 555/GH 534 Statistical Methods for Spatial Epidemiology

Quarter: Winter 2018

Time and Location: T Th 9:00-10:20am, Health Sciences T739

Grading: Graded, 3 credits

Instructor: Jon Wakefield, Professor of Statistics and Biostatistics (

SLN: 11682

Prerequisites: Previous exposure to regression modeling, some familiarity with log-linear or logistic modeling is desirable.

This course motivates the need for, and describes methods for, the analysis of spatially indexed epidemiological data. Major topics to be covered include disease mapping, clustering and cluster detection, spatial regression, methods for infectious disease data, small area estimation and an introduction to geographical information systems.

Learning Objectives: At the end of the course the student will be able to describe the need for specialized methods for the analysis of spatial data, distinguish between different types of spatial data, and choose an appropriate analysis method.

Motivating data:

- Disease mapping area-level cancer incidence and mortality data

- Cluster investigation close to a pollution source

- Assessment

- Small area estimation in a developing world context

- Analysis of space-time measles data

- Geostatistical models for exposure mapping

Both point-references and spatially aggregated data will be considered. The use of R packages for analysis will be described.

The availability of geographically indexed health, population and exposure data, and advances in computing, geographic information systems, and statistical methodology, have enabled the realistic investigation of spatial variation in disease risk. Each of the population, exposure and health data may have associated exact spatial and temporal information (point data), or be available as aggregated summaries (count data).  The following specific topics, with analysis methods listed for each, will be covered:

Disease mapping:

- Geostatistical smoothing models for point-level data, including prevalence data

- Kernel density estimation

- Models for area-level (aggregate) data

- Extensions to space-time modeling

Clustering and cluster detection:

- Autocorrelation statistics, including Moran’s I

- K-functions

- Scan statistics including SatScan

Spatial regression:

- Problems with conventional analyses

- Methods for acknowledgement of residual spatial dependence

- The ecological fallacy

Methods for infectious disease data:

- Discrete-time Susceptible-Infectious-Recovered (SIR) and related models

Small area estimation (domain estimation):

- Bayesian model-based approaches

- Incorporation of design weights


- Background to GIS

- How to visualize spatial data in R


Evaluation: Via biweekly homework's (40%) and a course project (60%). The final version of the latter is to be completed by the end of the quarter, with an outline to be handed in approximately halfway through the quarter.

Reading list:

Elliott, P., Wakefield, J., Best, N. and Briggs, D. (2000). Spatial Epidemiology: Methods and Applications, Oxford University Press.

Waller, L.A. and Gotway, C.A. (2004). Applied Spatial Statistics for Public Health Data, Wiley, New York.


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The Harborview Injury Prevention and Research Center is pleased to announce new free content available to the UW and Harborview!!

New injury control curriculum offers foundational course content

A new series of pre-built modules for University of Washington faculty and students is looking to build knowledge of injury prevention and control.

The free “Interprofessional Studies on Injury Prevention and Control” curriculum offers a series of six short modules that can be used separately or together in Canvas. The modules are designed for incorporation into a broad range of courses, including pre-medicine, epidemiology, sociology, health sciences, communication and more.

Each module has been developed with attention to regional and local population health needs and features lectures from injury control specialists at Harborview Injury Prevention and Research Center.

Module topics include:

  • Principles of Injury Control
  • Violence Prevention
  • Traumatic Brain Injury
  • Changing Health Behaviors
  • Care of Injured Patients
  • Global Injury

Students can enroll individually, or faculty can important any or all modules into their own classes via Canvas. The only requirement to view or use the content is a UW NetID.

To learn more or access the content, contact the curriculum coordinator at

more info...

SLN: 14597; 3 credits

Lecture meets: Tuesdays & Thursdays 9:00 - 10:20 a.m.

Instructor: Nicholas L. Smith, PhD


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.

Learn more:

For questions, contact

more info...

SLN: 11593; 1 credit

Lecture meets: Tuesdays 2:30 - 3:20 p.m.

Instructor: Kathleen Gobush PhD, Affiliate Associate Professor

“If today is a typical day on planet earth, humans will add 15 million tons of carbon to the atmosphere, destroy 115 square miles of tropical rainforest, create 72 square miles of desert, eliminate between 40-100 species…and increase their population by 263,000.“ D. Orr, Ecological Literacy (1991)

…And that was the good ol’ days! Many factors underpin the current species extinction crisis that is pushing icons like the elephant and tiger, as well as, lesser known species to the edge.  Urgent action is needed on multiple fronts in order to understand and mitigate threats imperiling biodiversity across the globe.  Science-led, data-driven approaches are requisite, as is coalition-thinking.  This one-credit, guest-lecture and discussion-based seminar will introduce students to topics, tools and processes, and organizations and institutions outside of academia that incorporate, if not depend, on high quality science to inform and achieve conservation outcomes.

We will explore the nexus between wildlife science and these areas for achieving conservation objectives:
Threat Assessment & Policy
Science Communication & Advocacy
Emerging Technology

Guest lecturers include experts from NOAA, Microsoft, Washington Forest Law Center and Vulcan Inc. to name a few.  Credit/no-credit only.

more info...

SLN: 14586; 5 credits

Lecture meets: Tuesdays & Thursdays 3:30 - 4:50 p.m.

Quiz meets: Friday 1:30 - 2:20 p.m.

Instructor: Jennifer Balkus & Stephen Hawes

Who gets HIV and how?

How can HIV infection be prevented?

How is HIV/AIDS treated?

  • Explore the historical, public health, clinical, and social aspects of HIV infection.
  • Examine the epidemiology of the US and global HIV/AIDS epidemic.
  • The course lays the foundation for pursuing a degree and career in public health, epidemiology, global health, infectious diseases, or health/medicine.

EPI 360 is a great addition to public health and pre-med coursework. No prerequisites and all majors are encouraged to enroll.  Areas of Knowledge: I&S, NW, & QSR.

“Exploring the HIV/AIDS Pandemic” (EPI 360) is a 5-credit course offered by the Department of Epidemiology in the School of Public Health. In this course, students will be presented with a comprehensive overview of the historical, public health, clinical, and social aspects of HIV infection. The concepts and material covered in this course will provide students with an introduction to the epidemiology of the US and global HIV/AIDS epidemics and will lay the foundation for those interested in pursuing careers in public health, epidemiology, infectious diseases, or medicine/health.  

There are no prerequisites for this course.  A basic understanding of biology is recommended, but not required.  Additional details about the course are provided on the attached flyer or can be found here. Direct questions to

Practice Fellowship Informational Panel

Posted: October 30, 2017

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Practice Fellowship Informational Panel

Not sure what to do with your degree? Join us to hear about three public health practice fellowships (EIS, CSTE, and PHAP) from a panel of current and former fellows and mentors

Date: Thursday, November 9

Time: 3:30 - 5pm

Location: South Campus Center, Room 301

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As the Winter 2018 Time Schedule is now posted, this is a reminder for MPH Students.

ENV H 510 can be taken instead of ENV H 511 (which will still be offered in Spring 2018).

The time schedule for ENV H 510:

The last time this course was taught was in 2015 under a different instructor. Click here for ENV H510 Syllabus.

SLN: 14507; 4 credits

Lecture meets: M/W 12:30 - 2:20p.m.

Instructor: Howard Frumkin

more info...

MHASA (Master of Health Administration Student Association) is hosting a Diversity Discussion Panel & Networking Event!

Join the conversation on diversity & equity in healthcare delivery. Hear from a panel of administrators facing these issues. Discuss challenges to overcome & how to make a difference. Light refreshments provided.

Date: Tuesday, November 7

Time: 4-6pm

Location: HUB 340

Click here to RSVP

Panel includes:

Amy Ven (Kaiser WA)

Luis Amezcua (Seattle Children's)

Maria Kim (UW Medicine)

Neha Patel (Virginia Mason)

more info...


Communicating Science to the Public Effectively (CENV 500)

Winter 2018
3 credits (Credit/No Credit)
Meets Wednesdays 1:30-4:20pm
This is a seminar, discussion-based course for graduate students in the sciences that focuses on effective techniques for sharing scientific research with non-specialists. At the end of the quarter, each student will present a 20 minute public talk on their graduate research to be delivered during the 2018 Engage: The Science Speaker Series at Town Hall Seattle.

In this course, students will:
- Develop and practice several analogies to distill their research
- Create a variety of concise research-promoting statements
- Practice story-telling and audience consideration
- Use improvisation as a public speaking tool
- Engage in weekly readings and discussions
- Hear from guest speakers on science communication

Space is limited to 15 students, and the course fills quickly, often with an extensive waiting list. Thus, we have an application process and an expectation agreement which must be completed for a student to be enrolled. The student application is available here, and must be submitted by November 15, 2017.

General information about Engage: The Science Speaker Series and Seminar

What others have written:
Science Students Learn to Tell Stories The Seattle Times
Designing a Practical Science Communication Curriculum The Intersection at Discover Blogs
Engage Speaker Series: Where science meets storytelling UW Today

If you have any questions about the course, please email Katie Baker,

more info...



The Career Centers at the University of Washington Seattle are proud to announce a new resource designed to help our international students pursue job or internship searches in their home country.


GradConnection is a job/internship search platform that is dedicated to helping students and recent alumni find graduate job and internship opportunities in China, Hong Kong, Singapore, Australia, and a number of markets in the Southeast Asia region. GradConnection also works very closely with employers in China to help them promote their openings that prefer graduates from overseas universities who are now returning to their home countries to start their careers.

Student and alumni users can access the UW-specific GradConnection portal using their NetID credentials at .


Questions? Contact Sha’terika Perkins, Career Counselor in the Career & Internship Center at


more info...


It’s time to apply for Alternative Spring Break (ASB) – a chance for UW students to contribute to rural and tribal communities around Washington, have a cross-cultural, immersive exchange, and team-teach and mentor in K-12 settings!

We could not be more excited to advertise our two SCIENCE ASB programs (STEM and Environmental Science), flyers attached, which serve youth ages 10-18.
(If you are interested in Literacy ASB, applications will be out for that Monday Nov 13th!)

By building relationships and providing dynamic curriculum, Science ASB programs cultivate an interest in science, the self-esteem, and the leadership of the K-12 youth we work with.
UW students will find they have much to offer the program, and that they also gain a lot from the experience in return!

For more details:
STEM ASB: - more questions? Email
Environmental ASB: - more questions? Email
***Open Information Session: Friday, Oct 27th, 4:30pm, MGH 171E***

Priority Deadline for Applications is 11:59pm on Friday November 3rd.
STEM ASB application:
Environmental ASB application (new applicants):
Environmental ASB application (returning participants):

We hope to hear from you soon!
Devon and the Pipeline Project team

Devon Little
She/Her Pronouns
Science Engagement Coordinator
The Pipeline Project
Center for Experiential Learning and Diversity
171 Mary Gates Hall
Box 352803
Seattle, WA 98195


more info...


It’s time to apply for Alternative Spring Break (ASB) – a chance for UW students to contribute to rural and tribal communities around Washington, have a cross-cultural, immersive exchange, and team-teach and mentor in K-12 settings!


We could not be more excited to advertise our two SCIENCE ASB programs (STEM and Environmental Science), flyers attached, which serve youth ages 10-18.

(If you are interested in Literacy ASB, applications will be out for that Monday Nov 13th!)


By building relationships and providing dynamic curriculum, Science ASB programs cultivate an interest in science, the self-esteem, and the leadership of the K-12 youth we work with.

UW students will find they have much to offer the program, and that they also gain a lot from the experience in return!


For more details:

STEM ASB:  - more questions? Email

Environmental ASB: - more questions? Email

***Open Information Session: Friday, Oct 27th, 4:30pm, MGH 171E***


Priority Deadline for Applications is 11:59pm on Friday November 3rd

STEM ASB application:

Environmental ASB application (new applicants):

Environmental ASB application (returning participants):


We hope to hear from you soon!

Devon and the Pipeline Project team



Devon Little

She/Her Pronouns

Science Engagement Coordinator

The Pipeline Project

Center for Experiential Learning and Diversity

171 Mary Gates Hall

Box 352803

Seattle, WA  98195


more info...

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 necessary groundwork for pursuing ethics scholarship as it relates to their field of study. The curriculum is designed to accommodate diverse student interests and to facilitate cross-disciplinary conversations and scholarship. We welcome applications to the Graduate Certificate in Ethics from graduate students across the university community. More information about the graduate certificate’s requirements, curriculum, and faculty can be found at:

The Graduate Certificate in Ethics is offered through the Program on Values in Society (POV) at the University of Washington. The program is dedicated to research, teaching, and outreach on ethical issues that arise across the disciplines. It 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 global climate change; immigration and international justice; justice in health care; and medical practice and disability rights.

Please feel free to email me ( with any questions about the program.

more info...

The course is VALUES 511: ETHICS MATTERS, which is being offered in Winter Quarter 2018. ETHICS MATTERS surveys some of the main theories of and approaches to ethics. It looks at their various strengths and weaknesses, and also examines how they apply (and/or fail to apply) to a range of real-world cases and problems. Some of the ethical issues will be assigned, but others will come from the students, in response to their interests and wider work.

ETHICS MATTERS is specifically aimed at non-philosophers doing graduate work that has a significant ethical dimension. (Philosophy graduate students do not take this course).  Some students take ETHICS MATTERS as a stand-alone course. Others take the course as part of the Graduate Certificate in Ethics, for which it can function as a core course.


ETHICS MATTERS. This course aims to introduce graduate and professional students from a wide range of backgrounds to some common moral questions and to provide a basic philosophical framework for thinking about related issues that arise within their own disciplines or fields. Topics will likely include moral status, autonomy, respect, integrity, trust, responsibility and forgiveness. Students will submit weekly critical reading questions, complete an argument outline and present it to the class one week, produce a term paper proposal and annotated bibliography, and write a term paper. The course serves as a core course for the Graduate Certificate in Ethics, but is also regularly taken independently. 

SLN: 21714; 5 credits

Lecture meets: Th 1:30 - 3:20 p.m.

Instructor: Blake Michael