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

乱伦社区

Skip to content

Innovative paid internship allows student to gain hands-on work experience

For students at the 乱伦社区, internships are key to crossing the gap between college and the world of work. However, financial need is a major setback that prevents many students from doing unpaid internships.

This is the situation that faced Ruby Vigo. A student from the , Ruby鈥檚 longstanding desire to help others turned into a passion for helping youth and an interest in criminal justice.听 Ruby knew an internship in a nonprofit would help her gain valuable professional experience and help shape her future plans. Nonprofits, however, typically can鈥檛 pay their interns, and Ruby didn鈥檛 have the time or financial ability for a volunteer internship.

Between the hours spent at school and a job waitressing at a restaurant five days out of the week, Ruby often had to choose between school and her job. Her friends would organize group study sessions that she would miss. In order to attend mandatory class meetings, she would call into work to ask for some hours off. The restaurant would not budge on her work hours. Ruby could not find the time to explore her career options in social work and she found herself struggling to keep up with both work and school. But her situation changed when she found out about the UW鈥檚 new paid community-based internships.

In spring of 2016, the 乱伦社区 funded 30 paid internships for students to gain work experience in nonprofits. Ruby was excited to be accepted as one of the interns and was matched with , a nonprofit specializing in foster youth care. This opportunity enabled her to leave her part-time job as a waitress to focus on her future.

鈥淚t was so nice because the hours I would have spent waitressing, I was able to spend on schoolwork and my internship.鈥 With more time to study for her exams, Ruby鈥檚 grades improved and her stress level dropped. Her time with Treehouse reaffirmed her interest in nonprofits and nurtured her confidence in the professional work place.

At Treehouse, Ruby conducted outreach to clients, keeping clientele well-informed about the organization鈥檚 programs. At first she felt a little shy interacting with her co-workers and making phone calls to clients, social workers and caregivers. However, over the two quarters of the internship, Ruby鈥檚 confidence grew as she took on different tasks, from translating documents into Spanish to making phone calls and creating information pamphlets. She now feels confident asking questions to her co-workers and feels like a valued part of the Treehouse staff. 鈥淚 love Treehouse and the work environment here,鈥 she says, 鈥淚鈥檝e grown so much by applying my skills to new tasks, like translating documents.鈥

The internship has only made Ruby鈥檚 passion for nonprofit work grow stronger. Having graduated this past spring, Ruby now works full-time at , a nonprofit specializing in political advocacy. She鈥檚 excited to see what else there is to discover in the world of community-based work.

Interested in learning more about the UW鈥檚 community-based internships? Contact the Carlson Leadership & Public Service Center Director, Rachel Vaughn,听 or 206-685-2705 or visit the website.

Daniel S. Feetham named director of Undergraduate Academic Affairs Advising

Undergraduate Academic Affairs is pleased to welcome Daniel S. Feetham to his new appointment as director of Undergraduate Academic Affairs Advising. Feetham previously served as director of Advising and Student Engagement at the College of Engineering. In that role, he oversaw an award-winning advising staff that served more than 2,000 students annually. He began his new job in Undergraduate Academic Affairs on Nov 1, 2016.

Feetham brings a deep understanding and appreciation for academic advising, a clearly-articulated advising philosophy, a demonstrated ability to manage other professionals and a commitment to collaboration.

鈥淚 am grateful to have a director of advising who is well respected among peers,鈥 says Ed Taylor, vice provost and dean of Undergraduate Academic Affairs, 鈥渁nd is an exemplary adviser at the UW who understands the student experience, the work of his colleagues and the work of our faculty with great acumen.鈥

In addition to his work at the College of Engineering, Feetham earned a law degree from Seattle University and has a background in both legal advocacy for at-risk youth and dispute resolution. He also has experience working with diverse student populations in an atmosphere of inclusivity and mutual respect.

鈥淚 am excited for the opportunity to support student learning in such an energetic and dynamic office,鈥 says Feetham. 鈥淚 am especially excited about the opportunity to work with our partners across campus in supporting undergraduates鈥 academic growth.鈥

Academic advisers help students design an overall curriculum, drawing from the programs and opportunities across the entire University. In addition to helping students choose a major and plan their course schedules, advisers work with students to clarify academic and personal goals. As educators, they emphasize the core skills of critical thinking, decision-making, and the value of broad exposure to a diversity of perspectives. Advisers also provide pre-professional advising in a number of areas such as pre-medicine and pre-law. UAA Advising works closely with First Year Programs鈥 advising and orientation programming and Academic Support Programs鈥 tutoring and course discussion sessions for undergraduate students. Through this work, advising appointments and pre-major info sessions, UAA Advising serves more than 9,000 undergraduates annually. It is located within the Center for Undergraduate Advising, Diversity and Student Success (CUADSS), along with the Office of Minority Affairs & Diversity鈥檚 Academic Counseling Services.

###
For more information contact: Dan Feetham, director of UAA Advising, at 206-543-2550 or dfeetham@uw.edu.

Student draws on her past to inspire the future

Christina Chan, 鈥16, knows first-hand the adversity surrounding college entrance for many high school students, especially for low-income students like herself. When she entered her junior year at Franklin High School, college loomed before her, looking more and more like an unattainable goal. College application forms and personal essays were complicated requirements that she didn鈥檛 know how to complete.

Then Christina decided to apply to (CAN), a nonprofit organization that specializes in helping low-income high school students enter college. Four years later, she graduated from the 乱伦社区 with degrees in English and sociology and returned to CAN as a UW community-based intern.

When you were in high school, what challenges stood between you and your dream of attending the 乱伦社区?
I鈥檓 the first generation in my family to attend college. My parents are immigrants from China and didn鈥檛 receive any official education past the third grade. Ever since I was a child, they instilled in me the value of education. Attending the 乱伦社区 was my dream, but when it came to actually applying, the process was overwhelming because there were so many things my parents and I didn鈥檛 know. All the required forms, like the FAFSA, the essays and preparing for the SATs, everything seemed so daunting. The FAFSA was particularly confusing 鈥 I鈥檇 never filed a tax report before! The jargon itself was discouraging.

How did you overcome the challenges of applying to the UW?
In my junior year of high school, I reached out to Franklin High School鈥檚 chapter of College Access Now. They really broke down the steps for applying to UW and made college look achievable. They helped me draft my personal statement and made sure I used it to show who I truly was. I had good, but average SAT scores, so I really believe it was the personal statement that helped me get into UW.

The experience that I went through as a financially disadvantaged student has influenced how I perceive the world, how I carry myself, and what I want to do in the future. Every opportunity, encounter and experience that I鈥檝e faced is an advantage because I鈥檝e developed resiliency when faced with adversity. This is something that I will instill in my future students; I want to share my experience and inspire them.

How did you return to CAN as their intern?
Because I knew how difficult it could be to apply to college, I wanted to intern at a nonprofit organization focusing on education. In my senior year of university, UW offered at nonprofit organizations in Seattle. I found out that CAN was actually one of the nonprofits that would be hosting an internship through UW! The timing was perfect and I was matched to CAN as their intern.

What do you do as an intern at CAN?
I work on the College Services team that specializes in supporting CAN students through college and beyond. We know that the obstacles you face as a low-income individual don鈥檛 just go away after graduating college so we wanted to create a support system for the alumni. In fact, we just recently hosted our first ever CAN alumni engagement event. I helped with the outreach and logistics for the event.

You just graduated from the 乱伦社区. What鈥檚 next for you?
My journey is officially coming full circle as I will be serving as an AmeriCorps 11th grade college coach at my alma mater, . As the students鈥 mentor, or college coach, I鈥檒l be helping students apply to college and teach them how to better utilize their resources.

How does being an alumni of Franklin and CAN make your insight unique as a college coach?
I feel really passionate about coming back to Franklin High School as a college coach because I want to be the students鈥 support system. Being from South Seattle, I can relate to the issues that many students at Franklin High School experience. It鈥檚 one of the most diverse schools in Seattle, and听60-70% of their students qualify for free/reduced lunch. I also come from a low-income family. I鈥檝e been through the system, I鈥檝e been in their shoes. I鈥檝e seen so many people stuck in the same spot because of the role society sees them in. I want to help them break free of these restrictive labels and take a different path. CAN is a great way to do this because they give everyone a chance to work towards a better future.

 

Interested in learning more about the UW鈥檚 community-based internships? Contact the Carlson Leadership & Public Service Center Director, Rachel Vaughn,听 or 206-685-2705 or visit the website.

Cathy Beyer reflects on her career at UW

After 30 years of working at the 乱伦社区, Catharine Beyer retired. During that time, she spent 17 years working in the Office of Educational Assessment and three in the Interdisciplinary Writing Program. We chatted with her to learn more about her time at the UW.

What drew you to the UW?
At 37, we moved to Seattle with our two kids so my husband could start a Ph.D. in applied math, his long-held dream. I had taught college writing courses and worked as an editor for an engineering consulting firm, so, I applied for a lecturer position in the UW鈥檚 (IWP). The last thing I was told in my interview for the job was, 鈥淢icrosoft is hiring technical writers; you might check over there.鈥 This was 1984. Had I checked with Microsoft, I might be a millionaire today, but I got the job in the IWP and took it.

In your 30-year career at the UW, what work have you done that you believe is the most important to others?
Institutionally and nationally, my big assessment projects 鈥 the and the , both of which resulted in books co-authored by beloved colleagues 鈥 would probably be considered my most important work. I loved that work, don鈥檛 get me wrong, but I think my teaching work might be more important over time. Not only did I have the honor of helping 13-years worth of students become better writers and thinkers, but I learned a ton about what undergraduates and faculty members experience that I then could carry into my later assessment work.

What have you found through your work that has most inspired you?
Our students are always inspiring. They are amazingly bright, interested in and knowledgeable about such diverse things. Sometimes they are shockingly brave 鈥 recovering from failure and loss or navigating an environment that feels unwelcoming, for example. They come to us from great pinnacles of success, but they have to start over here, and what counts for success is often very different from what mattered before. They come here hoping to be challenged and to grow. We owe them an experience that does that for each one of them.

What advice do you have for students, faculty and staff about the value of teaching and learning?
Because learning is complex, the ways we assess it must also be complex. Generic tests and surveys of students鈥 experience can鈥檛 tell us much about what our students have learned in college or how to improve our work. If we want to get that kind of information, we need to talk with students about their learning. We need to get faculty involved in looking at students鈥 work over time and discussing it together, identifying the growth (or lack of it) they find there. We need to also track learning that doesn鈥檛 fall neatly within our academic boundaries but that may inform them or have value beyond them.

You鈥檝e always had a rocking chair in your office. What meaning do rocking chairs hold for you?
Rocking may well be our first memory of comfort. I have always had a rocking chair in my office at the UW and elsewhere because I want whomever is talking to me 鈥 friends, interviewees, colleagues 鈥 to feel at home, comfortable and accepted in my presence. My rocking chairs are always big, capable of accommodating every size, age, color, temperament, mood and shape.

What鈥檚 next for you?
Really, I have no idea. I鈥檝e written a letter to the mayor and the chief of police asking them what changes they are making to get rid of discriminatory policing, but beyond that I鈥檓 reading, doing a little creative writing, and researching Angry Birds 鈥 once such an amazing, creative, beautiful set of games and now in the toilet. I want to find out what happened there. Other than that, I鈥檓 hoping to have the chance to get bored.

 

Scholarship recipients announced!

This has been a remarkable year for scholarships! Twenty students, including 10 undergraduates, received . These students will spend the year either teaching English or researching internationally. Graduating senior, Krittika D鈥橲ilva will be attending Cambridge University on a . Recent graduate Benjamin Lee will be working on issues of Chinese security as part of the . Fifteen students will be embarking on solo trips around the world on . And, this is just a handful of the many scholarships our students received.

The Undergrad Research Symposium in Pictures

The Nineteenth听Annual Undergraduate Research Symposium,听organized by the听, gives听research experiences for undergraduates in all academic disciplines. The Symposium gives听undergraduates the听chance to present what they learned through their research experiences to a larger audience. It also provides a forum for students, faculty and the community to discuss cutting edge research topics and to examine the connection between research and education. The event includes poster sessions, oral presentations, visual performances and art exhibits by students from all three UW听campuses, local community colleges and out-of-state universities, plus invited guests.

to see听our previous press release听on the event.

Photos from the event

Photos from Mary Gates Endowment Event 2016

The Mary Gates Endowment expands opportunities for undergraduates by providing听 and scholarships that ask students to articulate their goals, identify mentors, reflect on their experiences and actively engage in their own learning processes.听Each year, a celebration dinner is held to honor the recipients of the Mary Gates Endowment for Students scholarship.

Learn more .

Photos from the event