There are plenty of seats currently available in CHSTU 354: Unions, Labor & Civil Rights in California and the Pacific Northwest, which fulfills VLPA/I&S/DIV requirements. Prof. Erasmo Gamboa, who has taught the course for many years will not be teaching it this year; the instructor will therefore be Guadalupe Gamboa, a graduate of UW’s law school with a long history of involvement in organizing farmworkers in Washington. Please see flier below!
Join us on Saturday, January 21st, for the biggest dance event at the University of Washington!
All UW students are invited to attend Dance Marathon as we fundraise for Seattle Children’s Hospital. The HUB doors open at 1 pm and we dance all day long, until 9 pm. It’s only $10 to register, and every dollar raised goes directly to the kids at Seattle Children’s Hospital.
At the event:
Register today for Dance Marathon:
http://events.dancemarathon.com/index.cfm?fuseaction=donordrive.event&eventID=1159
You can register solo or form a team – we encourage you to invite your friends!
Also check out our Facebook event page at:
https://www.facebook.com/events/1788639298058170/ and “like” our main page at https://www.facebook.com/UWdancemarathon/?fref=ts
Our slogan is “for the kids” because we hold our event in support of the kids at Seattle Children’s Hospital. We dance for the kids that can’t. Help us raise money for Seattle Children’s Hospital, because every kid deserves the chance to be a Husky.
We hope to see you there,
UW Dance Marathon Executive Team
dmatuw@gmail.com
This course is open to students from all majors and has no prerequisites.
Soc W 516: The Research Base for Prevention Science: Children and Adolescents
SLN: 20026
Th 6-8:50pm (Interested graduate students can self-register)
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.
Soc W 536: Social Movements & Organizing
SLN: 20039
Th 6-8:50pm (Interested graduate students can self-register; junior and senior undergrads – please submit waitlist request)
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.
Soc W 552: Financial Management of Human Services Programs
Th 1:30-4:20pm
(Interested graduate students can self-register; junior and senior undergrads – please submit waitlist request)
Course Description: This course is intended to convey common financial management concepts and practices that are integral to human service agencies and department financial operations. It is designed to help students perceive, understand, organize, present and explain financial information in ways that are relevant and meaningful to planning, operating and managing human service agencies and programs. Basic concepts and tools of financial management including financial statements, budgets, critical ratios, performance measures, budget planning, cost analysis and risk management are emphasized. Textbook material and exercises, case studies, student group presentations, short lectures and discussions are used. Guest professionals speak on current practices.
Course Outline: Class sessions include student group activity, discussions, student presentations, short lectures and guest professionals speaking on current topics. Students are expected to participate in class, read and complete assignments as per the course syllabus. In the 5th week students anonymously assess the instructors teaching, their learning and any need for change. In the last class session student evaluations of the course and the instructor are collected on line by the Office of Educational Assessment. One text and one monograph are required for this course. The students, instructor and guest professionals may provide additional reading pertaining to current topics. Students are also asked to bring relevant articles or items of interest to initiate or expand class discussions.
Soc W 574: Collaborative Community Evaluation
Fr 1:30-4:20pm (Interested graduate students can self-register)
Feedback about one’s behavior has long been recognized as essential for motivation and learning. Feedback plays the same essential role in outcome-oriented organizations. Program developers, managers and coordinators require key information to determine if a program is performing as intended. They must know how to measure, collect, analyze, and provide information on agency performance. They must be able to develop client-centered information systems that enhance and support agency performance and serve the needs of the learning organization.
Evaluation as a set of practices and skills is an applied area of the social sciences that requires grounding in a number of theoretical perspectives and methodological approaches. It also necessitates a clear formulation of questions to be answered, an awareness of stakeholders to be considered, and a plan for how data will be disseminated. Additional priorities for any evaluator include responsiveness to consumer voice and sensitivity to the cultural context in which research is conducted. In short, evaluation needs to adhere to the standards of good research and simultaneously be as practical, useful, and accessible as possible. Increasing understanding of the analytical and interpersonal demands and nuances of the science and art of evaluation is the focus of this course.
Soc W 576: Persons with Disabilities
Fr 9:30-12:20 (Interested graduate students can self-register; junior and senior undergrads – please submitwaitlist request)
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.
Soc W 598A – Digital Storytelling for Social Impact
Th 6-9pm (Interested graduate students can self-register; junior and senior undergrads – please submit waitlist request)
This course prepares students for how to develop compelling narratives that fuse brand building into their professional practice. In this course, students will learn about the power of storytelling through the lens of the filmmaking and social media distribution process. Digital Storytelling for Social Impact is focused on building impactful storytelling skills in the digital era. With the prevalence of social media, one’s career is essentially a brand platform.
Students will be exposed to both theory and skill developments aimed at utilizing methods of filmic storytelling to address complex issues, inform and inspire audiences and advance their own personal/professional/organizational goals. There will be heavy emphasis on understanding the entire production process of documentary filmmaking conceptually and in hands-on practice. This class will help you learn how to use online tools and social media to share narratives and stories to create a brand platform that has the power to impact change.
Personal narratives can touch viewers deeply, move them to reflect on their own experiences, treat others with greater compassion, speak out about injustice, or become involved and get activated in civic and political life.
Want to study abroad in China, explore cultural perspectives of leadership and connect with incoming international students? Consider the Husky Presidential Ambassador Leadership Institute Exploration Seminar!
Visit the Study Abroad website to learn more. Application deadline is February 15.
Program Description
The Husky Presidential Ambassadors (HPA) Leadership Institute is a unique opportunity for a cohort of current UW students and a cohort of incoming first year Chinese international students to participate together in a cross-cultural leadership development immersion experience. Globalization has created a need for leaders with greater understanding of cultural differences and increased competencies in cross-cultural communication and practice. Leadership Institute participants will gain valuable skills in intercultural communication, explore cultural perspectives of leadership and study leadership practices in a global setting. The HPA Leadership Institute creates an innovative education model that will facilitate the cultivation of young global leaders who think beyond boundaries.
Students selected as Husky Presidential Ambassadors will spend one week in academic preparation in Seattle before traveling to China for two weeks. UW students will spend the first week in Beijing visiting historical sites and being exposed to Chinese cultural surroundings. The cohort of incoming first year Chinese international students will join the current UW student cohort during the second week to participate in an experiential leadership development curriculum. Participants will connect leadership theory to practice by meeting with local and national government officials, business leaders and community change agents while also engaging in skill-building and self-reflective opportunities that will accelerate their personal leadership development.
This program is designed for UW students across all majors who are interested in exploring the concept of leadership in a global context and building stronger bridges between domestic and international student communities at the UW.
Check out last year’s program blog.
Program details
· Students will stay in residence halls at Tsinghua University, an important international partner of the University of Washington.
· Students will receive 6 GEN ST credits.
Pre-requisites/Language Requirements
· This program is designed for current UW undergraduate students from any major and incoming first year international students from China who are interested in accelerating their leadership development in this cross-cultural exchange. We will also be looking for students who are interested in sharing their Husky experience and supporting the transition of incoming first year students from China.
· Proficiency in the Chinese language is not required.
Cost, Financial Aid and Scholarships
· The program fee cost to participate is $2,100 (not including airfare) + $350 study abroad fee.
· Most forms of financial aid can be applied to study abroad. You can verify that your financial aid award will apply to your program costs by contacting the Office of Student Financial Aid.
· A number of $2,500 scholarships will be available to Pell Grant and Husky Promise eligible students accepted to this program.
Learn more and apply!
· Visit the Study Abroad website to learn more about the program and get full details on credits and fees.
· Application deadline is February 15.
Have questions?
Contact Program Co-Directors Fran Lo at franlo@uw.edu or Professor Liping Yu at lyu@uw.edu.
The Husky Presidential Ambassadors Leadership Institute is sponsored by the Office of Global Affairs in collaboration with the Husky Leadership Initiative and First Year Programs.
View the requirements and apply here.
The Macaw Lodge in Costa Rica is an ecolodge located in a magnificent and unique place, with huge biodiversity. For three years, the lodge has received visitors from all around the world who are interested in nature, zen, and healthy living.
Macaw Lodge has several projects underway, many of them based on reaching self-sufficiency, therefore, projects in sustainable agriculture, sustainable and responsible tourism, ecology projects, construction, education, and yoga. Macaw Lodge wants to create awareness, teach and inspire environmental conservation through mindful and sustainable practices.
The Lodge has opened its doors this year to students looking for an internship and for volunteers. They offer projects that fit the applicant’s experience, time of stay, and interest, throughout the year. The basic fees and accommodations include: airport pick-up and drop-off, food and accommodation (volunteer house), transportation, training, support and guidance by the coordinator throughout the stay, access to the reserve, yoga deck, farm, forest and waterfall. These rates range from $600 per month.
Visit their website for projects and volunteer information HERE.
JSIS C 201 – Religions of the World: Western Traditions (Winter only)
JSIS C 330 – The Sages: Foundations of Classical Judaism
JSIS C 412 – Gnosticism and Early Christianity
JSIS A 404 – Religion in China
JSIS 484 – Religion in Korea: Shamanism, Buddhism, and Christianity
NEAR E 320/JSIS C 489 – Prayer and Poetry in the Jewish and Islamic Traditions
NEAR E 333 – Prophesy in Judaism, Christianity & Islam
See more courses HERE!
Intern Search to host Pipeline Drop In Hours
Hello People of Pipeline! We’re always on the hunt to find ways to better support our tutors in volunteering through Pipeline.
We are planning on hosting late night drop-in hours (5pm-8pm) for Winter Quarter and beyond to help new tutors get adjusted to volunteering with us. In order to make this happen we are looking for 2-3 special interns whose main focus will be manning the drop in hours for the quarter. Could this be you?
Job Duties:
· Meeting with UW students throughout the quarter during scheduled drop-in hours (5-8pm) to answer questions about tutoring with Pipeline
· Moderating online discussion board for Pipeline Tutor Inquiries
· Coordinate Pipeline tutor buddy system/ network
· Represent the Pipeline Project at campus and community events
· Winter and Spring Quarter minimum commitment
Desired Qualifications:
· Passion to help students enhance their tutoring experience
· Strong initiative, self-starter. Ability to creatively problem solve.
· Strong written and oral communication skills
· Work well both as a team member and independently
· Bilingual
Required Qualifications:
· Student at the University of Washington
· Has tutored with Pipeline for at least 2 quarters or tutored AU16 and is planning on continuing to tutor WI17
· Strong organization and problem solving skills
· Ability to work with undergraduate students from diverse backgrounds
· Enthusiasm, flexibility, self-direction
If this is something you are interested in participating in please email danaw4@uw.edu with a resume and a cover letter.
Literacy Arts Alternative Spring Break
Pipeline recruits a group of UW undergraduates to volunteer on a literacy arts project with elementary, middle or high school kids in rural Washington during spring break. The UW students are sent out in groups of 5 to 10-12 sites to help young students come up with an idea for a book, write a rough draft, edit the draft, and print and bind a single-signature book. The young students illustrate their published book and present it to the community at the end of the week. At a few sites, Pipeline tutors will be working with middle school and high school students doing college prep mentoring.
Each team will collect students’ stories and artwork and bring it back from the project to compile in a magazine to send out to all of the student participants. Selected stories will be featured in the magazine and all of the stories will go on the web. Following the project, the stories need to be edited and the magazine designed.
DATES: March 19-24, 2017
Application HERE
For more information visit our webpage http://expd.uw.edu/pipeline/asb/literacy-arts-asb/
If you have any further questions, please e-mail pipeline@uw.edu
Sign Up for a Winter Quarter Inner Pipeline (EDUC 401) Seminar
Looking for an interesting class to take this Winter? Gain 1-5 credits from one of our amazing seminars available for fall quarter! Check out the list of seminars HERE!
Winter Inner Pipeline Seminar Spotlight: Introduction to Mindfulness (EDUC 401C)
Date: Wednesdays
Time: 12:30-1:50pm in MGH 258
Start date: 01/03
This is an introductory course on the concepts of Mindfulness where you will learn practices to move through your day in a more intentional and mindful way. In order to teach mindfulness to students in a classroom, first come learn how to develop your own personal practice. This will be an inquiry-based class encouraging experiential learning and the material will build on itself throughout the quarter. It is hoped that you will be able to develop your own personal mindfulness practice and then help share this information with the school populations you will be mentoring in the future.
The seminars are designed to provide a space where we can collectively reflect on tutoring experiences, emerging knowledge of teaching practices, and the relationships we build with the world. As a whole, this experience is intended to challenge us to raise questions about the purpose and nature of education in an increasingly diverse, global society. We will also always consider possibilities for a stronger, healthier and more equitable future by being realistic optimists!
For more information visit our website HERE
Starving the Beast
If you’re interested in learning more about the future of funding public higher education in Washington State, and across the country, please join us for the film and conversation…
Free showing of the movie Starving the Beast on campus!
When: December 5, 2016
Time: 7-9pm
Location: Kane Hall 120
“STARVING THE BEAST examines the on-going power struggle on college campuses across the nation as political and market-oriented forces push to disrupt and reform America’s public universities. The film documents a philosophical shift that seeks to reframe public higher education as a ‘value proposition’ to be borne by the beneficiary of a college degree rather than as a ‘public good’ for society. Financial winners and losers emerge in a struggle poised to profoundly change public higher education. The film focuses on dramas playing out at the University of Wisconsin, University of Virginia, University of North Carolina, Louisiana State University, University of Texas and Texas A&M.”
Toy Hacking
On December 11, The Taskar Center for Accessible Technology will be bringing in the holiday cheer by adapting toys to make them accessible for children with disabilities.
Did you know that many toys have buttons and inputs that are inaccessible to children with disabilities? With a few simple hacks, we can adapt toys to make them switch-accessible, which means that a child who was previously unable to operate the toy, now can!
This year, TCAT has received many requests for toys, but not enough toy donations or hackers to adapt them. Come help us for a few hours and learn a new skill in the process! OR Sponsor a toy with a $30 donation.
Questions? uwtcat@uw.edu
Volunteer? tinyurl.com/TCATToyHacks2016
Donate? tinyurl.com/TCATDonate
RSO Leaders Summit
YOU’RE INVITED TO THE 2017 RSO LEADERS SUMMIT
The RSO Leaders Summit is a unique event that connects incredible RSO leaders at UW. The goal of the summit is to provide a venue for RSO leaders to meaningfully come together, gain opportunities to connect and collaborate, learn about ASUW and campus resources, and discuss important issues relevant to all RSOs.
Why you should attend:
· Free Food & Giveaways: Lunch, snacks, and free stuff will be provided!
· Meet RSO Leaders: There are over 900 RSOs, which means there are likely many other groups doing work that connect to your goals. You will be given intentional time to discuss, learn, and develop collaborative ideas with other RSOs. There will also be a program-planning case competition where you could even win funding!
· ASUW Resources: The Board of Directors and representatives from the many ASUW entities/commissions/services will be there to meet you and discuss how they can support you.
· Networking & Support: SAO Advisors and other UW organizations that provide different types of support to RSOs will also be there to connect.
· RSO Issues: From how to obtain funding, to marketing/outreach, to leadership development, there will information and workshops on RSO-specific issues.
· Campus Issues: How is your RSO enacting equity? Regardless of mission of your RSO, there are issues on campus that deeply affect all students such as mental health and sexual assault. Part of the event will be dedicated to discussing your role as a leader in relation to those issues.
Details & RSVP:
The RSO Leaders Summit will be held on Saturday, January 14th from 9:30AM – 3:30PM in the UW Intellectual House. Please RSVP HERE, and RSVP to the Facebook Event because there will be event updates on the page as details get finalized. This event will be defined by the people there, so your presence as a RSO leader will really mean a lot. If you have any questions or feedback, please email Meili Powell at asuwbdpg@uw.edu.
We’re always on the hunt to find ways to better support our tutors in volunteering through Pipeline.
We are planning on hosting late night drop-in hours (5pm-8pm) for Winter Quarter and beyond to help new tutors get adjusted to volunteering with us. In order to make this happen we are looking for 2-3 special interns whose main focus will be manning the drop in hours for the quarter. Could this be you?