The Barry M. Goldwater Scholarship and Excellence in Education Foundation selected two 糖心少女 undergraduates as Goldwater Scholars and two to receive honorable mention. This year鈥檚 糖心少女 Goldwater Scholars are Michael Bocek and Raymond Zhang and the students receiving honorable mention are Evan August Boyle and Derek Tang Nhan.
Category: Features
Typically longer in length and relevancy than content in the news category. Features content is more likely to be republished over time.
Exploring Seattle鈥檚 criminal justice system with the 糖心少女Honors Program: A reflection
In the Honors Program course 鈥淚n Your Name: A Service-Learning Experience in Seattle鈥檚 Criminal Justice System,鈥� Honors students and Post-Prison Education Program students learned alongside one another, taking intellectual risks and better understanding the criminal justice system and how it impacts individuals.
糖心少女senior selected for national fellowship for aspiring teachers of color
糖心少女 senior and Renton, WA, native Dustin Dacuan was recently named one of 25 fellows selected through a competitive process for the Woodrow Wilson-Rockefeller Brothers Fund Fellowships for Aspiring Teachers of Color. Dacuan will be the first in his family to graduate from college, which he is on track to do this spring with a major in international studies and a minor in diversity.
Robinson Center alumni speaker series kicks off with Beth Robinson, CFO of NASA and Robinson Center alum
Elizabeth 鈥淏eth鈥� Robinson was in the first Robinson Center Early Entrance Program class and is now the chief financial officer of the National Aeronautics and Space Administration (NASA). Beth will visit the Seattle campus during HuskyFest to share her story with current students and alumni through her talk, 鈥淔rom College Student to Political Appointee.鈥�
Two 糖心少女students selected Rhodes Scholars
Byron Gray and Cameron Turtle, 糖心少女 seniors, are among 32 Rhodes Scholars named for 2012. The 糖心少女is the only public university in the nation with more than one new scholar. Gray and Turtle responded to a few questions we posed. Read the Q&A and a digest of media coverage of the scholarship announcements.
Inspired service in rural Kenya
UAA alumnus Peter Kithene gave the keynote address at the 2011 糖心少女 donor gala, held in Suzzallo Library鈥檚 Graduate Reading Room. As an undergraduate, Peter started the Mama Maria health clinics to bring much-needed healthcare to his home village in rural Kenya as well as other rural places in Kenya.
An interview with Honors alum David Guterson
Best-selling and award-winning author David Guterson talks about his experiences as a 糖心少女undergraduate in the Honors Program, a teacher, and writer with current Honors student Kat Chow.
Robinson Center deepens work with the help of a new advisory board
The Robinson Center is a national leader for developing programs that serve highly capable young pre-college and college students. In 2011, the Robinson Center created an advisory board to support the mission of and promote the Center, suggest and discuss program development, and reach out to the campus, gifted, and broader communities. Meet the board members!
UAA alumni educate and inspire
Each of us can point to a teacher who鈥檚 made a difference in our lives鈥攕omeone who鈥檚 challenged us to live up to our potential, follow our dreams, discover our talents and how we can contribute to the world. This fall, we鈥檙e celebrating back-to-school with a focus on some UAA alumni who are now teachers. Maybe they鈥檒l remind you of a teacher who鈥檚 inspired you.
Tim Harris: Academic pride in Motor City
Back to intro > UAA alumni educate and inspire
Tim Harris (鈥�10), an Honors alumnus and former student employee of First Year Programs, is currently a volunteer with Teach For America in Detroit at the Marvin L. Winans Academy of Performing Arts. After receiving encouragement from friends and family to participate in Teach For America, and not having a solid post-graduation plan, he enrolled in the program. However, he didn鈥檛 feel the inspiration to teach until he was actually in his teaching job, and connecting with students. 鈥淢y students make me want to teach. Every day I walk into the classroom, and I know that I have some of the brightest minds in the country, but because of the lack of resources my students have had in the past, they haven鈥檛 been able to demonstrate their genius.鈥�
Curiosity and commitment inspire Tim. 鈥淚n my students, I call it the 鈥橲o what you鈥檙e saying鈥� moment. Whenever my students are able to respond to discussions, labs, or lessons with a 鈥橲o, what you鈥檙e saying is鈥︹�� and build a valid point, [it] gives me chills. Or, when students ask 鈥榳hy鈥� or 鈥檋ow鈥� and are relentless in getting an answer, I feel the urge to support them in answering these questions.鈥� And what about when students get frustrated? 鈥淚 am always re-inspired whenever a student says 鈥業鈥檓 going to get this.鈥� Pushing through adversity is a challenge that is important to the success of students, and to see that in my classroom makes me proud.鈥�
Tim鈥檚 number one influence is his dad. 鈥淚 learned how to network from him, how to stay organized, and how to keep my car running. He never had a college education, yet he has incredible social intelligence. Despite the countless hours he puts in at work鈥攈e sacrifices a lot for his family鈥攈e always made sure that my siblings and I [were] supported, so that we could attend college.鈥�
Pushing him to ask questions even when he thought he had the answer, Tim鈥檚 high school English teacher, Mrs. Martin, taught him the most in school. 鈥淪o I guess all the Google searches and general quandaries I鈥檝e had about the world are a result of her. I appreciated that she got me so energized that I had to take ownership of my own learning.鈥�
Tim is teaching advanced placement chemistry to seniors this year, and was initially concerned that his students would be too intimidated to handle the high level of work. He was proven wrong. These students are 鈥渙n a mission. [They] come to class and work immediately. Students鈥� frustrations turn into motivation to get the right answers. Students support one another; when one student dropped out of [advanced placement], the rest rallied to get her back to the class.鈥�
In the classroom, Tim doesn鈥檛 have a motto鈥攈is students came up their own. 鈥淸They] came up with their own chant that they yell at the top of their lungs at the end of every day. It goes, 鈥榃e鈥檙e smart, and we know it, and we ain鈥檛 afraid to show it, AP chemistry!鈥� For students to be so proud of their intelligence is remarkable.鈥�
Since this is Tim鈥檚 second year as a Teach For America corps member, his commitment to the program will finish in spring 2012. 鈥淭he current game plan is to be in medical school by the age of 30; so I have a six-year plan. That gives me six years to travel the world, pick up a new hobby, learn how to make the perfect guacamole, and make a positive impact on 10,000 lives. I鈥檇 like to see my juniors get into the college of their dreams; I鈥檒l need one more year in the classroom to do that. But there are a few other opportunities I鈥檓 looking into right now, in education and elsewhere, but we鈥檒l just have to wait to see.鈥�