Interested in education? There are open seats in many of our popular courses, including educ 170, as we are offering two sections this spring, as well as educ 305, ecfs 419 and ecfs 311! ECFS 419 and EDUC 170 both meet prerequisites for the masters in teaching program and have no restrictions right now!
ESS307 (3-5 cr) Diversity Outreach Program in Earth and Space Sciences
DIV/NW or I&S
Prerequisites: One of ESS101, ESS102, ESS211, ESS212, ESS213, ESS472 (some exceptions can be made, previous approval of the instructor)
Instructor: Isabel Carrera, email@example.com
Students will be exposed to the barriers that underserved and underrepresented populations in the Northwest face prior to pursuing careers in STEM and will learn how to design culturally appropriate outreach activities.
First 5 weeks of lecture/seminar; in the second part of the quarter the students will then participate in outreach events, which will involve students in groups going out to Washington Schools and working with students
and teachers to enrich the teaching of Earth and Space Sciences. The credits for the participation in the class will be variable dependent on the hours volunteering:
· 3 credits: class time + 20 hrs volunteering/qtr
· 4 credits: class time + 30 hrs volunteering/qtr
· 5 credits: class time+ 40 hrs volunteering/qtr
Looking for a class that offers “C” or “W” credit? The IWP is offering a 5-credit writing seminar “Cultural Politics of Popular Music” linked with ANTH 269 Spring Quarter. This small writing course (21 students max.) is taught by a graduate student from the Department of Anthropology.
Here is the registration information:
ENGL 298, section D, meets M/W 11:30-12:50, which is just before the ANTH 269 lecture
SLN: 13926 (register through MyUW)
Do you have a passion for teaching? Do you enjoy helping others succeed? Do you want to enhance your own skills? CLUE can help you reach these goals! We are currently accepting applications for many positions; Chemistry, Math, Physics, Writing , Chinese, Spanish, Computer Science and Biology.
See information on the CLUE website, under the tab ‘Work With Us’ http://www.depts.washington.edu/clue
Applications are due Friday, March 24th by 11pm
PHIL/VALUES 291: Research Ethics (TTh 1:30-2:50 plus WF quiz section).
In this course students will grapple with topics such as:
· the role of social values in science and ideals of objectivity;
· the rights and interests of human subjects as well as other stakeholders affected by research;
· misconduct in research, including not only outright fraud but also more subtle forms of error and misrepresentation;
· the ethics of publication and peer review;
· ethical decision making about risky research: are there lines of inquiry scientists should not pursue?
The instructor is Alison Wylie. No textbook will be required – all assigned readings will be available on Canvas. Counts for I&S. Optional “W” credit.
Student Tax class for International Students TOMORROW!
UW non-resident students may receive tax forms related to US source funds they receive. This session focuses mainly on helping students understand the 1042S forms sent out by the UW Payroll Office. The class is appropriate for undergraduate, graduate and professional students and is offered free of charge.
This class is co-sponsors by Student Fiscal Services and the International Student Services.
DATE: March 15, 2016 (Wednesday)
TIME: 12:30pm – 1:30pm
LOCATION: Odegaard Library – Room 220
Call for Proposals “the North and Arctic Indigenous Peoples Section” (NEW DEADLINE for PROPOSALS: 15 May 2017)
Association for Canadian Studies in the United States
2017 Biennial Conference: “Celebrating Canada’s Sesquicentennial Journey” October 18-21, 2017
Tuscany Suites and Casino, Las Vegas, NV
The Arctic is one of the most important emerging regions in the world and the focus of intense political action. As the clearest source of empirical data for anthropogenic climate change, the polar north has become the catalyst for extraordinary innovation and collaboration in the natural and human sciences and in fields of technology and engineering. Yet beyond its role as an inspiring and vital ecosystem, the Arctic is also a socially dynamic and politically contested space. Notwithstanding international debates and claims over Canadian Arctic sovereignty, Indigenous peoples living at the intersection of national agendas and arctic environments have been instrumental in reimagining their homelands as the setting for new models of governance, environmental stewardship/training and sustainable development which seek to address the unique and urgent challenges of the region. Indeed, discussion of northern economic development cannot be divorced from questions of Indigenous/human rights, community health and impacts on ecological systems.
To mark the 150th anniversary of Canada’s Confederation organizers of this section would like to offer faculty, researchers, graduate students and advanced undergraduate students the opportunity to reflect on and engage with Arctic issues in a Canadian or comparative trans-Arctic context (inclusive of Alaska, Greenland and elsewhere) while remaining open to perspectives that address the next 150 years. After all, the Arctic is a fundamental part of Canada’s heritage and national identity – perhaps now more than ever. In an era dominated by the effects of climate change as well as the challenges and new opportunities for social and economic development, Canada continues to look to promote and strengthen its global leadership in Arctic affairs; a fact made ever more concrete with the opening in 2017 of the government’s new state-of-the-art High Arctic Research Station in Cambridge Bay, Nunavut.
At the same time, 2017 holds broader historical significance. It marks, for example, the 150th anniversary of the Alaska Purchase. It is also the 75th Anniversary of many of World War II’s dramatic and often tragic events in northern lands and waters – including Japan’s invasion of the outer Aleutian Islands and the resulting Aleut evacuation from the war zone; the formation of the Alaska Eskimo Scouts and the Pacific Coast Militia Rangers, which have evolved into today’s Alaska National Guard and Canadian Rangers; and the launch of the Greenland Patrol and Sirius Dog Sled Patrol to help defend Greenland after Denmark’s fall. To Arctic geopolitics, 2017 is important in that it marks the 30th anniversary of Gorbachev’s Murmansk Speech that lead to the founding of the Arctic Council pursuant to the Ottawa Declaration of 1996. It is also a critical year for Arctic Indigenous internationalism as 2017 is the 40th anniversary of the 1st general assembly of the Inuit held in Barrow, Alaska that led to the forming of the Inuit Circumpolar Council.
With so many historic milestones converging in 2017, it’s our great pleasure to announce our call for papers for the ACSUS Section on the North and Arctic Indigenous Peoples. Your proposed paper topics need not directly address the theme of this year’s sesquicentennials, nor the other anniversaries noted above. However, with such a convergence of important historic anniversary events, we hope you will find much inspiration in these exciting and transformative events of yesteryear in the North for your papers on issues and topics affecting the North of today and tomorrow!
Some possible themes could include: northern land claims and self-government processes; the flow of ideas on Indigenous rights as land claims evolved across the region (and on both sides of the tree line); Arctic international relations (whether from state, Indigenous, and/or global perspectives); the northern borderlands in regional and world politics; or Arctic geopolitics and the strategic, economic, and/or cultural consequences of the polar thaw.
Panel and Individual Paper Proposals: Please provide a draft title that succinctly describes your topic, and a 250-word abstract that describes: what your paper (or panel) is about, what methods are used, why the question/inquiry is important, your findings and conclusions. Panel proposals should include 3-4 speakers.
Please submit your proposals to any (or all) of the section organizers by May 15th, 2017: · Nadine Fabbi, University of Washington, firstname.lastname@example.org · Barry Scott Zellen, Georgetown University, email@example.com · Mark Watson, Concordia University, firstname.lastname@example.org
Registration Fees: The registration fee for ACSUS members is $200 before June 15, 2017; and $250 after June 15, 2017. The registration fee for non-members is $320, and includes a two-year ACSUS membership. (Graduate student registration fees are only $50.00).
Travel: The conference will be held at the Tuscany Suites and Resort, which is in a quiet area that is, nonetheless, only a 10-minute walk from the Las Vegas Strip. Spacious and beautiful rooms for the conference are provided at the special rate of $65 per night (single or double occupancy) for weekdays and $125 per night for weekends. More information on this site is available at http://www.tuscanylv.com/
Other ACSUS Sections:
· Anthropology and Sociology: Kim MacInnis, Bridgewater State University, email@example.com
· Borders and Domestic Security: Pierre Atlas, Marian University, firstname.lastname@example.org
· Quebec Studies: Sam Fisher, University of South Alabama, email@example.com
· North American Studies: Laura Macdonald, Carleton University, firstname.lastname@example.org; Jeffrey Ayres, St. Michael’s College, email@example.com; Christopher Sands, Johns Hopkins University, firstname.lastname@example.org
· Education: Amy Southerden, State University of New York at Plattsburgh, email@example.com
· Foreign Policy and Defense: Patrick James, University of Southern California, firstname.lastname@example.org; David Haglund, Queen’s University, email@example.com
· Gender and Diversity: Sharon Morgan Beckford-Foster, Rochester Institute of Technology, firstname.lastname@example.org
· Geography, Energy, and the Environment: Andrea Olive, University of Toronto, email@example.com; Daniel Macfarlane, Western Michigan University Daniel.firstname.lastname@example.org
· History: Andrew Holman, Bridgewater State University, email@example.com
· Literature and Arts (English): Robert Thacker, St. Lawrence University, firstname.lastname@example.org; David Staines, University of Ottawa, email@example.com
· Literature and Arts (French): Katherine Roberts, Wilfrid Laurier University, firstname.lastname@example.org; Jane Koustas, Brock University, email@example.com
· Politics and Public Policy: Neal Carter, Brigham Young University—Idaho, firstname.lastname@example.org
· First Nations: Pamela Palmater, Ryerson University, email@example.com
· Film: Matthew Smith, State University of New York at Plattsburgh, firstname.lastname@example.org; Peter Lester, Brock University, email@example.com; Anthony Kinik, Brock University, firstname.lastname@example.org
· Immigration and Citizenship: Mireille Paquet, Concordia University, Mireille.email@example.com
· Philosophy: Joan Whitman Hoff, Lock Haven University, firstname.lastname@example.org; Bob Timko, (emeritus), Mansfield University, email@example.com
· Media, Music, Performance, and Popular Culture: Nicolas Baxter-Moore, Brock University, firstname.lastname@example.org; Karen Fricker, Brock University, email@example.com
· Mexico and Canada: Myrna Delson-Karan, Queen’s College, City University of New York, firstname.lastname@example.org
Arctic Call for Papers.pdf
URBDP 498/598 ENVIRONMENTAL PLANNING Spring Quarter 2017
GLD 102 Tue-Thu 10:00-11:20
URBDP 498A / 598F ENVIRONMENTAL PLANNING
Complexity, Resilience, and Innovation in Urban Ecosystems
This course places cities and urban regions in the context of Earth’s eco-evolutionary dynamics. The focus is on the integration of principles of ecosystem dynamics and resilience into planning and decision-making. The course builds on complex systems theory and explore its application to coupled human-ecological systems through 4 modules: 1) theories of environmental planning,2) methods of environmental assessment, 3) integrated modeling, scenarios, and strategic foresight, and 4) collaborative adaptive management and planning. Together these modules are used to frame and address critical transitions and resilience in urban ecosystems in the Puget Sound region. Students learn techniques for developing scenarios, building models, assessing resilience and devising management strategies. The course builds on a broad range of approaches including strategic environmental assessment, place-based analysis, life-cycle techniques, risk assessment, and adaptive collaborative planni! ng.
• Explore theories and approaches of coupled human natural systems and resilience
• Learn concepts and principles of complexity theory and apply them to address emerging environmental issues
• Understand the implications of these concepts and principles for environmental planning and management
• Learn how strategic foresight and scenario planning methods help to integrate irreducible uncertainty into decision making
• Learn how to create an adaptive management portfolio that is effective and credible in the short and long term
PRACTICUM The practicum will focus on Complexity, Resilience, and Innovation in Urban Ecosystems. We will explore dynamics of coupled human-natural systems in urbanizing regions and examine the drivers, mechanisms, and functions that regulate urban ecosystem dynamic and affect human and ecological wellbeing. Building on case studies linking urban patterns to human and ecological functions, we will develop hypotheses about what system characteristics and qualities make cities more resilient to change. We will select case examples in the Puget Sound region and test these hypotheses by exploring system resilience and innovation under alternative future scenarios. The practicum will reflect on our findings and develop principles to translate resilience science into strategies for environmental design and planning.
Want to Grow Your Career in Tribal Gaming and Hospitality Management?
Learn about relevant concepts and practical skills in marketing, management, and accounting and finance – the three pillars in most Tribal Gaming and Hospitality enterprises.
The Department of American Indian Studies, in conjunction with the Foster School of Business, will offer a summer certificate program in Tribal Gaming and Hospitality Management. This 10-credit program spans the full summer term (June 19 to August 18) and is open to current UW students, visiting students, and the general public.
In conjunction with the leaders of Tribal gaming enterprises, this program’s goal is to help prepare the next generation of leaders for tribal casinos in the northwest. The course combines general business education with issues specifically relevant to the tribal gaming business to create a unique learning environment.
Summer Quarter of 2017, the Foster School of Business is partnering with the American Indian Studies Department to offer a companion course for undergraduate students. For two days a week, students will receive instruction in four modules: management/leadership, marketing, finance/accounting, and a capstone project. It provides essential information for any tribal gaming and hospitality business. It explores customer markets, business models, people management, core business processes, ethics, and financial basics.
Sign up during Summer Quarter Registration
Registration information can be found at the UW Summer Quarter website.
See the attached flyer for information on the English Department’s new writing minor, effective since Fall 2016.
Celebrating Resilient Feminism
5:30 – 8 PM on Thursday, March 30
Kelly Ethnic Cultural Center, Unity Room 1
Historically, womxn of color have been overlooked in movements for social justice. Additionally, we seldom see womxn of color highlighted at leadership events. “Celebrating Resilient Feminism” will create a space to celebrate womxn of color leaders and their achievements, listen to their perspectives, and learn from their lessons. The event will include a panel portion followed by a more intimate workshop component, in which attendants can converse in groups with the panelists. Topics will include a discussion of identity and maintaining integrity to self, overcoming challenges, incorporating diversity, difference, and equity into public and nonprofit work, and how we can create pathways for more womxn of coloras leaders in the community. Join us for a panel, hosted by womxn of color and our allies, to celebrate the resilience and achievements of womxn of color in our community.
Hosts: EPOC, PCD, and ESO, three student groups from the Evans School of Public Policy and Governance
Moderator: Michelle Gonzalez, Evans School Professor
– Orchideh Raisdanai, King County Democrats Vice Chair & Commitee Chair of Communities of Color & Faith – Paula Houston, CEO of Sound Generations
– Claudia Kauffman, Intergovernmental Affairs Liaison for the Muckleshoot Indian Tribe and former State Senator – Velma Veloria, Former State Representative
To attend, please RSVP here: https://goo.gl/forms/nYLT3BbaxCiYHGyg1 FB link: https://www.facebook.com/events/399247517102524/
If you have any questions, please contact Rosa Gimson at email@example.com
The Evans School has several Spring Quarter courses with space available!
Undergraduate (open to all UW undergraduates)
- PUBPOL 201 Intro to Public Policy & Governance (satisfies the Individuals & Society requirement)
Graduate (open to all UW graduate students)
- PUBPOL 565 A Municipal Management II (does not require that students have taken Municipal Management I) * PUBPOL 583 Science, Technology, and Public Policy
- PUBPOL 599 C Regulatory Policy
This Spring the Landscape Architecture Dept. will be offering L ARCH 362/598H Design of Cities (3) credits,
MW 9:00-10:20, Gould Hall Room 322, Taught by Prof. Elizabeth Umbanhowar. It presently can count as a VLPA course, but we have a Curriculum Change in for it to also count as I&S or VLPA.
The syllabi and poster are attached.
L362 l 598_Urbanscape Design of Cities_Syllabus_Spring 2017.pdf
A UW-REN capstone team working is on a project in Richmond Beach Saltwater Park in Shoreline. They are hosting another work party this Saturday (3/18/17) from 10:00 am – 2:00 pm. Join them for mulching, slope stabilization, and planting!
Coffee, snacks, and tools/gloves provided.
See flyer below for more information.
On Sunday, Sept. 12, 1971, hundreds of people began marching toward Matthews Beach Park along the shores of Lake Washington north of Sand Point. Families, couples, adults and senior citizens converged on the park in two streams – one from the south, one from the north. They marched there that sunny late-summer afternoon along old railroad tracks, on a route that dated to the 1880s.
The “hike-in” and rally was organized by Merrill Hille to draw attention and create support for turning the old railroad tracks to a bike and pedestrian trail.
See the attached flyer for details on the Spring 2017 Wildlife Science Seminars!
Spring 2017 Wildlife Science Seminar Series .pdf
Check out these courses! May be of particular interest with students who may be interested in exploring education as a major or minor in Education, Communities and Organizations (ECO), Early Childhood and Family Studies (ECFS) or Education, Learning and Society (ELS).
Courses are open to most students!
* document also attached!
COLLEGE OF EDUCATION SPRING 2017 OPEN COURSES
EDSPE 404 EXCEPTIONAL CHILDREN I&S, DIV
13581 A, 3 credits
W 430-650P MLR 104
ERICKSON, JEREMY J K
Covers the knowledge of the field of special education including laws, practices, procedures, and controversies. Focuses on information about children with disabilities studied from the point of view of education. OPEN TO ALL INTERESTED STUDENTS
EDC&I 351 TEACHING AS A PROFESSION I&S, DIV
13474 A, 5 credits
Helps students assess the profession of teaching. Explores what becoming a teacher means, assesses the organizational structure of teaching as a career and profession, examines social attitudes about education and the work of teachers, and thinks about teaching as social justice work. OPEN TO ALL INTERESTED STUDENTS
EDC&I 460 EARLY LITERACY INSTRUCTION
13476 A, 3 credits
T 230-450 SMI 105
Theory, research, and practice in early literacy acquisition including emergent literacy, phonemic awareness, word identification, comprehension, invented spelling, and writing. Emphasis on classroom instruction strategies for first and second language learners. OPEN TO ALL INTERESTED JUNIORS AND SENIORS
EDC&I 495 IMPROVEMENT OF TEACHING
13479 A, 4 credits
Th 1130-150 SMI 305
THOMPSON, JESSICA J
Culturally responsive teaching is based on the idea that culture is central to student learning. Several cultures intersect with the science classroom, such as the students’ and teacher’s multiple cultures, the culture of science and the culture of school. This course is relevant for undergraduate and master’s students interested in science education and will involve visits to classrooms. OPEN TO ALL INTERESTED JUNIORS AND SENIORS
ECFS 311 TEACHING FROM THE INSIDE OUT: BEING A RESILIENT EDUCATOR (3) I&S
13379 A, 3 credits
W 430-650P GWN 301
MAZZA, JAMES J.
Equips students with skills and strategies to optimize their effectiveness as early childhood educators. Students learn how to be as healthy as possible; possess the confidence to manage stressful situations; connect effectively with others; and focus on the positive aspects of life. OPEN TO ALL INTERESTED STUDENTS
ECFS 419 FAMILY AND COMMUNITY INFLUENCES ON THE YOUNG CHILD (5) I&S, DIV
13385 A, 5 credits
MW 430-550P SMI 211
JEGATHEESAN, BRINDA I.
Develops an understanding of families of young children from different socio-cultural backgrounds, child socialization and development in family and community contexts (immigrant, refugee, indigenous, special-needs and
vulnerable children), parenting across cultures, family processes, family systems theories, socio-cultural theories, and family-child collaborative partnerships using family and community strengths and resources. OPEN TO ALL INTERESTED STUDENTS
ECFS 480 INDIVIDUALIZED TEACHING & LEARNING
13388 A, 5 credits
This course will require engaging and interacting with young children and video assignments in a preschool setting in an early learning environment through current/ existing service learning, volunteering, work in a preschool, or nanny position. Placement for class is not provided and must be obtained/approved by Week 2 of Spring Quarter. OPEN TO ALL INTERESTED STUDENTS
EDUC 210 CURRENT ISSUES IN EDUCATION (I&S)
13648 A, 5 credits
Course Title: Education, Happiness and Equality. This course is an opportunity to discuss and write on contemporary educational issues related to gender, race, and disability, acting as an opportunity to discover the extent to which these issues are driven by concerns regarding happiness or the good life. OPEN TO ALL INTERESTED STUDENTS
EDUC 305 PUBLIC SCHOOLS IN A DEMOCRATIC SOCIETY (I&S)
13659 A 5 TTh 1130-150 MEB 246 YOSHIDA, LA’AKEA
Explores issues and questions pertaining to public schools in a democratic society through directed readings, dialogue, individual and group projects designed to engage students with a series of crucial issues in public schools. OPEN TO ALL INTERESTED STUDENTS
EDUC 310 CURRENT ISSUES IN EDUCATION (I&S)
13660 A 5 MW 1130-120 SMI 102 DIGGS, GREGORY L
COURSE TITLE: Introduction to Social, Racial & Biracial, Gender, Cultural and Bicultural Identity Development. Course examines the need for teachers to understand how their students’ identities impact the classroom and how teachers engage with students. OPEN TO ALL INTERESTED STUDENTS
EDUC 315 ISSUES & TRENDS IN EDUCATION (I&S)
13661 A 3 T 330-550 KERDEMAN, DEBORAH
Course Title: Purposes, Aims and Philosophies of Education. Examine how philosophers throughout history have imagined the purposes and aims of education. Engaging with these thinkers, you have a chance to read
deeply and critically, participate in conversations with your classmates, and reflect on your own understanding of education.
OPEN TO ALL INTERESTED STUDENTS
EDPSY 380 ADULT LEARNING & DEVELOPMENT
13547 A 5 TTh 1130-150 CMU 120 COOPER, SUSAN
Examination of current research and practice in the field of adult education, learning, and development.
OPEN TO ALL INTERESTED STUDENTS
EDPSY 406 LEARNING AND TEACHING IN OUR CHANGING WORLD: INSIGHTS FROM EXPERIENCE AND RESEARCH (5) I&S
13548 A 5 MW 830-1050 MLR 104 GOODELL, ALEXANDRA L.
Human learning in the educational setting. Cognition, development, learning, motivation, affective processes, and socialization. Emphasis on skills in influencing classroom learning and discipline. OPEN TO ALL INTERESTED STUDENTS
GWSS/ANTH/JSIS A 328, Gender and Sexuality in China: MW 2:30-4:20, CMU 120, Professor Sasha Welland,
This course provides a rich exploration of gender and sexuality as key aspects of China’s process of modernization, from the late Qing dynasty through the building of the Republic, Communist revolution, and post-Mao economic reform. It examines, through historical, anthropological, and cultural studies scholarship, the centrality of these social constructs in terms of family, state, labor, body, and ethnicity. Offered simultaneously at the undergraduate and graduate levels, with differentiated assignments.
GWSS 390 Intermediate Topics, Critical Conversations in Feminism and Technology: TTh 2:30-4:20, LOW 201, Ivette Bayo Urban
The course is built around 5 interconnected concepts with relation to technology: Privacy, Security, Self-representation, Identities, and Archives. We will consider the implications, possibilities, and limitations of digital tools as platforms. Through readings, self-reflections, and critical conversations students will review the history and practice surrounding our embodied
relationships with technology in theory and practice. Students will add to a growing archive of materials relating to feminist technologies and will collaborate on a final project that fills a need. This can be informative, action oriented or an expressive project.
GWSS 490 C/JSIS 485 D Special Topics in Women Studies, Gender and Sexuality in India and Turkey: MW 1:30-3:20, BLD 286, Akanksha Misra,
This course looks at the relationship between gender and sexuality and the (trans)national. Whilst acknowledging the centrality of gender and sexuality to the experiences of nationalism, citizenship formation, and global capitalist economies, it also looks at how gender and sexuality are constructed by nation state formation, histories, and transnational connectivities. The comparative aspect of the course provides the framework for not only looking at how transnational histories, ideas and economies shape the sexual citizen, but also how the concept of the transnational itself rests upon colonial/imperial legacies that are fundamentally sexual. Focusing on these two countries of the global ‘South’ urges us to reconceptualize the transnational both as an actual geographical space of uneven capitalist development but also as an imaginary space of desired sexual and modern citizenry. By looking at histories, contemporary movements, discourses of development/modernity, and the centrality of oppressed voices to the sustenance of mainstream religious and hegemonic notions of womanhood and sexuality, this course will try to draw connections between the past and the present, in an attempt to understand the rise of the right around the globe, including India and Turkey. Primary source materials in Hindi and Turkish will be provided for those interested, although no prior understanding of Indian and Turkish contexts, feminisms, and social movements is necessary.
GWSS JSIS 490 Spring 2017.pdf
Gender in China flyer spring 2017.pdf