My UW essays
Here are all the essays I wrote for admission to the University of Washington. The UW application actually did not allow unicode characters like smart quotes and em-dashes, nor did it accept italics, so the essays as displayed here are in their intended form, not as they were submitted. Note that I don’t necessarily agree with all of what’s said below anymore (hence the belief tag).
Thanks to KL for the extensive feedback I received while writing these essays. I also received minor feedback from others.
General admission essays
Personal statement.
Prompt B. Tell us a story from your life, describing an experience that either demonstrates your character or helped to shape it.
Having lived both in the United States and Japan, I have suffered the common problem of balancing one’s identity: whether to stay essentially in one land and occasionally poke one’s head out to say hello to the other; whether to play the eclectic magician and pull from both roots the cure to the disease of nationalism; whether to proclaim one’s allegiance to humanity and humanity alone, thus avoiding the question altogether. It would be wholly dishonest to say I have dealt with the problem well; but in my personal experience I have seen transformations of my thought, whose culmination isn’t so trite as “I have gained useful experiences from both cultures”!
But allow me to declare that I will approach this topic from the more fragile, Japanese side. My childhood, from years three to ten, was spent in Japan. Strangely, though I lived in Tōkyō—the center of action—my mind recalls almost a pastoral perfection from this period. This does not imply any geographic quality, but rather that life, because of my innocence, seemed detached: the summertime fireworks, with the delicious smoke, were severed from the piling of dark leaves and playing with sticks, and both of these were separate from the long walk along the river with friends, chasing after a milk bottle cap.
Fly forward five years from my last year in Japan, and we are three years behind the present: there is a change; I live in Bothell; the mind is forming an opinion. During a summer visit to Tōkyō, I saw the sultry streets of my old home clearer than in any previous year, with all its ugly connectedness obvious: the odor of cigarettes and urine painted on every surface; people lined up to feed the machines of pleasure with their overtime pay; everyone buying a train ticket to go nowhere and do nothing, only to find a nervous comfort in their own nests again. This impression, almost oddly artistic by now, so thoroughly shattered the idyllic vision of my childhood city that despite the urgings of my family, I did not return to Japan the following year.
Though I would not discover the works of the author Ōe Kenzaburō until much later, I can see now that I was in the process of being uprooted by what Ōe calls the Ambiguous: a dissonance engendered by two contradictory impressions. This particular incarnation of the Ambiguous occupied me for two years, and for these years my only contacts with Japan were conversations with my Japanese mother, and the Japanese school that I attended on Saturdays, which was steadily becoming for me an annoyance. But (if the continued anachronism is to be pardoned) Ōe had spent his life in Japan, so for him the Ambiguous was unavoidable; for me, the situation was quite different: having spent half of my life in the US by this time, I saw myself a refugee, a vehement critic of that derelict nation, who through reason alone had justified the superiority of the country with the global language.
But a slower change came in the autumn of last year: I began to renew my interest in Japan. It is difficult for me to ascertain exactly what caused this change, but two possibilities seem the most likely. First, my increasing frustration with one of my passions, mathematics, convinced me to find an alternative topic of research, so that I could shift back and forth. Second, my interest in literature as an art led me to an obvious starting point: works written in Japanese. But by now the obstacle is obvious: my ability to use the language had thinly escaped destruction. Thus began my intense study of Japan. And here I am, one year later: I am still reading Ōe; I have returned to Japan; I am unsure what the solution is, but endurance—what Ōe calls nintai —is my tentative answer.
Word count: 648/650.
Short Response
Prompt 1. The University of Washington seeks to create a community of students richly diverse in cultural backgrounds, experiences, and viewpoints. How would you contribute to this community?
The word “contribute” invokes in me a discomfort. On the surface, I see zealous students eager to spread their message, and demanding adults prodding them. And below, there is universal indifference, a kind of despair. But I cannot hold inside of me such ostentatious deceit—at least, not for long. For if I value one thing, it is small honesty.
I like to see myself as a stone, sunk at the bottom of a deep and sedulous river. I am breathless, and yet I ever so slightly hold back the current. This current—call it “intolerance” or “apathy”—swims in each of us, and, if we are unlucky, overtakes us. It cannot but seek the lowest elevation. On this riverbed, I am, by any definition, insignificant: I am just a small salience stuck in the mud. But I shall stand resolutely, open to any lifeless provocation; and given time, some others may join, forming a diminutive dam of detritus. No doubt some will become dislodged, and no doubt of those that are left, each of us is unimportant individually. But there is a chance, perhaps, that a fisherman on the bank will notice the current slowing; if not, all is well: the debris can feel it slowing.
Can one observe this river in reality? To be sure, the river exists, but its current is more chaotic; it is harder, then, to spot a pronounced thread. But one context in which I daily encounter it is what may be termed “educational desperation”. Being at times slightly better at navigating class material, I am sometimes asked questions. It may be a quick clarification for a passage in a novel, or an explanation of some concept in chemistry, or tips in computing a tricky integral. The current of questions is strong, and although I want to help, I know that answering these questions will have no effect on the current. To fight the current, one must strive for true understanding, not just a number. Curiosity is a requirement.
At times also I read a Japanese book at school. Then, occasionally, someone will ask me questions: “What language is this?” “So are you reading Sartre in Japanese?” “And which way do the words go?” Most of the time, the conversation will end quickly, and the inquirer will leave with nothing more than the added knowledge that some languages are written in different directions. But even this I find superior to helping with schoolwork, for I respond to a specific curiosity. These questions, moreover, can turn into more: it can propel someone into a promising study of Japanese writing or culture; this is the “true way”, in Kafka’s sense.
By being a stubborn stone in the river, that is, by quietly assisting those wanting to discover and understand, I believe I accomplish something important. In this sense, “contribute” becomes genuine, and becomes something I want to do in high school, university, and beyond.
Words: 488/500.
Honors essays
Interdisciplinarity essay.
Honors 1. Why do you want to incorporate our interdisciplinary liberal arts curriculum into your undergraduate experience? What contributions will you make to our community?
Bertrand Russell wrote in the prologue to his Autobiography of three passions that guided his life: love, intellectual curiosity, and pity for the suffering. In educating oneself, although all three of these passions are important, one’s focus does become more intellectual. What is essential, then, is to allow oneself the freedom of moving between passions while also focusing on specific goals.
Even within intellectual pursuits there are perceived categorizations that can severely limit self-actualization. One such categorization is between the humanities and the sciences. I have always focused my studies on one or the other: when engrossed in the abstract beauty of set theory, I am less aware of literature; when I am engaged in studying James Joyce’s works, I do less mathematical proofs. A certain shift in focus is healthy, but a total severance is catastrophic, for being too narrow renders the mind provincial.
The other harmful categorization I see is between absorption and creation. Intellectual curiosity can mean seeking useful information; however, research is only half of the experience. It is important also to use one’s creativity, to apply one’s learning to bring about something new. Creativity is not simply completing assigned work: it means reading a mathematical proof and trying to attain a more general result; it means reading Joyce and trying to emulate his interior monologues.
Although creativity need not be public, I believe by projecting my work outward I can most contribute. Authors like Ōe Kenzaburō masterfully quote other writers in their works, spreading important insights. But sharing need not be as elaborate; it can be simple, like the illumination of a line of verse, or an obvious yet ingenious trick in proving a theorem. Learning, I believe, is the constant exchange of useful information: one cannot do it alone, for knowledge must be shared.
“Lost its meaning” essay
Honors 2. Identify a word or phrase in common use that you believe has, “lost its meaning.” Explain what you think accounts for the loss of meaning and what might be done to restore appropriate meaning to the word or phrase you have identified.
No word in the English language has more exponentially deteriorated than the word “math”. The word generates an infinite conflict, for its whole geometry is false, and this can be proven algebraically. There are a few factors, but first we must ask “What do we now mean by ‘math’?” The conventional meaning is easy, for we all do “math”: we sit in a “math” class, listen to the teacher talk, scribble with a pen (hello Vi Hart!), “peruse” the “math” book. Now examine the inverse: who are the “mathematicians”? Do they go around reciting the digits of e or solving for the roots of a cubic function? Certainly not: that would be irrational.
The problem is that most people haven’t a clue what “math” really is. People think “math” is what they learn at school. But what they learn at school is … “computation”, which is what computers do (not humans). Real math isn’t a formula; it is an exploration. It is art in its highest form. Real math requires inquiry: how does a computer handle ones and zeroes? How can one deduce an optimal diet? Why does multiplication work in the first place? And so on: all questions that inspire curiosity.
What is in our power to solve this grave matter? To be perfectly honest, there is only an infinitesimal chance that we can contribute. But here is something that almost surely anyone can do: before spitting out, “I’m doing math” (with contempt), ask: “Am I really exploring ideas I am curious about?” If the answer is “No”, stop! Say “I’m doing some computations”. But most importantly: explore! Find an incongruity; seek, and sedulously pursue it. Don’t give up. Report to a friend your progress, and repeat ad infinitum !
Words: 290/300.
Extracurriculars
I believe these were limited to 100 words each.
Seattle Japanese School and Studying Japanese. I have attended the Seattle Japanese School since fifth grade. I have consistently earned good grades, and have also participated in school-wide events like the annual Sports Festival. However, as the school alone is inadequate for leaning Japanese, I also read Japanese literature to increase my knowledge. Most recently, I have been reading the works of Ōe Kenzaburō. It has been stunning to see that the literary techniques I had learned for English could be replicated in Japanese. As Ōe often writes about post-WWII Japan, I have also been influenced by his thoughts on psychological confinement and humanism.
Independent study of mathematics. Not being satisfied by mathematics at school, I have been dedicating my time to understanding the reasons why various concepts in mathematics work. To understand why addition and multiplication work consistently, I read and did exercises in Terence Tao’s Analysis I ; to see why numbers could be defined as sets, I began reading Bertrand Russell’s philosophy of mathematics and Paul Halmos’s Naive Set Theory ; to understand why material implication is defined the way it is, I spent two years reading blogs, PDFs, and various books on logic. Through this, I have trained my mind to be methodical but also creative.
Aikido. I have been participating in the Japanese martial art of Aikido. My current rank is 5th Kyu. Training with the people in my Aikido class has increased my strength and awareness, and practicing the moves in the art has allowed me to react to the various attacks. Psychologically, it has also alleviated my phobias of eye- and bodily-contact. Furthermore the experience has enriched my life even outside of the class. When walking around at school, for example, or when I am in very crowded places, I have an increased awareness of my movements.
Tutoring (various). I have tutored people on various occasions. Last year in school, I tutored students studying Japanese. It is difficult to say how much impact I had, but I was able to help them complete their homework. This year in school I have been tutoring (in Spanish) students that recently arrived from Mexico. Since my command of Spanish is weak, the experience has been refreshing as I fumble for the desired expressions. Outside of school, I have volunteered for the Study Zone program at my local library. Through this I have helped the community by making homework a little more bearable.
Trail party at the Soaring Eagle Park. On three separate occasions, I helped out within a trail party at the Soaring Eagle Park in Sammamish. The work consisted of various trail- maintenance tasks, such as digging trenches to carry eventual rain off the trail, clearing the foliage of a fallen tree, and replacing mud puddles with fresh soil. Learning about trail-maintenance and connecting with the other people there was enlightening. Moreover the raw physical exhaustion on all three days was intoxicating. Philosophically, knowing that all of my accomplishments would soon be washed clean by the rain was disconcerting but also oddly pleasing.
- A few people I know have similarly posted their college application essays online, including Brian Tomasik .
Honors By Contract Examples
Examples of past applications.
Below are examples of well-created past applications for Ad Hoc Honors and Honors 499 applications. Notice how these examples show complete and thoughtful effort in addressing each prompt. These examples are not meant to be used as a template for your own application.
Ad Hoc Examples
How do fish hear.
Student Name : Samantha-Lynn Martinez
Associated Course: FISH 311
Quarter/Year : Autumn 2022
What is the standard coursework for this class? Include details about assignments, projects, and activities.
The standard coursework for this class involves regularly occurring and pre-determined assignments/assessments that range from tri-weekly to weekly in frequency. The regularly scheduled assignments include readings (which are to be completed before each lecture three times a week), summary sheets almost every week that consist of an abbreviated graphic/textual summary of course content covered, some weekly canvas quizzes reviewing content learned within the week, and labs. During scheduled lecture time, students work through collaborative group-work problems based on the day’s given subject or topic, allowing for discussion-based learning to clear up any uncertainties on the content in real time. As for assessments and projects, there are two primary assessment opportunities consisting of a short-answer midterm in week 5, and a short-answer final at the conclusion of the quarter.
Outline your proposed ad hoc Honors Project, be sure to include the main topic, focus, and goal of the project. Please also include details about the deliverable of your project (i.e., if a video, how long will it be? If reviewing resources, how many minimum? how will you find them? etc.)
My Ad Hoc project has three components: video, accompanying reading, and collaborative assignment, all highlighting the subject of how fish hear via various “deep dives” and case study presentations. Below are the details about each component and their roles in the project as a whole.
VIDEO: After a brief overview of the basics of fish hearing anatomy, I will present species that have unique anatomical features related to their hearing, and provide some commentary on these anomalies I’ve run into during my research for this project. The video will be around 12-15 minutes long. Since research is a necessity for the scripting and production of the video and animation/diagram elements, I’ve already garnered a library of 10+ scientific articles and 20+ general resources on my own and from the introductory fish hearing content presented in this course. I anticipate gathering many more as scripting continues and corrections are made.
READING: This project will include my own version of an abridged/summarized study I found on the Melamphaidae family of fishes. This family of deep-water fishes has a vastly different lifestyles to the pelagic/shallow-dwelling species covered in my general overview of hearing anatomy basics, so that niche difference makes them a great option for the accompanying text (will also eventually tie into the collaborative assignment).
COLLABORATIVE ASSIGNMENT: In the description of the video or Canvas module, there will be a google document AND PDF format of the additional collaborative assignment designed around the images and figures from this study of the Melamphaidae. The assignment is meant to take up 35 minutes of collaborative groupwork time during lecture. The assignment will encourage students to draw conclusions and make predictions on Melamphaidae life history based off of the figures from the study provided in the additional reading, overall, around 5 short answer or sketching questions.
Discuss your motivations for pursuing this ad hoc project. What do you hope to gain from completion of this project?
While it’s simple to say that I am as much of a fish nerd as I am an adventure-seeking student, my motivations to do this ad hoc project project surround my love for combining the fish-nerd side of me with the wannabe science communicator in me, AND my special untouched interest of how the senses familiar to humans translate across other organisms. I heard about Luke Tornabene and FISH 311 through my instructor Melissa Frey from the HONORS 397 Burke course about 21st Century Natural History Museums last winter quarter AND from my Marine Biology advisor. Since learning about the course, I knew it was the perfect place and “safe-space” for me to do something that would not only help me with course material, but also allow my creative side to thrive through a sci-comm Ad Hoc project about a subject i adore. I grew up watching Nat Geo and Emily Graslie form the Brain Scoop (by the Field Museum in Chicago) and I dreamt to one day become that presenter and nature-lover package. Luke shares the same wonder and curiosity about the subject of fish biology with me, and I hope to sharpen my communication skills and discover how to develop learning materials for folks around my age (undergraduate level and above). I’ve only had experience teaching material about fish biology to kids much younger than me, so this project gives me the room to explore and practice teaching older and advanced individuals in the subject. While the content level may be slightly more advanced, I hope to keep the comedic, entertaining, and fun side of me alive and well in the development of this project.
How does this additional work connect with the educational goals of the course and/or your professors area of expertise?
This additional work aligns with the course’s educational goal of providing students a chance to to develop predictions using biological and morphological clues within the grand realm of fish biology, specifically targeting the course learning objective stating: “Explain the relative evolutionary trade-offs of different morphologies and life history strategies fishes display, and how this relates to the environments they inhabit”. Professor Tornabene’s area of expertise focuses on the biodiversity of fishes, taking a special approach by examining the evolutionary relationships that exist in bony fish. With this additional deep dive into the lesser-known sense of hearing for organisms in aquatic environments, this project will allow for yet another layer of dimension for students studying concepts from fish biology.
Outline your project schedule. In your schedule be sure to include your plan for in-person meetings, when each component of your project is due (drafts, revisions, preliminary research), when you are hoping to receive feedback, and other relevant steps.
Tornabene and I have developed a timeline spanning all the way back to BEFORE the Ad Hoc application deadline and Autumn quarter in general to the final submission of the project. Our plan consists of my preliminary and ongoing research, scheduled email check-ins, draft delivery to Tornabene, and in-person meetings where feedback on my project (primarily the video component) may be exchanged and discussed. Here is summary the extensive timeline we have developed:
9/21 – Initial Meeting with Samantha and Luke – Overview of project proposal 9/22-25 – Luke Provides course content on subject whilst Samantha conducts preliminary research outside of course content 9/27-30 – Luke confirms final calendar and provides any additional comments on project deliverable format
10/6 First draft of project due (general script for video, outline of learning materials) 10/7 Luke and Samantha meet to discuss first draft (Feedback Session, aka FS)
10/7 Samantha submits the Ad Hoc Application to Honors — We are here!—-
IF APPROVED, CONTINUE! Go through revision process 10/12-10/17 if needed)
10/12-10/20 – Production Period 1
10/20 Second draft of project due (Actual video and complete learning material aids) 10/21 Luke and Samantha meet to discuss second draft (FS 2)
10/21-11/3 Production Period 2
11/3 Third draft of project due 11/4 Luke and Samantha meet to discuss third draft (FS 3)
11/4-12/13 Production Period 3 and Post Production (Another check-in if needed – to be scheduled during the first week of DEC)
12/14 Samantha emails Luke Final Draft 12/15-17 Luke Completes final Ad Hoc evaluation
Further Exploring Themes of Jewish Literature
Student Name : Anna Feit
Associated Course : NEAR E 310
Quarter/Year
Spring 2023
NEAR E 310 meets two hours every Tuesday and Thursday for lectures and discussions of readings. There are weekly readings and weekly discussion posts due on Canvas. Participation in class discussions is also graded. There are three quizzes throughout the quarter, a final essay, and a final class presentation.
I propose a 10-15 page (double-spaced) prose piece inspired by themes in the Jewish literature we learn about in class accompanied by a 5-10 (double-spaced) page paper discussing and analyzing how the prose piece relates to course content and Jewish literature as a body of work. The paper will use at least three academic sources found outside of class. The prose piece may also be inspired by an in-person Jewish artistic event such as a play or a musical that the professor and I will identify as an appropriate supplementary activity. The goal of this project is to develop my knowledge of Jewish literature and language and work with stylistic and thematic choices that Jewish authors use. Its main focuses will be prayer, languages, translation, and biblical themes.
I enjoy writing prose and want to become an author, and as a Jewish person, a lot of my work includes writing about my Jewish experience. Thus, when I write, I am joining in a millennia-long tradition of Jewish authors, and through this project, I want to be more intentional with how I do that. This is the second Jewish studies class I have taken at the University of Washington, and I chose literature because literature is my personal favorite way of grappling with what it means to be Jewish, both through writing and reading it. I have taken a few creative writing classes at UW as well, but this will allow me to specialize and enhance the skills I learned by combining both my interest in Jewish studies and creative writing. In my career, I want to use archival studies, digital humanties, and library science to research Jewish culture and history of migration. Jewish literature is one of the genres of media that can contribute to that research, and I want to become more familiar with it as I work on this project.
I am excited to work with this specific professor, as she has translated Hebrew poems into English and has knowledge of Yiddish as well. I want to learn both of those languages and I am also interested in literary translation for part of my future career, and I think that working with this professor and taking this class is a good way to delve deeper into those interests. Because we will be working with texts from many different languages throughout the class, I want to incorporate some of the tensions and complexity of translation and multilingualism into my prose piece and analysis. Some of the learning objectives of this course are to learn an overview of Jewish literary history and be able to understand how modern texts interact with historical traditions and texts. By writing my own Jewish literary piece and interacting with a modern live Jewish literary work I gain the opportunity to grapple with Jewish literature in hands-on and personal ways, which will improve my understanding and achievement of course objectives.
By April 18, identify the third interactive event piece and create an agreement with the instructor on the project structure. By May 1, have an outline and identify any unanswered questions. By May 8, have a first draft of prose done. By May 22, have a second draft of prose done and a first draft of accompanying essay. By June 8, turn in final drafts. We can meet or email about feedback/questions after every deadline, depending on instructor preference. Schedule is open to discussion and tweaks.
3D Printed Mechanical Heart Valve
Student Name: Tom Mikolyuk
Associated UW Course: M E 356
Spring 2022
M E 356: Machine Design Analysis is a core Mechanical Engineering undergraduate course which covers the basics of machine design and failure analysis using fundamental engineering concepts and practical specifications. Topics include design codes and specifications, mechanics of materials, failure from static or fatigue loading, characteristics of key mechanical elements in machines (e.g., shafts, gears, bearings, etc.), and finite element analysis (FEA). The course meets three days a week for 1-hour lectures and on Friday afternoons for either 1-hour recitations and FEA demonstrations, 3-hour machine dissections and other laboratory activities, or 2-hour non-cumulative exams. Homework on lecture content is assigned and collected weekly.
Mechanical heart valves are built to replicate the unidirectional blood flow patterns in and out of the heart, and have historically been composed of a high-strength metal leaflet valve with a flexible suture ring. Past designs have been prone to failure and more costly to manufacture, so in recent decades, the focus has shifted to flexible, mass-produced bioprosthetic valves and bespoke 3D-printed biomimetic valves. The goal of this project is to create my own to-scale 3D-printed mechanical heart valve through an exploratory and iterative process, including a market research process acquainting myself with the history of mechanical heart valves, biweekly meetings with Prof. Sniadecki, and at least three rounds of prototyping where improvements are made on computer-aided design models and manufacturing process parameters each time. Resources to be used include, but are not limited to, the class notes and textbook, TA presentations on FEA, patent filings, scientific journals in biomechanics and biomedical engineering, UW College of Engineering remote desktop systems, and on-campus makerspaces.
The final deliverable will consist of not only a physical prototype judged on its cost and quality (to an extent appropriate for an undergrad having his first go at this), but also a comprehensive entry in my portfolio website, tommikolyuk.com (which serves as both my design/engineering portfolio and my Honors portfolio). This portfolio entry will include CAD renderings, generated technical drawings, a manufacturing process plan (with a format similar to ones developed in M E 355), screenshots of FEA results, a short (1-2 min) demonstration video, and concise yet informational descriptions of my choices in research, design, materials, and manufacturing processes tying all of the other content together.
My professional interests range widely and include mechanical engineering, materials science, manufacturing, industrial design, business management, and psychology of design. I seek a career at the nexus of all of these fields in an industry that creates products which people directly interact with on a daily basis and helps bring forth a more equitable and healthy society. In the past, my desired industry has been consumer technology, but I’ve found a growing interest in medical devices and want to explore and cultivate that interest further. In addition, I worked in Prof. Sniadecki’s research lab in summer/autumn 2021, an experience that helped catalyze my aforementioned growing interest and led to a good professional rapport – I’m really excited to finally be taking a class that he’s teaching and I want to put more effort than my average to make the most of this.
Through this project, I want to get further experience using computer aided design programs, doing finite element analysis on models, and optimizing manufacturing process parameters for 3D-printed parts. I also want to get a better understanding of parts of M E 356 content – fatigue failure from variable loading and the mechanical response/manufacturing of axles and nonpermanent joints – especially in the context of a more democratized manufacturing technique like 3D printing (this was chosen over other methods due to cost) and outside of the contexts of heavy machinery and automotive applications. Finally, the purpose of the portfolio entry component of the deliverable is to practice effective technical communication, something that I think I’ll be doing a lot of in my post-UW life. My strain gauge ad hoc project for Su21 E E 215 worked well to engage me with the ABCs of circuitry, so I’m excited to get more hands-on experience here as well.
Mechanical heart valves experience variable loading from blood flow and are therefore subject to failure. This means that mechanics of materials, fatigue mechanics, and mechanics at joints/axles are variables in the functioning of mechanical heart valves, the effects of which can be elucidated using approaches taught in the course. Prof. Sniadecki’s areas of expertise include both the cellular and tissue mechanics of the cardiovascular system and microfluidic diagnostic devices used in consumer and research spaces, both of which are (at least tangentially) relevant to the design manufacturing of a mechanical heart valve.
To facilitate an iterative research and design process, Prof. Sniadecki and I have agreed to meet biweekly on Monday afternoons for 30 minutes on weeks 1, 3, 5, 7, 9, and 11 (finals week) of spring quarter. The first meeting occurred on the first day of classes and constituted a project brainstorming session, attempting to align my interests and desires for this project with the course content and existing medical device innovations before I submitted this application on Monday of week 2. Beyond that, I’ve found that I work best in sprints, so I’ve broken up the project timeline into five two-week sections within which Prof. Sniadecki and I can discuss three to four prototyping rounds. These sprints also serve as a way to pace my learning and experimentation over the entire quarter. Week 3: discuss market research & design proposal Week 5: discuss first round of prototyping and CAD modeling Week 7: discuss second round of prototyping and CAD + FEA + mechanical analysis Week 9: discuss third round of prototyping and CAD + FEA + mechanical analysis + project communication Week 11 (Finals): review – if Prof. Sniadecki likes the final deliverables here, the project is done. Otherwise, make revisions ASAP.
Stitch, Thread, Hook: A Digital Visual Novel Game About Vietnamese Refugees (proposal only)
Student Name: Celestine Le
Associated UW Course: LSJ 329
Each week we complete assigned readings, podcasts, and/or videos that explore the meaning of borders, state, and citizenship under a migrational lens. We will use this perspective to understand inequality within the lived experiences of migrants, refugees, and asylum seekers. During lectures, we will engage in critical discussions about existing migrational theories and compare the experiences of different migratory groups across the world.
After the first few weeks, we will transition into conducting scholarly analyses of three major works: the Netflix series Living Undocumented, Precarious Protections by Chiara Galli, and Unauthorized Love by Jane Lilly Lopez. By engaging with these larger works, the class centers lived experience in our conversation of migration, allowing us to see a holistic and nuanced picture of migration across families and intersecting demographics.
At the end of each week, we will submit a 2-page discussion of the readings that synthesizes theories, concepts, and experiences of migration. We’ll also keep a weekly journal reflecting on our learning. Entries will take the form of illustrations, bullet points, poems, essays, or anything that demonstrates our engagement with the material. For our midterm, we will deliver a recorded presentation and write a 5-page discussion of a chosen reading from a pre-approved list. For our final, we will make an illustration and write a paper that demonstrates our overall learning about what it means to be an immigrant.
I will be designing a digital visual novel game focused on themes of migration, war, and resilience. The game will be designed through a visual novel engine called Ren’Py, and it will follow a multigenerational, matrilineal narrative of three Vietnamese women in distinct settings: 1940s Vietnam under French occupation, late 1970s Vietnam following the end of the Vietnam War, and 2020s U.S. (present). Players will have the opportunity to explore each of their stories, which come together in a cohesive, overarching narrative of the Vietnamese diasporic movement.
The game will be largely dialogue-based, allowing players to click through dialogue paths as they uncover the stories of these three generations of women. Their stories will be contextualized by their gendered experiences in each distinct setting, touching on how language, assimilation, work/education, and safety shape their relationships with each other and their culture. I will incorporate information from at least five sources, primarily memoirs and articles, that capture first-hand accounts of the Vietnam War/diaspora. I will especially utilize primary sources (such as family members who lived through the Vietnam War or fled from it). These sources will be credited within the project and on a separate bibliography.
There are many outcomes of this project (as I discuss in other sections) but one of the primary goals of this project is to create an engaging, thoughtful, and informative visual narrative. By the end, the player should have an understanding of how colonization and war shaped the migration of Vietnamese people, and they will see how these experiences paved the way for resilience in the Vietnamese diasporic community.
I am the daughter of Vietnamese immigrants, both of which came to America because of the Vietnam War. This has given me a lifelong passion for immigrant studies, which I aim to center throughout my research career. It has also been a source of strength, as my history has reaffirmed the person I am and how I navigate the world. Pursuing this project allows me to use unique digital tools to engage with my history and communicate that history with others.
The medium I chose plays an important role in this. I value storytelling as an immersive means of sharing knowledge. While there are many ways to tell stories, a visual novel game is a unique storytelling format that combines a dialogue-driven narrative with interactive mechanics. It offers unlimited possibilities for storytelling and reimagines traditional mediums of communication by bringing player engagement to the forefront. In this sense, I can be very creative with the content and structure of the project so that it is both informative and impactful. By the end, I hope that I can grow to be more thoughtful about how I communicate research and form a deeper connection with the generations of migrants that came before me.
The formal objectives of this course are centered around understanding inequality, the limitations of citizenship, and lived migratory experiences under a comparative migrational lens. My project pushes me to inquire about these very objectives within the context of Vietnamese migration: Why do these characters flee? What do they lose when they become migrants or refugees? How does this shape their interactions with each other? My script will answer these questions and supplement what I learn in the course about the physical, emotional, and structural obstacles migrants face.
Moreover, this course largely emphasizes learning from lived experiences. My project is an opportunity for me to further add on to that: it inherently centers a narrative of lived experiences in the Vietnamese diaspora. It also requires me to prioritize primary sources and firsthand accounts so that I paint an accurate picture of Vietnamese migration. In this way, my project enriches my understanding of the value of lived experience and situates me within the history of migration.
Every two or three weeks, I will meet my professor during their office hours to ask questions and give brief updates about my project. I will also occasionally use email to ask more immediate questions if needed. Halfway through the quarter, I will deliver a report of my overall progress to verify that I am on track, obtain feedback, and allow room for course correction. By that point, I will have written the script and sketched a prototype of the project, including any game mechanics and differing dialogue paths/endings. For the last few weeks, I will implement my script and prototype design into the visual novel engine. The bulk of this work is mainly coding the script and debugging animations. By week 10, I will deliver my final project to my professor via email as a zip file, which can be downloaded as a game application on Mac/PC.
Application Summary for Coral Reefs: Threats, Management, and Cultural Importance in the Francophonie (proposal only)
Student Name: Dylan Strauss
Associated UW Course: FRENCH 301
French 302 (Cultures Of The Francophone World) is designed to enhance French speaking, listening, reading, and writing skills. The main elements of the course are in-class lessons, a group presentation, an individual research project, conversations with French speakers, short story readings, essays, and quizzes.
In-class lessons. We will cover two main chapters of the “Defi francophone 2” textbook: one focused on work, and the other on the French language. We will learn grammar and develop our vocabulary by watching videos, reading articles, completing activities, and discussing in small groups.
Group presentation. Working in a group of three, we get to choose any topic related to the Francophonie, research it, and create a 12-15 minute presentation to stimulate a class discussion. *Disclaimer: my group will not choose a topic related to my ad hoc project. We plan to pick a francophone scientist and discuss their work.
Individual creative research project. Working individually, we get to choose both a topic and a deliverable that is somehow connected to the Francophonie. We can choose to create posters, poems, essays, stories, reflections, songs… *Disclaimer: I have not yet chosen my presentation topic, but it will not be related to my ad hoc project!
Boomalang conversations. Throughout the quarter, we will schedule three thirty-minute conversations with French speakers on the platform Boomalang. We will discuss questions related to the unit themes with our speakers to become more comfortable expressing ourselves and applying the vocabulary we learn to real conversations. After each conversation, we will write a reflection describing our conversation and considering how it went.
Short stories. We will be assigned five short stories by authors from around the Francophonie. In addition to reading the stories, we have homework questions asking us to research relevant people/topics, describe sections of the story, or explain our opinions. In class, we discuss our answers and also delve into the context behind the stories.
At home essays. We will write two 700-800 word essays in response to questions related to the short stories we read or the unit themes. The essays are opportunities to apply the vocabulary we’ve learned in class while exploring the unit themes in different contexts or from different angles.
In-class quizzes. We will take two in-class quizzes testing us on the grammar and vocabulary we learn from our short stories and our in-class activities.
Course grading: 20% unit quizzes, 20% essays, 10% presentation, 10% final creative project, 15% homework, 15% Boomalang conversations, 10% in-class participation.
For my ad hoc project, I aim to create a website (completely in French) that describes the biology of coral reefs, unpacks the threats they face, analyzes francophone management strategies, and considers the cultural importance of reefs in francophone nations. I will conduct research both in French and English with the goal of developing a French vocabulary that allows me to discuss the science I’m interested in.
In terms of deliverables, I aim to have at least 5 site pages. Each one would have at least 2 paragraphs synthesizing information from 3+ sources, at least 1 of which would be in French. I plan to draw from a variety of French and English sources, including government sites, scholarly articles, documentaries, and other credible sources. So far, I’ve decided on the theme of four of my pages: biology/overview, threats, management, and cultural importance. However, I wanted to leave the remaining 1+ pages open because there are many additional avenues I may explore. For example, I could contextualize francophone reef management strategies by first exploring the relationship different cultures have with the environment. Since I’m currently dissecting corals in the Padilla-Gamiño lab this quarter, it might also be cool to add a page about the research I’m involved in. Building on that theme, I could also spotlight different coral research projects around the world. I like the format of a website because it lets me add in new topics without disrupting the rigid organization of an essay or video.
Additional details about content I plan to include: Overview: what corals are, coral diversity, ecological significance, why we care! Threats: warming, acidification, pollution, fishing Management: comparing French reef management strategies with other nations’/indigenous approaches, assessing their effectiveness, considering ethical issues that arise Cultural significance: considering the importance of reefs to local communities on francophone islands
I’m excited about my ad hoc project because it represents an opportunity to gain field-specific French language skills while making a connection to my current research. I recently applied for a volunteer position in the Padilla-Gamiño lab, where I will be dissecting coral polyps to look for ingested microplastics. I want to continue learning about corals outside of the lab to gain a deeper understanding of the species I’m working with and why they matter; I feel like this will make my time in the lab feel even more meaningful. At the same time, I’m eager to finally be able to express what I study in French! I realize that my current science-related vocabulary is very much lacking-I would struggle to say “I look at corals under a microscope,” let alone “I dissect coral polyps to determine the rate at which different species ingest microplastics.” I ultimately aim to become fluent enough that I would be able to work/conduct research in a francophone country at some point in my career. I believe my ad hoc project will be a strong step in the right direction.
While my main goal is to develop biology-specific language skills, I’m also curious to explore themes that I don’t normally get to spend as much time with. For example, in researching management of coral reefs, there is a strong connection to policy and equity, neither of which get much attention in many STEM classes. I’m excited for a project where I’m not confined to just the “science” dimension (science doesn’t exist in a vacuum!).
As a language class, one of the key goals of French 302 is to become more fluent (specifically, to reach a B1/B2 level on the CEFR scale). Part of the way we achieve this is by studying different cultures, current events, and stories from around the Francophonie. The first day of class, we also came up with goals we wanted to achieve. In addition to improving reading and comprehension skills, two main themes were developing a vocabulary specific to our interests and becoming more confident in our ability to express ourselves.
With a strong connection to my research interests and to culture in the francophone world, I believe that my ad hoc project aligns with these course goals. In the process of researching coral reefs, I will become stronger at understanding scientific articles in French. As I write my site pages, I will get better at expressing myself and applying vocabulary specific to my field. In particular, I will become more comfortable describing content from English articles in French, which is something I struggle with. In studying reef management strategies and the importance of corals to different communities, I will also get to learn about different francophone cultures. Throughout the process, Prof. Meyer can help me understand challenging sources, better articulate my thoughts, and develop a more balanced project. I know from my experience in her class in autumn that her kindness, patience, and attentive feedback will help me learn from my mistakes and become a stronger writer.
I plan to divide my project up by topic because it will help me to treat this as 5+ sub-projects, rather than 1 enormous project. This will hopefully help prevent it from feeling overwhelming, meaning I can just enjoy the process!
Week 1: Draft application
Week 2: Mon (due): project application Research/notes for overview/biology page
Week 3: Mon (due): drafted overview/biology page Mon or Wed (meeting): feedback, questions, etc. Research/notes for threats page
Week 4: Mon (due): drafted threats page Mon (due): revised overview/biology page Mon or Wed (meeting): feedback, questions, etc.
Week 5: Mon (due): revised threats page Research/notes for management page 1+ paragraph reflection on research process so far for honors portfolio
Week 6: Mon (due): drafted management page Mon or Wed (meeting): feedback, questions, etc. Research/notes for cultural significance section
Week 7: Research/notes for cultural significance section
Week 8: Mon (due): drafted cultural significance section Mon or Wed (meeting): feedback, questions, etc. Research for topic 5 page Begin designing website
Week 9: Mon (due): revised cultural significance section Research for topic 5 page Continued website development
Week 10: Mon (due): drafted topic 5 page Mon or Wed (meeting): feedback, questions, etc. Continued website development
Week 11: Tues, Wed, or Thurs (final meeting): final feedback, last questions, etc. Fri, June 9 (due): final project completed! 1+ paragraph reflection on project as whole for honors portfolio
Ocelot Management and Rehabilitation Poster (proposal only)
Student Name: Olivia Cavaluzzi
Associated UW Course: ESRM 458
Winter 2023
This class is about the human management of endangered, threatened, and sensitive species across terrestrial and aquatic ecosystems. This class discusses various aspects of species conservation, including institutional, social, political, and biological dimensions. The endangered species act is a focus of the class. For this class, I will work on individual and group projects for a client, complete oral and written presentations, submit written reports in response to lecture questions, and participate in class discussions. There will be four lecture question sets throughout the quarter that will include citations from the primary literature and course material. The class will culminate in a large group project where we work with an organization to produce a project for them, along with a cover letter, an oral presentation, smaller supplementary projects, and possibly a written report.
My proposed ad hoc project will be an informational poster on ocelots for the wildlife rehabilitation nonprofit, Hoja Nueva. Hoja Nueva rehabilitates a variety of animals, but ocelots are a main focus. The organization recently gained notoriety for its documentary “Wildcat” and is in need of more informative graphics for its center. I have been a volunteer/intern for Hoja Nueva for four years and am excited that this project will serve a purpose outside of my own education. The project will be a poster that I can digitize and send to the organization in Peru so they can print it to hang on the wall. The project will consist of a variety of drawings and carefully chosen information on wildlife rehabilitation, including information that Hoja Nueva is in the process of publishing. I plan for my poster to include at least five small drawings highlighting specific aspects of ocelot behavior and biology. I will base the drawings off of photos taken of the ocelots at the center.
After completing this project, I will have a poster that will serve an educational purpose for Hoja Nueva. This is meaningful to me because it won’t only serve a purpose for my degree, but Hoja Nueva will use it for education. I have chosen a poster because it can be digitized and replicated, as getting the original to Peru would not be feasible. I am a firm believer that art and science are very powerful when combined, and should not be kept separated in their different disciplines. Combining factual information with scientifically accurate drawings allows me to combine both of these disciplines in a way I rarely get to do in classes.
The course is focused on working with a client to produce a project that is useful to them with a focus on endangered, threatened, or sensitive species. Ocelots are an endangered small cat that ranges through South, Central, and North America, making it a unique species of conservation interest because its range crosses many political borders. My project will enable me to work with another organization outside of the organization my group picks for the class, produce a project Hoja Nueva will use, and explores management elements for an endangered species.
Week 1-2- Submit the application Week 3- Begin discussing information to include on the poster with Hoja Nueva Week 4- Meet with Dr. Marzluff to confirm that the information I’m including meets project requirements -Finalize the layout for the poster, begin sketching the graphics Weeks 5-9- Draw and ink final poster – Meet with Dr. Marzluff to receive feedback before finishing the poster Week 10- Digitize poster and digitally edit it for reproduction Finals Week- Submit final project
Public Relations Podcast (proposal only)
Student Name: Makenna Schwab
Associated UW Course: COM 444
Winter 2024
Provide a brief description of this course, as well as an explanation of the required coursework. A brief description (3-sentence minimum) can be taken from the course catalog or syllabus, in addition to details about assignments, projects, and activities.
In Public Relations & Society, we have the opportunity to explore the world of PR through in-class group assignments, exams, and readings. We’re reading Cutlip and Centers: Effective Public Relations 11th Edition for each day of class and come prepared to discuss with our peers and take additional notes in the lecture. There are two in-class exams, one take home exam at the end of the quarter, in-class activities, and Poll Everywhere questions that make up the entirety of our grade.
My proposed ad hoc Honors Project is to produce a podcast interviewing local Public Relations professionals here in the Pacific Northwest that work in the different professional fields where PR professionals usually work. I’ll dedicate an episode to each corporate, non-profit/foundations and associations, healthcare, government, and independent practitioners. Working with my instructor, I’ll reach out to PR professionals, prepare sets of questions, and organize times to talk. Each set of questions will have a foundation of the same few questions, but then go to more specific fields. There will be five podcast episodes, each roughly 30-45 minutes in length. The goal of the project is to allow professionals to explain what Public Relations really is. Often, PR gets a negative reputation as ‘fact-spinners’ or ‘alternative truth givers’, and that’s not the reality of the profession. By having the opportunity to talk with accomplished PR professionals, I hope to not only learn myself a deeper understanding of the realities of public relations, but also know how to go forward and explain the field beyond just a project for class.
In pursuing this ad hoc project, I have the opportunity to get hands-on experience in a career field I’m seriously considering for my future. Public Relations has always been a place of high interest and it’s continued to grow since I started in the Journalism and Public Interest Communications major. As I’ve begun to explore the more general area, I’ve realized that where my interests are resides closer to Public Relations. Hence why I’m taking COM 444, Public Relations & Society. This ad hoc project would allow me the opportunity to take it all a step further. To take the knowledge we’re learning in class and the first-hand experience Professor Coe brings to the table and turn it into real experience and deeper understanding for me. In this project, I hope to gain not only knowledge and hands-on experience in the Public Relations field, but also the opportunity to network with people who have already found success in the industry I’m so interested in.
In this class, the goals are for students to walk away with the ability to concretely define Public Relations, understand the different fields and areas where PR exists, what it means to be a Public Relations professional, and at the end of the course, pass the Certificate in Principles of Public Relations if we so decide to take the test. Professor Coe is PR professional herself, working in many different arenas of Public Relations and currently owns and operates her own independent PR/Communications firm. This project will not only allow me to dive deeper into the courses concepts on a more personal level, but will also allow me to learn more specifically from Professor Coe and her experiences in Public Relations in a way that is more detailed than in the classroom.
Question Sets Due: Wednesday, January 17 Decide on Podcast Guests: Monday, January 22 Determine Platform for Podcasting (Zoom, SquadCast, OUG Studio, etc.): Monday, January 22 Meet In Person: Thursday, January 25 at 9am in CMU 120 Podcast Episode #1: Wednesday, January 31 Podcast Episode #2: Wednesday, February 7 Meet In Person: Thursday, February 8 at 9am in CMU 120 Podcast Episode #3: Wednesday, February 14 Podcast Episode #4: Wednesday, February 21 Meet In Person: Thursday, February 22 at 9am in CMU 120 Podcast Episode #5: Wednesday, February 28 Meet In Person: Thursday, March 7 at 9am in CMU 120
Post-Colonialism Effects on South Asian Countries (proposal only)
Student Name: Hanna Dasgupta
Associated UW Course: ENGL 316
Quarter/Year: Autumn 2017
What is the standard coursework for this class? Include details about assignments, resources, activities and interaction with the instructor.
The class focuses on literature written by Black Britons-immigrants or the children of immigrants from the Caribbean, South Asia, and Africa living in the U.K. As part of the plan for the course, we will read novels, short stories, critical essays and screen films in order to better understand notions of home, racial identity and imperialism’s legacy. Through these processes of thought, we hope to unravel the complicated historical and social ramifications of colonialism and imperialism and begin to understand how historical relationships of power, race, and privilege have shaped our contemporary world.
The standard coursework for this class consists of thoroughly reading and analyzing four separate texts related to post-colonialism by way of reflective essays, class discussions and debates, and other projects such as researching current events related to the postcolonial topic. The format of the class is typically a roundtable discussion with the professor guiding the conversation and providing thought-provoking questions and topics for the students to engage with. As such, the structure of the course is heavily geared toward student interaction and participation.
There are four major assignments as part of this course: First Look Epistemology paper, Current Events Analysis, Midterm Project, and Final Project. The First Look Epistemology paper is a Working Paper where students can reflect on how they know what they know about the world, and try to understand their vantage point and position in the world. The Current Events Analysis entails researching news related to postcolonial events and considering the language and the biases that may be present in the structure of these pieces in the media. The Midterm project will be an expansion on the First Look Epistemology paper and the Final project includes a broader question about post-colonial texts and a letter for the future outlining important takeaways from this course.
Besides the papers, the coursework consists of reading four texts including Small Island by Andrea Levy, Lara by B. Evaristo, The Intended by David Dabydeen, and Escape to an Autumn Pavement by Andrew Salkey in addition to other assorted short readings.
Outline your proposed ad hoc project. What is the primary focus of your project? What additional work will you complete and how does it differ from the standard coursework? Include details about assignments, resources, activities and progress toward overall objectives.
For this ad hoc Honors project I will be writing a research paper that will tie in themes and theories from various resources related to post-colonialism effects in South Asian countries like India and Bangladesh. Since our course mainly focuses on postcolonial effects of Black Britons, I would like to expand my learning to better understand the history of countries that am particularly interested in because they are relevant to my life. I am very curious about how the psychological effects of post-colonialism have carried on through my grandparents and my parents how they embody themselves in my own personality.
I will consult with Dr. Anu to locate a few sources that might help contribute to my study of post-colonialism in South Asian countries. Throughout the quarter I will be producing drafts of my paper in steps and meeting with Dr. Anu to develop the paper and explore other facets within the topic that could enrich my project.
In terms of the resources for my paper, I would like to read texts, short stories, and even watch films or documentaries related to the topic so that I can gain a more holistic understanding of the cultural and societal effects of post-colonialism.
Discuss your motivations for pursuing this ad hoc project. What do you hope to gain from completion of this project? By completing this project I would like to gain a better understanding of my history and the sequence of events that have led me to the life I currently live. I have struggled with understanding my place in the American society that I have been raised in and figuring out how my culture can interact with others’ cultures in ways that will allow me to integrate into another culture while retaining my own roots. I think that completing this project will help me answer some of the questions of the way my immigrant parents and their friends approach their daily lives in America – questions that I haven’t fully processed into words yet but am discovering more and more as I learn about postcolonial psychology.
By completing this project I hope to have a better understanding of the history of colonization in South Asian countries through the lens of storytelling and first person perspectives rather than the dry history accounts that I have typically studied. This will be a way for me to reconcile the stories I have heard from my own relatives with the stories of others who experienced the post-colonization effects and see if there are any overlapping experiences between the countries we are studying in class and the ones I am choosing to focus on. It will allow me compare and contrast post-colonization throughout various countries and see what makes the experiences different.
How does this additional work connect with the educational goals of the course? The course goals are defined as: to begin to understand how literary cultures function in relation to lived social realities; to begin to unravel the complicated historical and social ramifications of colonialism and imperialism; to begin to understand how historical relationships of power, race, and privilege have shaped our contemporary world; to build and nurture a collegial community of critical thinkers, readers and scholars.
I believe that through this project I will be attempting to understand my own and my family’s “lived social realities” by exploring the literary cultures of those affected by colonialism from my root country. With this project I aim to understand our contemporary world and how it is influenced by the cross-interactions of people from different countries who have their own extremely complex histories. It will allow me to understand what “culture” means and how it is distinguished from “race” and why this is relevant to my daily life.
Outline your plan of interaction with your instructor, including in-person meetings, forms of feedback, and additional communication. I will be working with Dr. Anu as I complete stages of my research paper to get her feedback on how to further develop my study. Forms of communication will include meeting in person during office hours or emailing feedback. Her feedback can take the place of suggesting edits for the structure of my paper, providing additional resources to expand my thinking, or any other methods by which she can help me improve my research.
H499 Independent Study Example
A human migration study in germany.
Student Name: Melissa Gile
Term: Autumn 2016 Credits: 5 Credits – Interdisciplinary Honors – Social Science Grading System: Decimal grade
Course Overview: The course topic will be human migration studies in Germany, particularly asylum seekers and refugees. I have previously taken an honors course on human migration through the UW Summer 2012 Honors in Rome program, and therefore have a basic knowledge of migration policy in the European Union and Italy in specific. However, as this is a very fluid topic that changes with political and social developments, I am interested in learning more about human migration in the European Union.
I am interested in studying human migration in the EU again because my previous experience studying human migration enhanced my cultural and personal awareness. I learned to notice pockets of communities with foreign cultures, and I began to understand the concept of cultural immersion, especially in the face of oftentimes-traumatic incidences. I had the opportunity to interface with people who I would normally pass over due to sheer unawareness, and quite frankly, it opened my eyes to the lives and difficulties of others. I found this to be very personally enriching, and since my experience in Rome, I have been making it a point to continue working with immigrants and refugees, as well as raise awareness in my own community about the struggles that some people go through as a result of political or social pressure. I see human migration as a direct consequence of current events, and it shapes the development of the global society that we have today. I see human migration as the “behind the scenes” part of current world politics. Beyond personal fulfillment, it is an important aspect of understanding the dynamics of international relationships and events.
Learning Objectives: Through this project I hope to achieve a better understanding of human migration in Germany and the EU. Some general questions to be answered are as follows: what are the immigration policies in the EU and Germany? What are the similarities and differences between Germany and Italy, in the way that both countries handle refugees and asylum seekers? How do geographical, economical, social, political and other factors affect the way that Germany handles people with migration backgrounds? What are the overarching policies governing human migration in the EU and more particularly Germany? Why were these policies enacted, and how do they affect the lives of asylum seekers and refugees in Germany?
I aim to answer these questions using literature searches, case studies, volunteering opportunities, interviews and other available sources. I will also be going into more specific situations such as woman and underage children asylum seekers, as well as human trafficking issues that people with migration backgrounds deal with. Overall, this project will be a comprehensive study of refugees and asylum seekers in Germany.
In order to complete this project, I will use Professor Sabine Lang as my adviser, but also have Professor Kathie Friedman in the International Studies Department, who also deals with human migration. She also taught my class in Rome and may provide me with literature suggestions. I am already in contact with Agisra (http://www.agisra.org/index.php?de_home) in Cologne, Germany, a refugee support group that focuses woman refugees and asylum seekers, and was given information about active refugee organizations in Münster (e.g. GGUA, which I have just recently contacted and am still awaiting a response).
Assignments: W 1: 9/24-10/1 Literature Search: Immigration policy in the EU — current debates and challenges W 2: 10/2-10/8 Essay 1: 6 Pages: Immigration policy in the EU — current debates and challenges W 3: 10/9-10/15 Literature Search: Asylum policy in Germany — historical development and current debates W 4: 10/16-10/22 Essay 2: 6 Pages: Asylum policy in Germany — historical development and current debates W 5: 10/23-10/29 Asylum policy in crisis: Case Study- Women asylum seekers (including literature search) W 6: 10/30-11/5 Asylum policy in crisis: Woman asylum seekers — interviews with NGOs W 7: 11/6-11/12 Essay 3: 15 pages, case study W 8: 11/13-11/19 Literature Search: Underage children asylum seekers W 9: 11/20-11/26 Literature Search: Trafficked women and asylum in Germany W 10: 11/27-12/3 Final Journal Entry/Summary: Conclusion and outlook W 11: 12/4-12/9 Final Essay: consists of previous three essays plus additional materials/interviews: 30 pages total. Due December 9, 11am via e-mail.
Additional requirements: – weekly journal entry 500 words minimum – 40 hours of volunteer work total throughout the quarter Weekly Schedule:
A weekly schedule throughout the quarter has been outlined in the section above. I just sent an email to GGUA (Gemeinnützige Gesellschaft zur Unterstützung Asylsuchender e.V.) (http://www.ggua.de/) asking for volunteering opportunities throughout the quarter, and may also see various churches in the area for volunteering opportunities as well, since both may provide largely different opportunities to work with refugees.
As described above, weekly goals/assignments will include: – Weekly journal – 3 hours of volunteering a week (this number is tentative depending on opportunities provided in the area, but the end goal is to have 40 hours of volunteering total by the end of the quarter) – Weekly assignments as outlined above
Due to the distance (Germany-USA), the main method of contact will be via email, and the student is expected to demonstrate a level of proactivity when pursuing research, case studies, completion of assignments, etc. A more complete list of readings, reading assignments and activities will be developed and recorded throughout the quarter in the weekly journal. The journal will be an effective method of not only tracking progress, but also organizing course goals, progress and developments.
Outline how the course will be graded, rubrics for assignments or final projects, etc.
Grading: W 2 essay 10 % W 4 essay: 10% W 7 essay: 30% W 11 Essay 40% Weekly journal 10%
Journals will be graded in weeks 5 and 10.
Connect with UW Honors:
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How to Write the University of Washington Essays 2020-2021
This post has been updated! Check out the 2021-2022 University of Washington essay guide .
The University of Washington is the state of Washington’s flagship university and its premier public university. U.S. News ranked it as 62nd on the 2020 National Universities List.
UW has a 49% acceptance rate, and of the admitted students, the middle 50% achieved 3.75-3.99 GPAs, 27-33 on the ACT, and 1240-1440 on the SAT. UW is a member of the Coalition for College, so prospective students apply through the Coalition application.
There are two required essays, one being the first Coalition Application prompt, and the other a standard prompt on diversity and community. There is also an optional space to address any unusual circumstances, as well as two Interdisciplinary Honors Program prompts. For a detailed breakdown of each prompt, read on. Want to know your chances at the University of Washington? Calculate your chances for free right now.
For All Applicants
Required: tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. (500 words).
This prompt is the first of the five options on the Coalition Application and is purposefully phrased nebulously to allow for a wide range of responses. You can relay any experience that reflects or shaped who you are.
To start, examine your many identities, and choose one that you want to highlight. All experiences are valid, whether they are traditional or unconventional. Focus on the things that make you different from others, and reflect on how they shaped you as a person. Remember that this is your main college essay, so be sure to pick an experience that was integral to your growth throughout high school.
This is a good chance to tell the story behind any major extracurriculars on your activity list. For example, you might write “debate team captain” as an extracurricular, but this essay is where you can recount the grit and dedication it took for you to reach that position, as you once were extremely shy. You can also use this space to explore identities that don’t appear elsewhere on your application, such as your role within your family. For example, you can write about how you tutor your younger brother in math, and how watching his face light up after understanding a new concept sparked your love of teaching.
A common theme across all college essays is “show, don’t tell.” This phrase is thrown around frequently, but is easier said than done. A few things to keep in mind when showing rather than telling are vividness and authenticity, which can be created by invoking imagery and specific details. For example, rather than saying “I like tennis and the game has always fascinated me,” try conjuring an image in the reader’s mind such as “At the start of my first official match, I gripped my trusted red racquet tightly, swaying ever so slightly from foot to foot in the ‘ready’ stance that I had practiced for years.” While the first response may be true, it is generic and can apply to any tennis aficionado. The latter response better authenticates your experiences than the former, and demonstrates your sincerity to readers.
Required: Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW. (300 words)
This question serves two purposes: it gives UW an opportunity to learn more about how you developed your values, and it allows them to consider how you might interact with others on campus. It is easy to get mired in focusing on describing your community, but remember, UW wants to learn about you through seeing how your community impacted you. Use a description of your community to frame your essay, but always remind yourself to connect the story back to how it changed you. Once you have framed the essay with a description of who you have become as a result of your community’s impact, be sure to extend this thread to your potential future influence on UW.
There are several ways to interpret community. You could interpret it in the literal sense by explaining how your hometown and family have guided your ambitions. For example, maybe growing up on your family’s farm inspired your appreciation for agriculture and working with your hands. You hope to share this appreciation with other students by working on the UW farm and organizing workshops where students can learn how to plant their own flowers or herbs.
Or, perhaps the community you want to highlight is less conventional, such as the coffeeshop you work at. You could discuss how your coworkers are from all walks of life, and how you’ve befriended a retired older couple that picks up weekend shifts. They offer you advice based on their many life experiences, showing you the importance of having an older mentor. This makes you want to join the Big Brothers Big Sisters chapter at UW.
Regardless of what your community is, be sure to highlight how you’ll contribute to UW’s diversity, whether that’s through your perspective, actions, ideas, cultural traditions, etc.
Optional: You are not required to write anything in this section, but you may include additional information if something has particular significance to you. For example, you may use this space if:
You have experienced personal hardships in attaining your education, your activities have been limited because of work or family obligations, you have experienced unusual limitations or opportunities unique to the schools you attended. (200 words).
This portion of the application is optional, and while we recommend that you fill out most “optional” essays, this space is truly optional. If you don’t have any unusual circumstances, you can leave it blank without penalty. If feel that the parameters apply to you, you should fill this section out. This is your chance to explain anything that hasn’t been addressed in other parts of your application. Since the maximum is 200 words and the prompt is straightforward, you can (and should) also be totally straightforward in your response, rather than painting a picture with vivid imagery.
For the first prompt, an example of a response could be:
“In the sophomore year of high school, my dad was diagnosed with cancer, and it profoundly affected multiple areas of my life, including my academic performance. For that reason, there is a significant dip in my grades in the spring semester of that year.”
For the second:
“Because my parents own a small restaurant, it is often my responsibility to watch my younger siblings while they are working, and even help out by doing the dishes or bussing tables in my free time. For that reason, I was unable to join as many extracurriculars as my after school time went towards helping ensure the family restaurant was running smoothly.”
For the last prompt, you can briefly state school-related limitations or opportunities, like if your school did not have an AP or IB program, or if it did have a special internship program that you participated in. Keep in mind that some universities designate admissions officers to research your region and know what programs your school has or doesn’t have – this might be something you want to look into before filling out this section. However, you might want to fill out this section if the school you’re applying to does not have regional admissions officers.
If there is a specific school program or opportunity that you wish to mention, we recommend doing so via your activity list or one of your essays, rather than in this short, 200-word window. If you find that you don’t have space in the rest of your application, then this section is fine.
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UW Interdisciplinary Honors Program
Required: what is your understanding of the uw interdisciplinary honors program and why do you want to be a part of it (300 words).
This prompt is specific to those applying to the honors program, and as such, it should contain a level of interest one notch above a typical admissions essay. Prospective students should research the honors program online to discover its different offerings. Take some time to reflect on which aspects of the honors program appeal the most to you, and how you would realistically take advantage of those opportunities.
The more specific you are, the better. If there is a certain conference you want to participate in, or class you want to take, mention it! Getting granular demonstrates the research you have done and underscores your interest in both the university and the honors program. Just one caveat: you can mention specific professors, but only do so if you’re truly familiar with their research; otherwise, it will seem like disingenuous name-dropping.
Here’s an example of something to avoid:
Bad: I want to learn more about the way conservation-related engineering affects disadvantaged communities, and the Interdisciplinary Honors Program’s rigorous classes will help me do that.
Here’s a good example:
Good: I look forward to crafting experiential learning activities via the Interdisciplinary Honors Program. I plan to conduct a community service project centered through an interdisciplinary course such as Science and Engineering for Social Justice. I want to design an architectural structure, such as a public water fountain that filters carcinogens, or a smart streetlight initiative that improves quality of life without negatively disrupting existing community dynamics. Through the Interdisciplinary Honors program, I can combine my different passions by engaging in community projects such as these.
The bad example mentions “rigorous classes,” which are available at almost every university. The good one lays out the student’s goals and cites resources specific to UW that would allow her to achieve those goals: the interdisciplinary course on Science and Engineering for Social Justice, as well as the community service initiative.
Required: Consider at least two very different subjects you’ve studied in school; tell us how and why you imagine bringing those subjects together in your first year at UW to engage with a pressing global concern. (300 words)
This prompt is incredibly multifaceted. You’ll first want to brainstorm two or more contrasting subjects you’ve studied that:
1. Share more about your background/interests
2. Can be applied to a pressing global issue that you’re passionate about
For example, maybe you love English and Environmental Science, and you’re concerned about climate change. You could bring these two subjects together to share the stories of the communities impacted by climate change, on a blog or in a print publication. Or, maybe you’re interested in Sociology, Political Science, and Computer Science, and you want to address the concern of automation replacing jobs by engaging in policy around Artificial Intelligence.
Once you have some ideas, you should think of how and why you’ll bring these different subjects together in your first year at UW. Tell us the story of what draws you to your subjects of choice, and your global issue. Research specific Honors Program resources and broader UW resources that will help you synthesize the subjects and engage with the global concern.
For the first example of the student interested in English and Environmental Science, maybe their town’s water supply was polluted by the textile industry, which is why they want to fight climate change. They could take the honors course Storytelling in the Sciences, which would teach them how to share scientific knowledge in an accessible way. This would help them share the stories of those impacted by climate change more effectively, and equip them with the skills to educate others through writing. They might also want to join the Environmental Law Society to gain experience with the legal side of protecting the environment.
Regardless of what your story, subjects, and plan are, be sure to share more of who you are and what matters to you, and tie them into specific resources within the UW Interdisciplinary Honors Program.
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University of Washington’s 2024-25 Essay Prompts
Personal statement essay.
Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it.
Diversity Short Response
Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the University of Washington.
Additional Info Short Response
You are not required to write anything in this section, but feel free to include additional information if something has particular significance to you. For example, you may use this space if
- You have experienced personal hardships in obtaining your education - Your activities have been limited because of work or family obligations - Unusual limitations or opportunities unique to the schools you attended
Honors College Short Response
We want to understand your enthusiasm for learning unfamiliar things and exploring different ways of thinking.
Tell us why you are excited to push your education outside the areas of learning you are most comfortable with.
What will first-time readers think of your college essay?
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Neglecting the Honors Program: Be sure to tie your essay to specific opportunities in the UW Honors Program that will help you explore new ideas and disciplines. Note that the examples above go beyond just the Honors Program being interdisciplinary, and instead build a concrete bridge to specific opportunities that will allow them to explore ...
"Lost its meaning" essay. Honors 2. Identify a word or phrase in common use that you believe has, "lost its meaning." ... -contact. Furthermore the experience has enriched my life even outside of the class. When walking around at school, for example, or when I am in very crowded places, I have an increased awareness of my movements ...
Essay Example #3 - Diversity, Food; Essay Example #4 - Diversity, Dinnertime Conversations; Essay Example #5 - Interdisciplinary Studies; Where to Get Your University of Washington Essays Edited The University of Washington is a selective school, so it's important to write strong essays to help your application stand out.
Honors Essay Prompt Tips Be yourself and be specific! This is your opportunity to introduce yourself to us. Demonstrate why you are interested in our curriculum and what qualities you would contribute to the Interdisciplinary Honors Program. Honors Essays should add additional information to your UW application - don't repeat what you've already written in
Hi there! While I'm not a current honors student at the University of Washington, I can offer some advice on how to approach the honors essays. The main goal of these essays is to showcase your intellectual curiosity, passion for learning, and ability to think critically. 1. Be genuine and specific: Honors programs seek students who are genuinely interested in experiencing a more rigorous ...
Here's a strong montage example essay. Example: "The United States is under attack!" My eyes widen listening to the words coming from the speaker. "The nuclear missile program has been compromised and you're now locked in the presidential bunker, moments away from war." That doesn't sound good. "You have sixty minutes to disarm ...
Hey guys, I'm applying to the UW Honors program, and I'm struggling with the essay. Any advice or examples I could look at for inspiration? I want my essay to really reflect my dedication and passion. Thanks in advance! ... CollegeVine has an article with tips on writing all of UW's essays, including the Honors prompt: https: ...
Below are examples of well-created past applications for Ad Hoc Honors and Honors 499 applications. Notice how these examples show complete and thoughtful effort in addressing each prompt. These examples are not meant to be used as a template for your own application. Ad Hoc Examples How do Fish Hear? Student Name: Samantha-Lynn Martinez Associated Course:
This post has been updated! Check out the 2021-2022 University of Washington essay guide.. The University of Washington is the state of Washington's flagship university and its premier public university. U.S. News ranked it as 62nd on the 2020 National Universities List. UW has a 49% acceptance rate, and of the admitted students, the middle 50% achieved 3.75-3.99 GPAs, 27-33 on the ACT, and ...
Applying to University of Washington and trying to find all the correct essay prompts for 2024-25? Find them here, along with free guidance on how to write the essays. ... Honors College Short Response. Required. ... Join thousands of students getting and giving peer feedback on college essays—all for free!