Faculty-led discussion-based courses for freshmen. Small class sizes / 1–2 credits / Credit-no credit
Learn “shoulder-to-shoulder” with UW faculty as they share their passion for subjects that interest them most. Explore big ideas, sample an unfamiliar discipline, learn about leadership and enjoy community within a small group of students.
Lessons in Leadership and Courage: Labor, Social Justice, and Civil Rights Activist History
Justice, Diversity, and the Rule of Law: The Role of Life Experience in the Supreme Court
Ralina L. Joseph, associate professor in UW’s Department of Communication and adjunct associate professor in the Departments of American Ethnic Studies and Gender, Women, and Sexuality Studies, received her Ph.D. and M.A. in Ethnic Studies from the University of California, San Diego and B. A. in American Civilization from Brown University.
Dr. Joseph is the founding director of the University of Washington’s Center for Communication, Difference, and Equity. Dr. Joseph is interested in the mediated communication of difference, or, more specifically, contemporary representations of race, gender, and sexuality in the media. Her first book, Transcending Blackness: From the New Millennium Mulatta to the Exceptional Multiracial (Duke University Press, 2012), critiques anti-Black racism in mixed-race African American representations in the decade leading up to Obama’s 2008 election.
This seminar engages questions of privilege through the Graduate School’s yearlong public lecture and workshop series on “Privilege.” Students – at times with UW alums - will meet weekly to read and discuss the scholarship and activism of the 2016-17 public lecturers, or attend the lectures and workshops themselves, which in the Winter quarter includes UCLA’s education professor Pedro Noguera on inequalities in educational achievements, and UW’s Joy Williamson-Lott on the history of oppression, privilege and education.
I am a Pharmacologist by trade. I run a small lab that studies the molecular pharmacology of the G-protein coupled receptors, which are targeted by ~40-60% of all medicines. I teach Medical, Pharmacy, Graduate and Undergraduate students about how drugs are used to treat disease.
I joined the UW in 2005 in the Department of Pharmacology and obtained tenure in 2012. I run a small NIH funded lab (~10 people) that studies the molecular pharmacology of the G-protein coupled receptors. I teach medical, pharmacy, graduate and undergraduate students. I sit on various committees and help run Departmental functions. Typical stuff.
Three pieces of advice for freshmen: study hard; study what you love; don't forget to have fun!
I am a Pharmacologist. I obtained my BS in Biology/Pharmacology from McMaster University in Hamilton, Ontario, Canada, the birthplace of Problem Based Learning. My passion is to merge PBL with modern technology to educate young people interested in Health Sciences about Pharmacology. In the past I introduced podcasts and PBL format to pharmacy and medical students. Currently I am coding an iPhone app that will provide study tools to Health Care professional students. My future goal is to create an Undergraduate Pharmacology co-op program that prepares students for careers in the Pharmaceutical sciences by providing internships in the public and private sector.
Are you interested in drugs? Steroids. Heroin. Anti-histamines. Viagra. Antibiotics. Marijuana. Chemotherapeutics. Aspirin. Methamphetamine. Cough syrup. Insulin. Cocaine. Do you wonder why they work? How they are discovered? Where they come from? The way we study them? What they do in the body, and what the body does to them? How they are regulated by the government? This seminar will introduce you to the wonderful world of Pharmacology, or the science of drugs. If you aim to attend Medical/Pharmacy/Dental school, or are just curious about drugs, please join us for an engaging discussion!
Alyssa Taylor is a lecturer in the Department of Bioengineering. She graduated in 2010 with a PhD in Biomedical Engineering from the University of Virginia. Her position at the UW is focused on undergraduate education, and she teaches freshmen through senior-level bioengineering courses.
As a lecturer, my position is focused on undergraduate education. My teaching activities are focused on developing, implementing, and evaluating core introductory and laboratory courses for bioengineering undergraduates, as well as co-facilitating the BIOE Capstone Design sequence. I am pursuing continuous program improvement activities, with the ultimate goal of optimizing undergraduate bioengineering curriculum design and student learning outcomes. As a PhD in Biomedical Engineering, I strive to use my research experience and training to engage and motivate students.
One of my favorite parts of teaching is when I have the opportunity to closely interact with students. In the Collegium Seminar forum, I am able to meet and talk with a small group of students and create a welcoming atmosphere, while engaging in motivating discussions around a mutual area of interest.
I thoroughly enjoy my role as an educator. I am excited about exposing students to bioengineering challenges and solutions and the tools and approaches used to solve biomedical problems. I am helping to motivate and prepare future researchers and innovators who will contribute to the advancement of healthcare.
If you have ever been to the doctor, chances are that you have benefited from a biomedical innovation. In this seminar, we will explore innovations for both developed and developing world healthcare, in areas such as biomedical implants, diagnostics, tissue engineering, prosthetics, disease prevention, and emergency medicine. We will investigate established and emerging technologies developed by bioengineers for the advancement of healthcare. Students will have the opportunity to research and present on one innovation of particular interest to themselves. We will discuss the wide range of bioengineering-related challenges and solutions and the opportunities available in this field.
Sarah Ketchley is an Egyptologist with a specialty in art history in the first millennium BCE. She is co-founder of Newbook Digital Texts and teaches 'An Introduction to Digital Humanities' at UW. Inspired by intrepid women travelers of the 19th century, she has been working with student interns to digitize and publish the Nile travel diaries of Mrs. Emma B. Andrews.
I research Nile travel in the late nineteenth and early twentieth centuries, transcribe letters and diaries describing excavation in the Valley of the Kings during this so-called ‘Golden Age’ of Egyptian archaeology, wrangle computer code, build digital tools for interpreting historical and literary data, and share my knowledge and passion for my work with my students.
Don’t be afraid to experiment and hypothesize; don’t be afraid to ask questions and don’t be afraid to make mistakes. It’s where the best learning happens!
The emphasis in Digital Humanities is on team work and I love this model, since it builds relationships, encourages individual responsibility and group accountability. I enjoy the dynamics of working with students in this environment, since we all learn from each other.
This seminar will give students the opportunity to participate in an active and successful Digital Humanities project. Themes include project and data management, sourcing and structuring data, and ‘making things’ with a range of open source digital tools. This process will provide insights into the challenges of working in a digital environment as well as the great potential it offers to interact with data in new ways. Students will have the opportunity to develop strategies for working effectively and collaboratively in a team environment, developing skills valued by employers in every industry.
Michael Berry teaches courses in music theory and popular music in the University of Washington system. He has published on a wide variety of topics in music, from contemporary Soviet music to hip hop and "Kindie." He is active as a double bassist, and plays regularly with several orchestras in the region.
I help students learn to listen critically to all kinds of music.
The transition from high school to university poses many challenges for students, and I love helping students adapt to this new chapter in their lives. Music is something that everyone has in common, and it's a very useful lens through which to examine our world.
I love the look of recognition when a student hears something in a new way.
In the wake of police killings of young black men and women, the Black Lives Matter movement has emerged to call attention to racial disparities in policing. Hip hop has long been proclaiming a similar message. In this seminar, we will examine the relationship between hip hop and Black Lives Matter, first by studying historical precedents like the Black Panthers, and then by looking at how hip hop interfaces with BLM. Readings, documentaries, and guest speakers will help us explore questions of leadership in the movement.
Conor Casey is the founding labor archivist of the Labor Archives of Washington, UW Libraries Special Collections. From 2001-2008, he worked at the Labor Archives & Research Center at San Francisco State University, becoming archivist and visual collections curator. Accredited by the Academy of Certified Archivists, Casey holds an MA in U.S. History with a concentration in labor and public history from San Francisco State University, and a MLIS from San José State University with a concentration in archives and academic reference. Conor was the co-chair of the Society of American Archivists Labor Archives Roundtable from 2012-2015.
Conor became interested in labor history through researching family history. His maternal grandfather was a striking San Francisco ILA longshoreman during the 1934 Pacific Coast Maritime Strike and was later a member of ILWU Ship’s Clerks Local 34.
I'm the Labor Archivist at the Labor Archives of Washington: I'm responsible for collecting, preserving and creating access to labor and labor-related materials from individuals and organizations documenting the local, national, and international dimensions of the labor movement in the Pacific Northwest. Our collections document the intersection between labor unions and social justice, civil rights, and political organizations that feature a labor relations or labor rights dimension as part of their focus.
Many people in the Seattle area (or many locals, for that matter) don't know the long history of labor and social justice struggles in this area or how they still influence current politics, society, and culture. I want share this information as well as teach people about how to use archives and special collections so that they understand the rich collection of history we have at the UW Libraries Special Collections and why these collections matter!
Empowering people to connect with information that they are interested in so they can use it to make their own interpretations or arguments.
Lessons in Leadership and Courage: Labor, Social Justice, and Civil Rights Activist History through the Lens of the Collections of the Labor Archives of Washington
This seminar will look at leadership through the lens of local labor, civil rights, and social justice history, employing collections documented in the Labor Archives of Washington and related collections in the University of Washington Libraries Special Collections, as well as the Seattle Labor History and Civil Rights Project website. We will look at key leaders, organizations, or moments from local history that helped shape Washington state's history and culture to the present day.
I earned my B.A. and M.A. in U.S. History from Western Washington University and my Ph.D. in U.S. History from the University of Minnesota in 2008. I currently teach in the Interdisciplinary Social Sciences program at UW and also a member of the History Department. I recently published my first book, Capitalist Family Values: Gender, Work, and Corporate Culture at Boeing, published by University of Nebraska Press in 2015.
I'm part of a new online interdisciplinary degree-completion program at UW called Integrated Social Sciences. In addition to teaching for ISS, I'm a member of the History Department and serve on the Standing Committee of the Harry Bridges Center for Labor Studies.
1. Librarians are some of the best people on earth, visit them and utilize their expertise.
2. Take a risk and take a course that doesn't immediately sound appealing to you, you might be surprised!
3. Think about connections between your courses, how do your courses speak to each other?
I get to think about social issues from a variety of perspectives, such as economics and communications, while still focusing on my disciplinary love of history and historical studies.
This seminar looks at how historians create narratives of the past based on archival research. We will discuss how politics and power shape narratives of the past and the voices that are heard and those that remain unheard. Students will come away with an understanding of how history is preserved, narrated, and contested through archival sources.
José Alaniz, associate professor in the Department of Slavic Languages and Literatures and the Department of Comparative Literature (adjunct) at the University of Washington–Seattle, published his first book, Komiks: Comic Art in Russia (University Press of Mississippi) in 2010. His research interests include Death and Dying, Disability Studies, Film Studies, Eco-criticism and Comics Studies. His current projects include Death, Disability and the Superhero: The Silver Age and Beyond and a history of Czech comics.
I teach mainly Russian literature in the department of Slavic Languages and Literatures, and courses on comics and film in the Department of Comparative Literature.
I am passionate about Disability Studies on this campus, and see the Collegium Semninar as a good venue to promote it to incoming students!
I enjoy hearing my students' fresh perspectives on the material I teach.
Robert Louis Stevenson’s classic novella ‘The Strange Case of Dr. Jekyll and Mr. Hyde’, published in 1886, introduced readers to modern notions of class division, racial tension and split identity. Over the decades, through horror cinema and other media, Stevenson’s creation has contributed greatly to a mainstream (mis-)understandings of good, evil and the operations of the mind. To give just one example, we can trace the warring personalities of Dr. Bruce Banner and the Incredible Hulk (from The Avengers) directly to Stevenson’s tale. How we read such an influential work; how we assess its message in an age of Disability Rights (including rights for the mentally disabled); and how popular culture interacts with psychology form the major themes of this seminar.
Scott L. Montgomery is an author and affiliate faculty member in the Jackson School of International Studies. Much of his writing has focused on the history of science and, more recently, intellectual history. His most recent books include Does Science Need a Global Language? English and the Future of Research (Chicago, 2013); The Shape of the New: Four Big Ideas that Built the Modern World (Princeton, 2015), with an essay on Darwin; and A World History of Scientific Cultures (Routledge, 2015).
I teach a wide variety of courses that span politics, science, language, and philosophy.
Why am I teaching this course? There are some works that are key to understanding the modern world and that every educated person should know. Charles Darwin's Origin of Species is one of these. It is essential, today more than ever, to sample and understand the value of the sciences and humanities both.
I love teaching because it is both critical to an understanding of the world, and a critical part of the world.
Darwin's concept of natural selection has been called "the single greatest idea ever." Why is this said? What impact has Darwinian evolution had on the life sciences and on other areas of human life? Why does it remain such an undying subject of controversy? This class will seek answers to these questions through a selective reading of Origin of Species and responses to it, in the 19th, 20th, and 21st centuries. We will also consider how Darwin's ideas were used by political leaders to justify policies that range from expanding voting rights to eugenics and even genocide. This will lead us to talk about how leaders need ideas to attain and maintain authority.
Taso Lagos was born in Greece and came to the United States with his family when he was eight. He received his Bachelors, Masters and Ph.D. from the University of Washington. Lagos leads the Greece Study Abroad program for the Jackson School of International Studies.
I am a lecturer in the Jackson School of International Studies and also the Director of the Greece Study Abroad Program there. I founded the Athens Study Abroad Program in 2005. I also teach in Honors and in Human Center Design and Engineering.
Three pieces of advice for freshmen:
Advice for freshmen: Become a global citizen; ;sign up for a newspaper subscription (online or print); take a person of a different political or social persuasion than you to coffee once a quarter.
Teaching is equal parts craft and a mission for me. I love the opportunity to engage students in thoughtful discussion and to see them ponder the values of ideas. Nothing like seeing their faces light up when they come up with an interesting mental discovery!
Are Edward Snowden and Julian Assange, both involved in releasing secret government documents, examples of courageous dissent or national betrayal? Can we make such a judgment, and once made, what lessons can we learn in thinking about dissent and democracy? And what role does technology play in all this? Here's your chance to draw your own conclusions about the importance of dissent in the information age.
Cauce is a professor of Psychology and American Ethnic Studies, with secondary appointments in the Department of Gender, Women and Sexuality Studies and the College of Education. She maintains an active research program, focusing on adolescent development, with a special emphasis on at-risk youth. She is also a strong advocate for women and underrepresented minorities to pursue careers in science, technology, engineering and mathematics. Cauce remains active in the classroom and continues to teach and mentor undergraduate and graduate students.
In “Leadership In Flux”, we will discuss change, growth, and overcoming adversity. We will discuss leadership theory, develop personal leadership skills such as communication style and leadership style, and talk about how to lead from both the front of the room and from “the margins” in a University setting. Through readings, writing, discussion, and personal exploration, we’ll work on the skills to lead – lead ourselves, lead our communities, to lead through crisis and to lead change.
Chris Laws is a Senior Lecturer in the University of Washington's Astronomy Department and the English Department's Interdisciplinary Writing Program. He is also Assistant Director of the Manastash Ridge Observatory, faculty advisor for the undergraduate League of Astronomers, and a frequent mentor of undergraduate research projects. He currently serves as a member of the Faculty Senate, Faculty Council on Student Affairs, and the Husky Union Building Advisory Board.
I am a Senior Lecturer in the Astronomy Department, a long-time member of the Interdisciplinary Writing Program, an active participant in UW's shared governance, and the happy colleague and mentor of a delightful variety of undergraduates, graduates, and fellow faculty.
I like to teach Collegium Seminars because my past experiences teaching Freshmen Interest Group courses in ENG199 have shown me the powerful effect close student-instructor interactions have on student outcomes as their academic careers evolve. I hope to inspire freshmen right away with the possibilities of exploring deep, physical questions in a directed way during their "time" here at the UW.
I love the fact that astronomy and physics reveal such an intricate and beautiful universe — one that we now seem to understand in so many meaningful ways, yet one filled with many basic and profound mysteries.
The flow and rhythms of time permeate literally every aspect of our individual lives and the entire cosmos around us — yet time itself remains remarkably difficult to physically understand. In this course we will explore modern science’s picture of time — how we experience it as a culture and as individuals, and the role it plays in current models of the universe as a whole. We will investigate how time is physically measured, and the often counter-intuitive implications of relativity, quantum mechanics, and astronomy on issues such as time travel, consciousness, and the beginning and end of the universe.
Beth Traxler received her Ph.D. in biology from Carnegie Mellon University where she studied the mechanism of DNA processing during bacterial conjugation. Her postdoctoral research on the assembly and structure of membrane proteins was done at Harvard Medical School in the laboratory of Dr. Jon Beckwith.
The research in Dr. Traxler's laboratory focuses on the genetic and biochemical analysis of protein folding and function. The lab uses two different models found in Gram negative bacteria. One interest is the characterization of ATP binding cassette (ABC) proteins in the Escherichia coli cytoplasmic membrane. This work focuses on the maltose (MalFGK) transporter as a model of the in vivo folding process for heteromeric membrane proteins complexes in general and for proteins of the ABC superfamily in particular. This analysis has led the lab to propose a novel model for the mechanism of membrane protein folding, in which a final complex can assemble in non-ordered process from a variety of intermediate complexes. In addition, the lab is characterizing the specificity of protein-protein interactions among the many ABC transporter subunits expressed in a bacterial cell. A second interest of the lab focuses on the processing of DNA and on membrane-based events during late stages of bacterial conjugation. Bacterial conjugation is an efficient way to transfer genetic information among prokaryotes and accounts for the dissemination of many antibiotic resistance determinants among pathogens. The analysis exploits the well-characterized F plasmid of E. coli as a model and aims to characterize the mechanism of DNA processing and DNA transfer through the cell envelope during conjugation.
Recently, the lab has been involved in the development of materials for nanotechnology. Different proteins characterized in the lab’s genetic analyses are being engineered by the addition of polypeptide sequences that bind to various inorganic compounds. Those inorganic compounds can be arranged in predictable structures, based on the self-assembly properties of the substrate proteins. Examples include using different DNA binding proteins to organize inorganic nanoparticles along a DNA guide.
Diversity Issues in Science has been taught by Dr. Traxler since 2005. It is a seminar course focused on discussion of how people of different ethnic/social groups or nationalities experience “research” and how research impacts peoples’ lives. Issues include what informed consent for research means, how different people perceive ethical research, and how politics can inform and affect scientific research.
Colin Marshall received his BA from Reed College and his PhD from New York University. Before coming to the University of Washington, he spent two years as the Gerry Higgins Lecturer in History of Philosophy at the University of Melbourne. He was born and raised in northern New Mexico.
I teach a range of courses in historical and contemporary philosophy. In my writing, I explore historical views of the mind and morality, as well as the relationship between compassion and objective value. My grand aims is to show that morality is fully real and objective, and to figure out which of our emotions we should trust.
I believe that the analytical skills of philosophy are useful in any context where we need to interpret data, decide what to do, or justify ourselves to others. A little philosophical training goes a long way, and I wish I'd been exposed to some earlier in college!
Philosophy is everywhere - it's hard not to find some belief with philosophical assumptions behind it. Working together with students to identify and evaluate these assumptions is the most rewarding profession I can imagine.
We all know anger often, but not always, leads to bad decisions. In this class, we will try to figure out why this is so. Some of our readings will come from the 17th century philosopher Baruch Spinoza, who held that anger always involves a certain causal illusion. Other readings will come from contemporary psychology, especially the work of Harvard psychologist Jennifer Lerner. Reflection on personal experiences of anger will also be a key part of the course. Throughout the course, we will have our eye on the role of anger in the 2016 US Presidential Election.
Professor Marc D. Binder joined the faculty of the Department of Physiology & Biophysics in the UW School of Medicine in 1978. His research laboratory currently focuses on two projects: (1) studying the biophysical properties of motoneurons and their alterations in mouse models of human neurological disorders, and (2) elucidating how the functional coupling and cooperative gating of voltage-gated membrane channels affect the excitability of nerve and muscle cells. Though Professor Binder’s primary teaching responsibilities lie within the medical school, he has enjoyed participating in the Collegium Program over the last several years, offering courses in neuroscience, film history, the origins of money and finance, and this year, ideas that changed the world.
I am a Professor of Physiology & Biophysics in the UW Medical School. In addition to heading a research laboratory, I serve as the Director of the Institutional Training Grant for Neurobiolgy funded by the National Institutes of Health, that provides funding for UW graduate students engaged in neuroscience research. The work in my lab focuses on understanding how individual nerve cells generate electrical impulses. My teaching responsibilities include courses in human physiology, cell physiology and neuroscience, predominantly for graduate and professional students. A number of undergraduate students have pursued independent research in my laboratory.
Three pieces of advice for freshman: Find out who the best UW professors are and take their courses regardless of the subject matter. Never skip class. And, if you're not playing a sport, be sure to add an exercise or work out period to your daily schedule.
What do I love about teaching? What could be more interesting than understanding how our brains work?
It is often said that "money makes the world go 'round". But, what is money and how did it come to exert so much influence on the world's social, economic and political institutions? Through directed readings, independent research and class discussions, we will explore both the historical development of monetary instruments and their mechanics. Topics will include currency, credit, banking, interest, rents, stocks, bonds, commodities, insurance and derivatives.
Karen is a clinical instructor in the department of Speech and Hearing Sciences where she teaches graduate students how to be speech therapists. Getting interested in new things that she does not always have time to pursue is Karen’s greatest joy. Recent interests include international service. Karen has gone on two international service learning trips to Guatemala. She is looking forward to travelling to Cambodia in Autumn 2016 to provide clinical education and services to local populations. When she isn’t getting herself involved in new projects at work, Karen enjoys yoga, reading, travel, and spending time with her three teenage girls.
Personal satisfaction, regardless of professional position, is largely dependent on the social well-being of a person. Social thinking develops from birth, like walking; the work of learning how to integrate socially is an intuitive skill. These relational skills are applied not only to our social relationships, but also in the ways we interpret and respond to the academic and professional world around us. This seminar will focus on the science of understanding and repairing communication breakdowns and increase awareness of and response to social nuance in others.
Because of my antinuclear activism combined with my atheism and advocacy of evolutionary biology, I was identified as one of the 100 "most dangerous professors" in the United States, in a book titled The Professors, by right-wing nut David Horowitz. I've written 37 books and hundreds of research articles. And I like small-seminar discussions.
At the UW I teach, write and conduct research.
I am teaching this Seminar because I have especially enjoyed teaching my course Psychology 480: Ideas of Human Nature — which is conducted as a seminar/discussion (but in which evolutionary explanations occupy only 1/20 of the course).
I love teaching because it involves a constantly changing array of scientific questions and (sometimes) intriguing answers, that nearly always lead on to new questions.
Human beings, although special, aren't as central to the universe as many might think. We'll read a book manuscript, written by the instructor, to be published later in 2017, and discuss, analyze and criticize the ideas.
Professor Howard is a former prosecutor and judge who has taught evidence and other trial-related skills all over the United States, as well as in Hong Kong, in Ireland, and in Africa. In addition to her formal teaching, Professor Howard writes and speaks nationally on the art of trial advocacy and has appeared on several television programs as a legal commentator.
I teach aspiring trial lawyers how to prepare and try cases in the courtroom.
Make sure to take one class your first year that excites you — a class that you are so passionate about that you would take even if you weren't receiving credit. Spend some one-on-one time with your professors. Visit them during office hours and get to know them. You'll be surprised how approachable we are and how much we want to help our students. We really do teach because we love to teach and we want to help our students grow and succeed. There are no stupid questions.
As a former prosecutor and judge, I have the highest respect for our jury system and I am fascinated by the interplay of law and psychology in the presentation of a case to a jury.
In this seminar, we will examine how scientific and technological advances have changed forever the discovery, collection, analysis, preservation, and presentation of evidence, before and during trial. We will also discuss how these changes impact bias and discrimination in the trial process. Students will learn how a judge determines whether expert scientific opinions are admissible, how social media has influenced jury selection, how advanced technological presentation options have presented both opportunities and obstacles to trial lawyers, how juror access to information on the internet has created invisible avenues of digital "evidence" that can influence jury deliberations, and how mass media coverage of trials can influence the outcome and threaten juror privacy. In addition, we will discuss the impact on jurors of the prevalence of CSI-type television shows and movies that may mislead jurors as to the current state of science, affecting jurors' assessment of evidence presented.
Bill Talbott received a UW Distinguished Teaching Award in 2011. He is the author of "Which Rights Should Be Universal?" (Oxford University Press, 2005) and "Human Rights and Human Well-Being" (Oxford University Press, 2010). The Korean translation of "Which Rights Should Be Universal?" was named Korean Human Rights Book of the Year by the Korea Human Rights Foundation in 2011.
I teach courses in ethics, political philosophy, and epistemology. I am on the Steering Committee of the UW Center for Human Rights.
Freshman year is a time for openness and exploration. A freshman seminar is a fun way to explore an area that you may not be familiar with.
I love giving students an opportunity to think about questions of ethics or justice or human rights or even questions about what it is rational to believe. I also like opening up new possibilities that you might not have thought of before.
This seminar will provide you an informal introduction to philosophy at the University of Washington. In this seminar, you will learn about some of the major areas of philosophy, you will read about some of the important philosophical issues in each of the major areas, and you will have an opportunity to discuss those issues in an informal setting.
Nancy Jecker is a Professor at the University of Washington, School of Medicine, Department of Bioethics and Humanities. She holds adjunct appointments in the Department of Philosophy and School of Law. She is the editor (with Albert Jonsen and Robert Pearlman) of Bioethics: An Introduction to the History, Methods, and Practice and the author (with Lawrence Schneiderman) of Wrong Medicine: Doctors, Patients, and Futile Treatment. Her articles have appeared in the Journal of the American Medical Association, the Hastings Center Report, The American Journal of Bioethics, and the Journal of Value Inquiry, and other publications.
I am trained as a philosopher and have been on the faculty in the UW School of Medicine for over 25 years. I teach and write about ethical issues that arise in the health care setting. I regularly teach courses on Ethical Theory (BH 402/PHIL 412); Justice in Health Care (BH 474/PHIL 411); Philosophical Problems in Bioethics (BH 420); and An Introduction to Bioethics (BH 411). My department offers a popular undergraduate minor in Bioethics and the Humanities.
Cast your net wide. Explore things you've never heard about so that you can be stretched and grow as a person. Find your passion. Don't settle. Do good. Once you figure out what subjects you care most deeply about, find a way to use this to contribute to the world around you.
I love seeing undergraduates become seriously engaged and excited about ethical questions. I enjoy watching students debate controversial topics, especially when they are asked to defend a position they do not agree with.
Should physicians help terminally ill patients end their lives? Is abortion ethically permissible? Should we allow couples to "design" their children? How should scarce medical resources be distributed? Should animals be used in research? These are the kinds of questions you will actively explore in this seminar. Using a case-based approach, this class develops your skills of ethical analysis and argument in practical contexts. You will interact with guest speakers from UWMC and learn how ethical issues are handled in real world settings. Whether you are planning a career in health care or science, or simply want to be an informed consumer, don’t miss this seminar!
Timea Tihanyi is a visual artist. Timea received a BFA in Ceramics from Massachusetts College of Art (1998) and an MFA in Ceramics from the University of Washington (2003). She also holds a Doctor of Medicine from Semmelweis University, Budapest, Hungary (1993).
I teach studio art practice in the Interdisciplinary Visual Arts program in the School of Art. I'm also a visual artist.
Three pieces of advice: Stop and Look (take your time); think (but do not over-think); Question (always question, but find the RIGHT QUESTIONS to ask).
I believe that art is an inseparable part of everyday life, and our lives are much richer because of the arts. Art is also a mindset, a way of thinking, relating to and dreaming about the world.
"Contemporary art is an INTERDISCIPLINARY PRACTICE; this quarter you will see how various ideas, cultural concepts, creative strategies, mediums and processes influence one another, resulting in fresh and new ways of considering and commenting on the world we live in. During the quarter, in the context of various examples drawn from exhibitions we will examine the importance and implications of the visual arts in the larger context of visual culture. Each week we will look at a different topic which will be organized around key concepts and artist examples. Our focus will be on the artist and the audience, as well as on their mutually dependent process of making and thinking to create new and meaningful ways of expression. Course includes visits to various art exhibitions in Seattle."
Frances Cheong is a lecturer in the Department of Genome Sciences. She graduated in 2010 with a PhD in Biology from Johns Hopkins University. She joined UW in 2011, and she focuses on teaching and developing undergraduate learning materials in genetics and genomics.
I am a lecturer in the department of Genome Sciences. I teach and coordinate an introductory genetics and genomics class. My teaching activities focus on developing learning materials in genetics and genomics for undergraduates.
I enjoy interacting with students in small groups, and teaching a collegium seminar is a great opportunity for this type of discussion. I am also excited to interact with students with diverse interests and backgrounds.
I am excited to introduce students to the field of genetics and genomics, exposing them to new technology and getting them interested. Learning genetics can be intimidating at first, but it can be incredibly fun and satisfying ultimately, and I really enjoy guiding the students through this process.
How can genetics explain why store-brought tomatoes taste bland? What does President Obama mean by “precision medicine”? What does it mean to “edit” our genes? What can DNA tell us about human origins? This seminar will explore hot topics in the news related to genome sciences. We will use the news as a starting point to discuss basic genetic concepts in order to develop an informed understanding of contemporary developments, and we will discuss broader social issues involved. Students will have an opportunity to choose a genetics-related article to share with the class toward the end of the quarter.
The throes of melancholy; the unbounded highs of mania; recurrent, irrational, paralyzing fears; the gradual loss of memory (and possibly humanity). These are merely descriptions of the depths to explore of emotion and cognition in mental illness. What are the realms of suffering encountered in mental illness? How does culture affect the expression of suffering? Do we have a grasp of what it means to suffer? Through an examination of science, literature, history, and culture we will step back from colloquial understandings of disease and mental illness and critically examine the interplay between society and psychiatry.
Professor of Scandinavian Studies. Owns a Bernese Mountain dog and two rex rabbits.
At the UW I teach, learn, administrate and research.
I have a passion for teaching.
I love helping students discover a new part of the world with a different set of ideologies.
Slow Food in a Fast World focuses on how we live, what we eat, how we manage our time, and find a balance more typical of a village in Europe than an urban American setting. It draws from environmental philosophy, voluntary simplicity, and social movements such as "slow food." We will examine how students can learn more and enjoy their lives by applying ideas of living from other cultures.
Brinda Jegatheesan is Associate Professor in Educational Psychology. She specializes in the Psychology of Child- Animal Interactions with a Cross-Cultural focus. Her research is comparative international.
I am an Associate Professor in Educational Psychology. My specialization is in the psychology of child-animal interactions. I work with shelters, wild life foundations and other animal organizations in providing children with opportunities to learn and develop mindfulness, compassion and a reverence for life through exposure, experiences and interactions with animals.
Advice to freshmen: Learn about a new area that impacts lives positively; make a difference in the lives of children and animals by applying your new knowledge; learn that the natural world has deep life lessons for children in their every life and well-being.
I love teaching about this area because students leave my lectures learning new things never learned before and they understand deeply the tremendous impact animals have on the lives of children.
How do animals impact children in their everyday life? What are the different ways children encounter animals? Why are interactions with animals important to children’s development and health? This seminar will provide an understanding of how children’s lives are enriched by the love and companionship of a pet. Topics include the role pets and therapeutic animals play in children’s health and development, animal assisted therapies, how young children think about animals and cultural attitudes towards animals. The course is discussion based and you will learn via classroom and on-site, using visuals and discussions with guests who work with children and animals.
Dr. Kari Lerum is an Associate Professor of Interdisciplinary Arts & Sciences and Cultural Studies at University of Washington, Bothell, and Adjunct Faculty in Gender, Women, and Sexuality Studies at University of Washington, Seattle. She holds a B.A. in Sociology from Pacific Lutheran University, and an M.A. and Ph.D. in Sociology from University of Washington, Seattle. Professor Lerum’s teaching, research, and scholarship centers on the critical study of social inequality, focusing on the relationship between sexuality, power, and context. Her recent research has critically evaluated popular discourses about the "sexualization of girls," and discourses and policies about sex work and human trafficking. Her articles have appeared in a number of sociology and sexuality journals and edited volumes, and her current research includes a community-based project with transgender sex workers. She also writes for a variety of feminist and sexuality-related blogs.
I am an Associate Professor in Interdisciplinary Arts & Sciences at UW Bothell, and an affiliate faculty in Gender, Women, and Sexuality Studies at UW Seattle.
I'm currently writing an introductory textbook on Sexuality Studies; teaching this Collegium Seminar will be part of my writing process.
I love having conversations with people over issues that matter. Sexuality matters to all of us, so these are always good conversations.
Why is sexuality such a contentious issue in the United States, and around the world? What do people even mean by “sexuality”? Who are the stakeholders in debates about sexuality and sexual justice, and how do their positions align with different ideological assumptions about what it means to live a healthy and fulfilling life? This course will focus on the politics of sexuality in the United States, with some cross national/regional comparisons. The course will help students gain a deeper sense of how various cultural and ideological positions bring about different logics of sexuality, the body, rights, personhood, and how these ideologies intersect with movements for sexual justice.
Professor Lisa Manheim teaches and writes in the areas of election law, constitutional law, federal courts, and civil procedure.Professor Manheim earned her B.A. in English from Yale University, where she graduated summa cum laude and Phi Beta Kappa, and her J.D. from Yale Law School, where she served as Managing Editor of the Yale Law Journal and editor of the Yale Journal on Regulation. After law school, Professor Manheim clerked for Judge Pierre N. Leval of the United States Court of Appeals for the Second Circuit and Justice Anthony M. Kennedy of the United States Supreme Court.
I teach law school courses on Constitutional Law, Election Law, and the Federal Courts. My research explores questions of Constitutional Decision-Making, Court Procedure, and the Law of Democracy.
Three pieces of advice would include:
1. Speak up in class whenever you can.
2. Get as much feedback on your writing as possible.
3. Enjoy this rare opportunity to dedicate so much time and energy to learning and exploring.
Studying law is learning how to think in a certain way—and then developing the skills you need to question and challenge everything you just learned. It is invigorating, it is fascinating, and it matters.
Taught by a professor at the Law School who served as a law clerk on the Supreme Court, this course will use Justice Sonia Sotomayor’s autobiography My Beloved World as a departure point for analyzing the role of personal and professional background on a Justice’s nomination to and service on the Court. Students will also study the judicial appointments process and the process by which the Court selects and decides cases. Students will read and analyze a recent Supreme Court decision. Finally, students will gain an appreciation for the culture and customs of the Court as an institution.
I Teach and do research. My research is on ocean acidification in Puget Sound, nutrient cycling in the Black Sea and biological production in the equatorial Pacific.
This seminar will be a good forum to get an introduction to a new topic of great importance that you may have heard about but didn't really understand. Science can be challenging but fun.
The surface ocean is growing more acidic due to uptake of anthropogenic CO2. Over the past two and a half centuries, the surface oceans have absorbed approximately 30% of the anthropogenic carbon dioxide emissions from the atmosphere. When CO2 enters the oceans it reacts with water to form carbonic acid, causing a decrease in pH and increasing acidity by a process commonly referred to as “ocean acidification”. One consequence of the decrease in pH is a decrease in carbonate ion (CO32-) concentration, a chemical species used by many calcifying organisms to make their CaCO3 shells or skeletons. As a result, marine ecosystems, the services they provide for humanity, and the societies they support are at risk.
As 'head of distributed media' I collect, preserve, and make moving image media and sound recordings accessible at the Libraries Media Center. Before coming to the UW I was Archivist at the UCLA Ethnomusicology Archive, a Junior Fellow at the Library of Congress' American Folklife Center, and a drummer for sundry sonic projects.
I collect and provide access to audio/video/film collections in the Libraries.
The students. They inspire me and--more importantly--seem to inspire each other as they go out on their own and bring back to the class examples of NW music that they believe should be archived and preserved.
I love to teach about NW music and ethnomusicology because the two come together in such a great way: NW music is kaleidoscopic in both it's historical and contemporary natures, and ethnomusicology gives us the tools to document and think about issues embedded in and around these sonic expressions.
This class is an interdisciplinary mix, one that blends elements of ethnomusicology and archival studies. Each week we explore a different era of Seattle music history: Native Americans and early white settlers, the sounds and biases of the Alaska Yukon Pacific Exposition, John Cage and the avant garde, segregated Jackson Street Jazz, Louie Louie and garage rock of the Sonics, Jimi Hendrix, Heart, Nirvana, Macklemore, Shabazz Palaces, more. We listen to music but also study the historical and cultural contexts within which they are made, performed, and consumed. At the core of the class is the Puget Sounds Archive, a growing collection of regional music held by the UW Libraries: http://guides.lib.washington.edu/ps Students use Puget Sounds as an audio touchstone for the class and, as part of their final projects, articulate how they would be envision and champion the continued growth of this unique resource.
The seminar will cover the applications of microbiology in society ranging from progress towards curing HIV, to food safety, to the impact of viruses and bacteria on local salmon populations, to clinical testing in a hospital setting. Students will hear from a wide variety of faculty conducting both basic and applied research. Students will have the opportunity to hear how these individuals were attracted to their specific field of study, what the focus of their work is, and the potential implications their work may have on society.