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.
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.
Dr. Nanci Murphy is associate dean and executive head of the Office of Academic and Student Programs at the School of Pharmacy. She helped found the Center for Pharmacy Leadership and Professional Excellence and the Bridges to Health Patient Advocacy Center and serves as co-director of the Center for Health Sciences Interprofessional Education, Research and Practice. Murphy has served as faculty mentor and advisor for a number of award-winning patient care and community outreach projects including, the American Association Colleges of Pharmacy (AACP) Student Community Engaged Service Award, the AACP Lawrence C. Weaver Transformative Community Service Award and Project CHANCE (recognizing outstanding service in medically underserved communities). She was selected as American Pharmacists Association Outstanding Chapter Advisor in 2008, received recognition from AACP and Rho Chi for her leadership in the profession and community, and was recipient of the UW School of Pharmacyʼs Gibaldi Excellence in Teaching Award in 2009 and 2010. Past and current American Association of Colleges of Pharmacy positions include: Council of Deans Administrative Board, Student Services Special Interest Group Chair, a member of the Academic Affairs Committee, the Advocacy Committee, the Council of Deans Innovations in Health Care Education Task Force and the CAPE Outcomes (Public Health) Pharmacy Practice Committee. She is the current Chair of the Leadership Development Special Interest Group. Dr. Murphyʼs teaching and research interests include leadership, interprofessional education and geriatrics practice.
As Director of Student Leadership Programs, I am involved in the development of both curriculum and professional development programs that promote student success in their careers. I also work with interprofessional teams (including pharmacy and other health sciences students) in community outreach projects.
I've been quite active in campus outreach to middle/high school students. I enjoy working with students from diverse grade levels, backgrounds, and interests.
What do I love most about teaching? My students! They inspire me on a daily basis with their commitment, enthusiasm, and energy! It makes me very happy that so many of our alumni keep in touch with us and tell me how much they are enjoying their careers!
Based on lessons from Atul Gawande’s book Better, students will learn the leadership skills necessary to positively impact both individual and community health. Students in the course will: Practice applying scientific principles to challenging problems in health, Explore the social, physical, and environmental determinants of health in a local community, Discuss strategies for addressing identified health issues/challenges in the community, Develop collaborative leadership skills, Planned assignments include: readings, participating in class discussions, and an assigned group project. A panel discussion of current health sciences students will discuss their “successes and lessons learned” in developing and sustaining community programs for medically underserved populations/communities.
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.
In 2012, Marvel Comics writer Kelly Sue DeConnick and artist Dexter Soy crafted a new superheroic identity for longtime character Carol Danvers, who became the new Captain Marvel. In 2014, Danvers’ previous Ms. Marvel identity was assumed by a new character, Kamala Khan, a Muslim Pakistani-American teenager, in a new Ms. Marvel series written by G. Willow Wilson (herself a Muslim American) and drawn by Adrian Alphona. Our collegium seminar examines these two prominent examples of an emergent new diversity in superhero comics and US popular culture in the 21st century. What changes — demographic, gender, socio-cultural — do they signal? What specific qualities of comics as a mass medium enhance, complicate or blunt these messages of diversity? How have DeConnick and Wilson, the two women authors at the forefront of this movement, negotiated the traditionally male-dominated terrain of superheroes, and how do their visions redefine the genre?
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.
Are people "naturally" polygamous, monogamous, or promiscuous? In this seminar, we'll read the text of a not-yet-published book by the instructor, and students will have the opportunity to critique, comment on, or otherwise discuss the ideas and the presentation.
I received my PhD in 1997, and have been teaching at UW since 2001. I have done research in number theory, and my interests include traditional drawing, and generative visual and sound art. I am also an avid cyclist and pasta eater.
At the UW I teach mathematics courses, and run the Math Study Center.
I teach Calculus a lot. In our calculus courses, we come very close to seeing many topics that are just "around the corner." I enjoy showing people topics that they have, or nearly have, the preparation to investigate, so that they better realize the power, excitement and fun of mathematics.
I love the never-ending opportunities for discovery and creativity. There is always more to find out; there are always more questions to ask.
The orbit of a planet, the spiral of a snail, the arc of a rocket, the cardioid in the bottom of a cup of coffee — all examples of plane curves. In this seminar, we will look at the rich variety of plane curves, and work with many tools for their investigation, visualization and creation.
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 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 experiment, one that blends elements of ethnomusicology, local music history, and archival studies. At the core of the class is Puget Sounds, a growing collection of regional music recordings held by the UW Libraries. Puget Sounds documents music across genres, from folk to rock, jazz to classical, and includes both published and unpublished recordings (e.g., the Crocodile Cafe Collection). By the end of the quarter students will make contributions to Puget Sounds by way of creating new collections through fieldwork and/or archiving existing music collections. Student learning goals include...developing a broader knowledge and appreciation of the plurality of musics produced in the greater Seattle region; forming a nuanced and critically informed understanding of what we mean by the term music; building confidence with participating in and contributing to discussions in a seminar type setting; a grounding in archival issues, theories and techniques, particularly as they apply to the collection and documentation of music; being introduced to the concepts and questions concerning ethnomusicologists; becoming familiarized with making and editing field recordings."
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.
Vivek Datta is Chief Resident for Education in the Department of Psychiatry and Behavioral Sciences at the University of Washington Medical Center. A significant proportion of his clinical work has been devoted to working with LGBT individuals, sex workers, those living with HIV, and individuals who have experienced sexual abuse and trauma.
I am a resident psychiatrist here. I have an immensely varied experience from developing new clinical services, doing research into mental illness using historical, social science and epidemiological approaches, seeing patients for psychotherapy in clinic, using hypnosis with general medical and surgical patients, to working with the most emotionally disturbed individuals on the psychiatric inpatient unit or emergency department. I also get to teach medical students and junior residents how to "think" like a psychiatrist.
I usually only teach medical students and psychiatrists in training. This is an opportunity for me to interact closely with undergraduates and share the rich and exciting world that lies at the intersection of medicine, psychiatry, society and public health.
I love being able to challenge people to think in new ways, to see the world in different ways, to shatter previously held assumptions about the world and encourage people to question everything. Psychiatry is fascinating because it takes our subjective experience of being as its focus, and assumes that there are "things" we can call mental illness, that are distinct from experiences that fall in the range of usual human experience. This is probably a fallacy...
What drives us to have sex? Why do some people have same sex attraction and why was this seen as perversion or disease for so long? What is pedophilia and how does it differ from childhood sexual abuse? Why is there no oral contraceptive for men? Why is there stigma associated with HIV/AIDS? How do universities approach the problem of sexual assault on campus? How does the market place influence our attitudes towards sexuality and society? Why do people buy sex? We will consider these questions and more from psychological, sociological, anthropological, public health, medical, legal, and psychiatric perspectives.
Professor Marc D. Binder joined the faculty of the Department of Physiology & Biophysics in the School of Medicine at the University of Washington in 1978. Throughout his undergraduate days at Columbia University in New York and his graduate studies at the University of Southern California in Los Angeles, he found time to take a surprising number of film classes.
What could be more interesting than understanding how our brains work?
Using film critic and producer Mark Cousins' book "The Story of Film" and the accompanying videos as a guide, this class will explore how filmmakers are influenced both by the historical events of their times and by each other. The course will be divided into three main epochs: the silent era (1885–1928), the sound era (1928–1990), and the digital age (1990-present). We will discuss both the stylistic concerns of the filmmakers and the political and social themes of the time. As well as covering American films and filmmakers, we will explore their counterparts in Europe, Africa, Asia, Australasia, and South America, to examine how cinematic ideas and techniques cross national boundaries.
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.
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.
Shawn Wong is the author of two novels and six other books. "Americanese," the film version of his novel, "American Knees," was released in 2013. He teaches creative writing and has led UW study abroad classes in Rome, Berlin and Istanbul.
I love learning as much as my students love learning. Even though I teach the same classes, I never teach them the same way twice. I love bringing in my own research and discoveries into the classroom.
The UW offers hundreds of study abroad opportunities. How do you decide which program is best for you? What part of the world? Do you see an international experience in your chosen major or professional path? Whether you’re going on a study abroad trip, preparing for international internships, independent travel, or just imagining the places where you might study, this seminar will provide you with some writing strategies for recording what your camera or brief Facebook entry can’t capture. Instead of the tourist "been there, done that" checklist, this seminar seeks to prepare you for true cultural immersion and engagement.
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 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!
Ann Marie Borys is a registered architect; she earned a B.Arch. degree at the University of Maryland and an M.Arch. from Syracuse University in Florence, Italy. She holds a doctoral degree from the University of Pennsylvania. She has a husband, two children, and a dog; they enjoy travel, hiking, reading, and movies.
I am a faculty member in the Department of Architecture. In addition to teaching design studios, I teach Appreciation of Architecture and Professional Practice. I serve as a mentor on professional issues for our students, and help them with career advice. I enjoy working with colleagues on admissions and curriculum. I also spend time on research and writing. I have a book on a Renaissance architect due out in the spring.
My advice to freshmen is: listen to your gut, and keep exploring until you feel “at home” in a particular field of study; build perseverance and find value in every single course you take; remember that your professors (and teaching assistants) are people too — respect, kindness, and appreciation for working hard flows both ways.
I have loved architecture since first looking into it as a possible major and then making the decision to apply in my freshman year at the University of Maryland. From the moment I entered the Architecture Building, I felt transformed. There was a unique energy there, and I could tell that everyone in that place was passionate about what they were doing. Even as I made the first steps toward understanding and exploring the fun of drawing and designing buildings, I also was smitten with architectural history because studying the past helped me understand more about the complex phenomena of compelling places: the beauty, the spiritual dimension, the powerful interactions of matter and space. I love that through teaching architecture, I can help more people understand more about their world — architecture is everywhere, and it does not need to be a mystery.
The iconic image of the creation in the central panel of the ceiling of the Sistine Chapel still permeates our culture; like Leonardo’s Mona Lisa, its reproduction in popular media has separated it from its fundamental meaning, but has also propagated new meanings. This course is a chance to re-contextualize the image and explore the full body of Michelangelo’s work. We will be crossing the boundaries of drawing, painting, sculpture, poetry, and architecture. After a focus on his work, we will take up the biography of the artist and question the extent to which it is meaningful in the appreciation of his work. By reading the most recent scholarship on this 15th century artist as well as classic interpretations from across the 20th century, we will attempt to find our own answer to the question.
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."
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!
This class looks at dissent through the lens of Hollywood filmmaking and discuses its impact on American Democracy. Each week we will focus on a different feature film, dissect it and discuss its probable role in the larger cultural and political context. Students will be expected to lead at least one class discussion to develop their leadership and rhetorical skills. Class culminates in a mini-demonstration in Red Square.
James teaches and mentors students about issues of privilege, oppression, social justice and allyship. He is the founder and faculty adviser for the Anti-Racism and White Allyship Group and the faculty advisor for the UW SSW feminist women’s group. His community activities have included a multi-year Presidency of the Seattle Chapter of Amigos de las Americas (a non-profit that prepares and sends high school and college youth to Latin America to work on sustainable community development projects) and co-founding and currently serving as President of the Whidbey Island PFLAG Chapter (Parents, Families, and Friends of Lesbian and Gays).
I teach graduate social work students foundational direct practice social work skills, including how to build relationships, communicate effectively, engage and work effectively across many kinds of cultural differences, assess and intervene in social work practice with individuals, couples and families. I teach a course, Social Work for Social Justice, that helps Master of Social Work students understand the power, privilege, and oppression dynamics that operate in our lives and the lives of our clients depending upon various social identities--race, ethnicity, class, gender, sexual orientation, age, religion, national origin, ability statuses, etc. I'm the founder and multi-year faculty adviser for the UW Registered Student Organization, Anti-Racism and White Allies Group For the 2013-14 academic year, I'm the advisor also for the School of Social Work Women’s Group. We are currently planning a campus-wide Male Ally workshop for spring 2014. I co-facilitate the SSW's Field Training Module on Culturally Responsive Practice.
Almost all my teaching has been with MSW graduate students. That said, I thoroughly enjoyed my many years working with high school students and recent high school graduates, preparing them to travel to Latin America to work on sustainable community development projects over the summer.
I love facilitating and mentoring the complex process of students professional and personal development, gaining confidence to see and use the strengths they have, to address challenges and obstacles in their path, to learn how to collaborate with others to make this world a more just place for everyone, to find and follow their passion and connect that passion deeply to their evolving life narratives.
Leanne possesses an all-encompassing commitment to environmental and social justice, as well as fostering personal and societal health and wellness. Her interests include sustainable housing, transportation and food systems, cultural and linguistic empowerment, and the domestic arts (crafting, cooking, and creative re-use/repurposing).
Throughout the year, I coordinate the Masters in Social Work (MSW) Extended Degree Program at the UW School of Social Work. In winter quarter, I teach a course for Bachelor’s in Social Work (BASW) students entitled, “Writing for Social Welfare Courses”. Additionally, I train and supervise the peer writing tutors that comprise the social work writing support team.
During my own college education, I took a seminar designed for first-year students and it transformed my undergraduate experience. In the small setting of a seminar, first-year students can engage with complex and challenging issues in ways that can have profound impacts on the rest of their undergraduate journey.
I’ve designed and developed a writing course that uses a social work framework to develop, strengthen, and practice undergraduate level writing in critically conscious ways. My teaching emphasizes self-reflection and critical inquiry.
The college years offer an extended opportunity for intellectual, social, political and personal growth. Who am I? Who am I becoming? How do I find my place among the diverse UW student body? Students often explore their various identities — race, class, gender, sexual orientation, etc. — in ways that profoundly affect their life commitments, careers, and trajectories. These developmental processes are exhilarating, confusing, and empowering. Together we’ll apply knowledge from identity development models to our developmental processes. How do my various identities shape my perspectives, my opportunities, my challenges? First year students of all ages and backgrounds are encouraged to enroll.
Scott Clary has been an instructor in the Chemistry Department for 6 years. He teaches organic chemistry and organic chemistry lab.
I am a chemistry instructor who has been teaching at the UW and community college for 6 years.
Teaching this course gives me a chance to approach the problem solving concepts that I teach in chemistry from a broader perspective, and reach a different audience than I would otherwise.
The problem solving aspects of organic chemistry are something that I teach about deliberately. Seeing students make the connections within organic chemistry and beyond is what I love best.
Although we make decisions all the time, the decision making process is often unclear, even (and maybe especially) to ourselves. This seminar looks at the common elements behind how experts solve problems in novel ways, with an emphasis on what differentiates expert problem solving from novices. Even though many courses build basic subject knowledge, putting together the pieces into new solutions is the goal of many upper level college courses. By understanding the basis of problem solving that applies across disciplines, students can begin to manage their own learning styles.
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 Chizeck is in Electrical Engineering, with an Adjunct appointment in Bioengineering and he is also in the graduate program in Neurobiology and Behavior. His research is in telerobotics and in neural engineering. The telerobotic research includes contol and security, surgical robotics and underwater robotics. The neural engineering research includes brain-computer interfaces and the development of assistive devices. His hacking experience dates to 1967.
I teach undergraduates and graduate students. I am a research and thesis advisor to students. I conduct research in telerobotics and in neural engineering.
Three pieces of advice: Don't be afraid to ask questions--others will be grateful when you do; try out different topics and classes--you may discover that you are good at something that you may not have considered before; try to be adaptable--as your interests, skills, knowlege and experiences accumulate.
What I love is surfing on the edge of new knowledge, learning and creating--and helping students to learn and create.
Robots are among us, and their numbers are increasing. Some, like surgical and rescue robots, are helpful. Some, like companion robots and robotic toys, bring joy to their owners. Some appear to be almost human — often disturbingly so. Others look like animals. Some, like surveillence robots and military robots, may be frightening. Some threaten the jobs of certain groups. There are legal, social, economic and psychological issues arising from the integration of robots in our daily lives. This seminar will explore these topics.
Joseph Sisneros is an Associate Professor in the Department of Psychology and an adjunct Associate Professor in the Department of Biology at the University of Washington. He is also an affiliate faculty of the UW Virginia Merrill Bloedel Hearing Research Center and the UW Graduate program in Neurobiology and Behavior.
Teach many courses on animal behavior and perform research on the sensory biology of fishes.
To give freshman an appreciation of the type of animal behavior research that is conduct at the academic level.
Get to incorporate my research into my teachings.
Have you ever wondered how complex animal communication signals may have evolved? The objective of this weekly freshman seminar is to provide a general understanding of the principles and mechanisms that govern the evolution of animal communication systems and the related processes of perception, thinking, and social behavior. The emphasis will be on integrating information from areas of animal behavior and communication sciences to make this understanding as general as possible. The seminar will primarily consist of group discussions of research topics and papers related to the field of animal communication.
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 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 social & global responsibility.
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.
same as the previous year
Since 2001, I've enjoyed teaching undergraduates about how power and privilege play out in our own society, on the global theater, and in the stories we tell and write.
Why do I love teaching? The newness and freshness of students!
I love teaching for the ways I myself continually learn. I love the earnestness and curiosity of my students. And I love facilitating dialogues about tough, meaningful topics that make us rethink ourselves and the ways we move through the world.
"Why have TED talks become the gold standard of presentations? What do innovative TED presenters do that we might learn from? In this seminar, we will screen TED, Pecha Kucha and Ignite! talks in order to discuss the ideas of each presentation, analyze why and how the video effectively conveys the speaker's points and extrapolate and imagine how we too might try on various speaker and presenter tools to be more effective communicators.
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.
John Vidale is Director of the Pacific Northwest Seismic Network, and the Washington State Seismologist. His research focuses on earthquakes, volcanoes, Earth structure, and their societal risks. He attended Yale, wrestled his PhD from Caltech, then toiled for UC Santa Cruz and the USGS, taught at UCLA for a decade, finally arriving in Seattle in 2006. His honors include the Macelwane Medal (1994) from the American Geophysical Union and the Researcher of the Year from the College of the Environment at UW (2011).
I study earthquakes and volcanoes, also serve as the State Seismologist, working with graduate students, fellow scientists, and State and Federal officials, and informing the public.
Advice to freshmen: trust your profs' dicta but verify; don't be passive, avoid sitting in the back of class if you take the trouble to show up; tackle new ground for your edification.
I love that science can be fascinating (sometimes), steadily advancing (sometimes), and of great practical use (sometimes).
Although research is usually conducted well, in notable cases scientific method has gone awry with dramatic and long-lasting results. We will review one concrete example of contentious science each week.Topics are a mix of fraud, philosophical differences and unresolvable interpretations. They include these misadventures: earthquake prediction; the Piltdown Man; Trofim Lysenko, whose misbegotten genetic theories starved millions of Soviets and Chinese; creationist challenges to evolution; homeopathy; cold fusion; the Papp engine; and global warming.
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.
“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.
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!
I have spent much of my educational and professional career at the UW, earning my Bachelors and Law Degrees here. After practicing law for a few years and attending medical school out of state, I returned to the UW for my specialty training in psychiatry. I have a subspecialty in forensic psychiatry. Now faculty at the UW, I enjoy teaching at the intersection of law, medicine, and ethics.
I am clinical faculty in the Department of Psychiatry and Behavioral Science. I treat a diverse patient population and enjoy teaching and supervising doctors in this exciting specialty.
Advice to freshman: Be curious about what you are learning; don't let fear of making a mistake or being wrong prevent you from trying something new; read a book for pleasure once in a while. It's easy to stop doing that.
With a background in law and psychiatry, I love to explore topics at the intersection of law, medicine, and ethics.
This seminar will explore highly-publicized and social topics relating to mental health. Using stories from television and print media as a backdrop for discussion, we will examine differing viewpoints related to public concerns regarding persons with mental illness. Among others, topics covered will include: violence among persons with mental illness; civil commitment and access to treatment; assisted suicide; medicating children; and jails and prisons as institutions for the mentally ill. For each topic, we will discuss relevant law, ethical concerns, and society's response to often competing values and concerns.
This innovative seminar invites students to select their own book and/or choose from a list of more than 70 titles for a critical analysis of themes reflective of race, ethnicity, gender and well-being. A vast selection include fiction, non-fiction, classics, text-books, comic/graphics, biographies, horror, science-fiction, fantasy, dystopian. Major theoretical categories are Conflict (power, race/ethnicity, hierarchy, politics, and economics), Functionalism (structures, roles, norms, traditions, and institutions) and Interactionism (perceptions, identity- formation, and symbolism). Major themes are love & sexuality, structural hierarchies, power & authority, law & order, social constructions, “Survival of the Fittest”, Institutional irresponsibility, family, multiculturalism, globalization and immigration.
Born in Los Angeles while my father was fighting in the Battle of the Bulge during World War II, I have a PhD in English Literature from UC Berkeley and an MD from Albert Einstein College of Medicine. I am a former Professor Of English at Queen's College in New York, trained in Neurology at Cornell, the founder of the first service in the Puget Sound to treat acute stroke. I have published many articles and two books, Hamlet's Absent Father, and Ancient Zionism.
Director UW clerkship in Neurology.
One piece of advice: Thoughtful work works.
I love the transmission of the ability to think deeply.
In this seminar, we will examine the deep intellectual connection between the way one reads clinical and literary stories. Medicine and literature share a probing pursuit of underlying meaning. Diagnosis is the process of knowing through, a process by which one penetrates surface details to find the best, unifying explanation for the order of the visible details. We will bypass novels and poems about doctors or medicine and dive right into poems by Robert Frost, a play by Shakespeare, and novellas by Julian Barnes, Yasunari Kawabata, and J.L. Carr.
Odai Johnson is a scholar of theatre and performance history.
I teach in the School of Drama's undergraduate curriculum; I direct the Doctoral Program for History and Theory of theatre, and I run the Center for Performance Studies.
Advice to freshmen: Read everything; it's ok to be unsure; nobody knows who they will be yet; curiosity will always take you further than knowledge.
What I love about teaching is sharing the complexities of really good dramatic literature and introducing students to the potency of the form.
Everything of importance in the last two hundred and fifty years happened first in the theatre. Every major movement, every major social change, began in the theatre. In ten weeks we will look at ten major issues that shaped the modern world as seen through the dramatic literature that first envisioned it.