Sociology Undergraduate Awarded Funding to Attend Conference in UK

Sociology undergraduate, Linh Ly, was awarded the Ruth H. Hagenstein Endowed Scholarship to attend iConference in Sheffield, UK along with her research team from several US universities to present their paper, “#Depression Among Immigrant College Students: Findings from a Systematic Literature Review of 10 Years of Social Media and Depression Research.” This literature review piece covers 10 years of scholarship on social media and depression research among college-aged populations, with a particular interest immigrants, is now published.

iConference is an international academic conference that is held annually by different iSchools (Information Schools) around the world to bring academic professors and experts, graduate students, industry researchers from around the world together to discuss current issues in the Information Science field. In addition to presenting their own work, the research team attended presentations on interesting topics, like how academics use Twitter to build their careers and how institutes targeted at inclusion can bring individuals from underrepresented groups into STEM fields.

Linh reports that, “Attending talks and poster sessions at iConference was an eye-opening experience. I was surprised to learn how financial and political fields can be related Information Science. Prior to this conference, I always thought Information Science was only focused on the relationship between people, technology, and the world.”

She adds, “I would like to thank you for the support I received from the Ruth H. Hagenstein Endowed Scholarship from the Sociology Department and Undergraduate Research Conference Travel Award, and all the faculty members that helped to find resources to fund my conference experience. With this support, I was able to solidify my plan for graduate school, gained a deeper understanding of Information Science, and got the opportunity to attend the conference as presenter. To all of the undergraduate students who want to attend academic conference sometimes during their undergraduate career, it’s never too early to start the journey. Find something you are passion about, be involved, and make it happen.”


Link to the publication:

Link to the video:

–       Part 1:

–       Part 2:

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Autumn Quarter Undergraduate Public Policy Courses

We are excited to let you know that the Evans School of Public Policy & Governance has three undergraduate courses coming up in Autumn quarter: PUBPOL 201: Introduction to Public Policy and Governance, PUBPOL 355: Nonprofits, Philanthropy, and Social Innovation, and PUBPOL 499: Decision-Making, Behavior, and Policy Design. 

These courses are open to all undergraduate students. A bit more about each:

  • PUBPOL 201: Introduction to Public Policy and Governance

This introduction to the field of policy analysis, governance, and public service teaches students how to analyze and evaluate policy and actions, as well as how individuals organize for common purposes. Learn how institutional problems are solved for the betterment of society, how policies can be analyzed and measured for impact, and how public policies are designed and implemented in order to respond to complex challenges related to climate change, urban planning, social justice, city planning, and more.

WHEN: Mondays, Wednesdays, and Fridays from 1:30-2:20 pm

  • PUBPOL 355: Nonprofits, Philanthropy, and Social Innovation

How can nonprofits, social enterprises, and foundations most effectively produce positive social change? In this course, you will uncover the key issues facing social sector organizations and investigate the operational, managerial, and policy approaches that social sector leaders can take to advance their mission and increase their impact.

WHEN: Tuesdays and Thursdays from 10:00-11:20 am

  • PUBPOL 499: Decision-Making, Behavior, and Policy Design

In this new class, we will apply Behavioral Science research and frameworks, which lay at the intersection of economics and psychology, to public policy design. This is an emerging field that all levels of public sector organizations—from the federal level to local government and nonprofits—are exploring to design policy for how people behave. This class will bring you to the forefront of this noteworthy shift. You’ll gain a foundation in the application of microeconomic theory, social and cognitive psychology, behavioral economics, judgment and decision-making, to study public policy problems. You will learn how cognition, heuristics, biases, emotion, and social dynamics interact in decision-making, and how context and framing shape decisions and behavior. All experience levels and majors are welcome!

-WHEN: Mondays from 11:30 am-2:20 pm

More information can be found on our new Evans School undergraduate webpage: Undergrad @ Evans. Please contact us at with any questions.

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Uniting Voices 2018: Mental Health Conference

You are invited to…



Speaker and workshop details:

Keynote Speaker:

Samantha Powers
Dispelling the Myths of Trauma and Student Veterans
Rm. 145, 10:00-11:00 PM
A commemoration of Memorial Day weekend

Workshop Breakout Session I:

Seema L. Clifasefi
Ph.D. & amp; members of the Life Enhancing Alcohol-management Program (LEAP) Advisory Board
Collaborative voices: Using community-based participatory research to reduce harm and improve quality of life for people with lived experience of homelessness and substance use problems
Rm. 145, 11:00-12:00 PM

In this workshop, we will share a community-based participatory research project known as the Life Enhancing Alcohol-management Program (LEAP). LEAP is a community/academic partnership aimed at reducing alcohol-related harm and improving quality of life for people with lived experience of homelessness and substance use problems. We will highlight the journey of our collaborative partnership and then panel members with lived experience of homelessness, substance use and mental health issues will share their unique perspectives about the impacts that the LEAP has had for them, both personally and for their respective communities.

Ann Vander Stoep
Ph.D., Associate Professor, Psychiatry and Behavioral Sciences/Epidemiology, UW School of Medicine/School of Public Health, Child Health Institute
Promoting Mental Health from a Public Health Perspective
Rm. 307, 11:00-12:00 PM

Mental health conditions contribute heavily to the global burden of disease.  They typically have their onset in the late adolescent or early adult years and make it difficult for young people to function at school, at work, and in interpersonal relationships.  Nationwide surveys estimate that in any given year, nearly 1 in 3 young adults will have a diagnosable mental health condition, with depression, anxiety, and substance abuse being the most prevalent.  When we think about how best to address mental health problems, we typically think about approaches that involve professionals and treatment delivered in clinical settings with goals of reducing symptoms.  But mental health treatment resources are limited. What actions could we take as communities to promote positive mental health? In the workshop we will discuss programs designed to address mental health from a public health perspective.

Sophie Estella Miller 
Dungeons, Dragons, and Dialectic Behavioral Therapy
Rm. 337, 11:00-12:00 PM

As Dungeons and Dragons undergoes a swell in popularity, more people have become familiar with its surprising ability to help players manage negative symptoms from a variety of disorders, as well as supplement common trauma therapies. In this presentation, D&D’s core mechanics will be highlighted for their ability to assist the player in overcoming, and healing from negative life experiences, as displayed by personal anecdotes, and academic evidence.

Workshop Breakout Session II:

Elaine Walsh 
Ph.D., RN, PMHCNS-BC, Associate Professor, UW School of Nursing
Suicide Prevention Basics
Rm. 145, 1:20-2:20 PM

This session is designed for people with or without a background in healthcare who want to recognize and provide basic help for someone who might be at risk for suicide.  Topics include statistics, risk factors, and warning signs associated with suicidal behavior, and ways to respond and provide help to someone who might be at risk for suicide.

Gideon C. Elliott
B.A. in Psychology, Peer Support Group Facilitator, In Our Own Voice presenter and Administrative Assistant at NAMI Seattle
& Amina Mohamud 
B.A. in Psychology, Behavioral Specialist, Ending the Silence presenter and Helpline Coordinator at NAMI Seattle
Mental Health and Intersectional Identities
Rm. 307, 1:20-2:20 PM

This workshop will explore what it means to live at the intersections of mental health conditions and other identities, how those identities can affect barriers to care, how you can identify some of your own intersections, and touch on what these intersections mean for a professional working in the mental health sector.

Anthony Aguiluz 
MA LMHC from Hall Health Center
Dear Stigma, Please Leave Us Alone. Sincerely, Active Minds
Rm. 337, 1:20-2:20 PM

In this workshop, we will use a practice of narrative therapy, letter writing, to address mental health stigma directly. After a brief introduction to the philosophy and practice of narrative therapy and letter writing participants will compose their own letters to mental health stigma (or shame, stigma’s best friend) and there will be an opportunity for a handful of brave volunteers to share their letters and for all of us to listen to their stories. A background in writing is not necessary and pens, pencils and paper will be provided. All participants need to bring is a sense of openness, courage and their listening ears.

Closing Speaker:

Anne Browning

Resilience & Compassion: Building Strength for the Road Ahead
Rm. 145, 2:20-3:20 PM

The challenges we face today are increasingly complex and interconnected.  By developing our individual and collective capacity for resilience and compassion, we lay a framework that will enable us to thrive as individuals and communities.  We will explore how neuroscience, mindfulness, emotional intelligence, and compassion operate to contribute to our ability to experience resilience when inevitable hardship, failure, and struggle occurs.

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Great summer VLPA+W course: English 200B: Immigrant/Transitional Fictions (A term)

ENGL 200 B,  “Immigrant/Transnational Fictions,” is a VLPA and W course offered summer A-term,  M-Th,  noon-2:10, SLN 11347.   


This course is dedicated to reading and writing about works of fiction that explore the global movement of people in a time when migratory flows are increasingly met with resistance and persecution.  Reading, discussion and writing in this class will engage this process of movement, what sacrifices are required, what restrictions are imposed, and what transformations might occur.  We will explore the ways in which these fictional works engage the challenges of daily life to enrich our understanding of the struggles encountered by others who seek to preserve a sense of self in the absence of familiar frames of reference or forms of support.  While being recognized is a powerful desire, it often conflicts with the fear of exposure, just as the pull of nostalgia competes with the embrace of new possibilities.  Texts: Signs Preceding the End of the World, by Yuri Herrera; Behold the Dreamers by Imbolo Mbue; Exit West by Mohsin Hamid 

Questions?  Contact the instructor John O’Neill:

A few comments from students who took this course last summer: 

    • “As someone who comes from an immigrant family, I have never read novels of global migration, and it was nice to finally have that exposure, especially in a time like this.” 
    • “The way the instructor lead class discussion is very inclusive.  He makes everyone feel like their comment/idea matters.”   
    • “I found I learned a lot about my style in addition to how different each person’s critical eye acts.  The themes of these books also gave some better life understanding.”

“John, thank you so much for a great class.  I have always loved English (even as a Science student) and you truly amplified my appreciation of literature.  Thank you also for your kindness, patience and feedback.”

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Earning credit for internship learning: General Studies 350

General Studies 350 is a mechanism for earning credit for the learning associated with an internship experience. Students in General Studies 350 have three options for how to reflect upon and demonstrate their learning during summer internships:

Option # 1: General Studies A/B

Students engage in an internship experience in either the public sector (section A) or the private sector (section B) under the guidance of a UW Faculty or Instructor Sponsor to guide reflective practice and connections to academic learning. Students in these sections must find their own academic sponsor (faculty or instructor).

Option # 2: General Studies C/D

Students engage in an internship experience in either the public sector (section C) or the private sector (section D) while enrolled in a distance learning section to guide reflective learning, connections to academic content, and career competencies.

Option # 3: Summer Internship with Autumn Enrollment (aka: Summer for Fall)

Students engaged in an internship experience during summer quarter, who wish to hold off on enrolling for academic credit until Autumn quarter, will need to check “Summer for Fall” on their internship application. These students will be administratively enrolled in either a faculty sponsor section in Autumn quarter or a Distance learning section in Autumn quarter. Please note: while enrollment and credit are earned in autumn quarter, it is expected that both the internship and academic work will be completed in summer quarter. General Studies 350 provides the opportunity to earn credit for the demonstrated learning derived from an internship experience. As a result, it is essential that the academic work occur concurrently with the internship experience. 

Students are encouraged to review the information on the General Studies 350 section of the Carlson Center’s website, and are welcome to email with any questions after reviewing this information.

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Honors Info Session! Tuesday May 15th at 1pm in Savery 245

Wondering what the Honors program is like and whether you should consider applying?

Come to Savery 245 at 1pm Tuesday May 15th (TOMORROW!) to hear from the current director of the Honors program and get your questions answered



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Calling all Community Service Rock Stars to apply for the Al Black Award!

Are you or one of your fellow students a Community Service rock star?

Do you know someone who is deeply involved in community service projects and who is graduating this year?

Encourage them to apply for the Albert W. Black Undergraduate Community Service Internship Award!


A great many Sociology undergraduate students believe strongly in the importance of Community Service and we are often very surprised by the high level of commitment to community service our majors exhibit.

The Albert W. Black Undergraduate Community Service Award is intended to celebrate that commitment and honor a 2017/2018 graduating Sociology major. The award is intended for a student serving as a volunteer or participating in an internship with a Puget Sound area community service organization working with disadvantaged populations that’s having a positive impact on the local community.

Not sure if what you’re doing counts as community service? Here are some things that can be considered:

  • Positions as a volunteer or uncompensated intern with a local community service organization or an organization working with disadvantaged populations within the previous 12 months
  • Experiences that began with Service Learning (such as SOC 292, 402, or 404), as long as you can demonstrate a substantial additional volunteer or uncompensated internship work with the agency/service organization
  • Long-standing (but not necessarily long hours on a weekly basis) commitments or volunteering with an organization focused on social good or assisting disadvantaged populations
  • Work in your own communities that you may do as a ‘good citizen’ that you may not realize others would see as community service

Any graduating Sociology major may submit materials to become a candidate for the award. The 2018 Award amount will be $1,000. Please note that this is a SELF NOMINATED award. A note that this is a merit-based award on community service work, and while we may ask for a transcript, your academic record is of less importance than your service record for consideration of this award.

All candidates are reviewed by the Department’s Undergraduate Program Committee which makes its recommendations to the Chair. The award winner is recognized during the Department’s Graduation Celebration in Meany Hall on Wednesday evening June 6th, 2018.

To learn more about the award and the self-nomination process and application, please read the full instructions here: 2018 Al Black Community Service Award Information

If you have question regarding the award or your self-nomination, we’d love to talk more with you about it! Please schedule an advising appointment by emailing, and mention you’re meeting to discuss the award.

— Award Background–

5.0.2Albert W. Black, Jr. (B.S., University of Michigan, 1963; M.A., Wayne State University, 1968; Ph.D., University of California at Berkeley, 1976) is an Emeritus Principal Lecturer in the Department of Sociology. His areas of interest are the sociology of religion and race relations. Dr. Black is a past president of the National Association of Black Sociologists and the recipient of a Distinguished Teaching Award from the University of Washington. He has been an instructor in the Bridge Program, which aids in transitioning freshman student athletes into university academic culture.

Al Black is a highly respected leader and role model in the local community. His legendary commitment to community service, in particular his work with gang members, gained him the Central Area Chamber of Commerce Outstanding Community Service Award in 1996. As a founding member and Chair of the Franklin Fathers Group, he has led interventions into local schools with other mostly African American men, and challenged the at-risk students with a message of zero tolerance for the disruption of the learning process. He has been invited into numerous school and civic environments as mentor, educator, leader and parent.

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