Are you a UW student interested in helping public school students succeed? Getting real world experience to deepen your learning and advance your academic and career goals? Completing classroom hours for the Education, Learning and Society Minor or for application to a Masters in Teaching program? Improving your research, writing, and collaborative learning and presentation skills? Are you looking for an opportunity (in the words of Paul Farmer) to “use what you learn to transform yourself and your community”?
If you answered yes to any of these questions, the Community Literacy Program may be just what you’re looking for.
Community Literacy Program (CLP) links English 298A with English 491C (Internship), combining an on-campus seminar with volunteer work in a partner public school. A program flyer is attached and you’ll find more information below and at faculty.washington.edu/esoneill/clp. There are no prerequisites for either English 298A or English 491C. Students at all levels of their UW work and from all majors are welcome, and the CLP director often continues working with CLP students in future quarters on independent studies and leadership opportunities.
*Contact the CLP Director Elizabeth Simmons-O’Neill with questions and for add codes at firstname.lastname@example.org.*
In English 298A students meet twice weekly on campus (MW 11:30-1:20) in a seminar focused on learning effective teaching and tutoring methods, exploring some central challenges and opportunities for public education, supporting K-12 students in developing their skill and confidence as writers, and using writing and presentation to inquire into, develop and communicate your thinking about these issues. English 298 is an Interdisciplinary Writing Course which may be used toward either the “C” (composition) or the “W” (additional writing) requirement. Students may take up to three IWP courses, so you can register for Community Literacy Program even if you’ve previously taken other IWP or “Composition” courses at UW.
In English 491C (Internship; C/NC), you will put what you learn on campus into action, volunteering (4 hours a week, on a schedule you arrange) at a CLP partner public school. Community Literacy Program partners are “high needs” K-12 programs that work closely with the CLP director to create a strong learning community for everyone involved.
For add codes and with questions: contact CLP Director Elizabeth Simmons-O’Neill, email@example.com.
Here are comments from a few recent Community Literacy Programs students and public school partners:
“I’m writing from my first teaching job to thank you for introducing me to many foundational concepts and ideas in education, for sparking my passion for teaching, and for providing me with many practical lesson ideas as well.” — CLP student
“The combination of classroom experience and a wide variety of reflections really pulled everything together and made it feel extremely meaningful. It made me fully aware of what and how I was learning, and the effect it was having on my work in the partner school classrooms.” — CLP student
“The Community Literacy students are full members of our school community by the second week of the quarter…. It is a pleasure to see how insightful they are, and how dedicated to the educational process they become. Elizabeth is caring and candid in working with her students and with me throughout each quarter so that we can collaborate on solving problems. Normal situational challenges become tools for learning for her students, as well as ours. The benefits to our students are enormous. Our faculty has come to depend on the Community Literacy students as true partners in teaching.” — CLP partner school Principal
“Since coming to the U.S., I have been afraid of taking English class because English is not my first language. With this service learning class, I feel a lot more confidence in learning English. By having the opportunity to work with bilingual students, I share their experience and I learn with them.” — CLP student
“The career-related writing sequence was so beneficial. We used the skills, knowledge and experience we learned from CLP and applied them to our future careers and/or further education. It was so helpful to learn how to use skills gained via this course instead of thinking it was just another course @ UW.” –- CLP student
“CLP was truly an unparallelled success in my learning here at UW. Never have I experienced a wider range of issues, attitudes, beliefs and people. My new found appreciation for and understanding of education and society stems directly from my experience with CLP and the help, guidance and motivation of Elizabeth.” — CLP student
“I wish I’d known about the CLP reader when I switched from an expensive private school. It covers much of what every new teacher to the school district should read: journal articles and information on school testing, classroom issues, diversity, economic and health issues, students of poverty and much more. It has taken me thirty years working with a wide variety of students and avidly reading about educational issues to work as effectively as I do, and Dr. Simmons-O’Neill has distilled that reading and experience into the CLP class and its reader, sending out students who are strong and effective helpers in the classroom.” – CLP Partner School Librarian
Upcoming URP Information Sessions
Primarily for undergraduates who have yet to begin research, the Information Sessions provide research resources, information on funding, and suggestions for approaching faculty. Additionally, the sessions are highly student-driven, with an emphasis on student questions and concerns. Students interested in attending the UW, including community college transfer students, are welcome to the sessions.
There are plenty of seats available in all of the upcoming sessions:
Monday, October 14, 2013, 3 – 4 pm
Tuesday, October 15, 2013, 2 – 3 pm
Tuesday, October 22, 2013, 2 – 3 pm
Tuesday, November 12, 2013, 3 – 4 pm
All sessions will be held in Mary Gates Hall 171
The lab of George Church (Department of Genetics) at Harvard Medical School is offering paid, 10-week summer undergraduate research internships for underrepresented students interested in research careers in genome sciences. Research Interns will participate in a variety of projects with the Center for Causal Consequences Variation (CCV), a Center for Excellence in Genomic Science (CEGS), focused on the development of cutting edge methods for genomics that hold promise for significantly advancing biological and medical research. CCV is funded by the National Human Genome Research Institute of the National Institutes of Health, and funding for these internships is through the Diversity Action Plan (formerly Minority Action Plan) of the CCV.
The summer program provides unique opportunities to gain research experience in the following areas of genome science research:
- Molecular Biology
- Computational Biology
- Genetics and Development
- Cellular Biology
- High Throughput Sequencing
- and other areas of bioengineering and the biological sciences
By participating in CCV summer internships, students will gain a broader knowledge of genomics and the biological sciences, and experience outstanding scientific research. Research Interns will have the opportunity to:
- Work closely with scientists, postdoctoral fellows, and graduate students
- Work on a supervised independent project with a mentor
- Attend lab meetings, analyze, and discuss recent literature related to their research
- Attend seminars given by scientists and researchers from Harvard, MIT, the Broad Institute, and other research institutions
- Present research to other students, scientists, and mentors
- Participate in academic, social, and professional development programs
Duration: 10-week internships will begin in mid-June 2014. All interns are expected to devote 40 hours per week.
Housing: Undergraduate interns who are not residents of the metropolitan Boston area will receive assistance in securing free housing in the vicinity of the Medical School.
Eligibility: Undergraduate applicants must be enrolled in a four-year degree granting college or university. Please note that students must be either U.S. citizens or permanent U.S. residents (Green Card holder) from one of these underrepresented minority groups: Black/African-American, Latino/Hispanic, Native American/Native Alaskan, Native Hawaiian, or Native American Samoan/Guamanian.
Please review this link for more details: http://ccv.med.harvard.edu/diversity_summer_internships.htm
2014 Harvard Medical School internship ad
SULI Program Overview
The Science Undergraduate Laboratory Internship (SULI) program encourages undergraduate students to pursue science, technology, engineering, and mathematics (STEM) careers by providing research experiences at the Department of Energy (DOE) laboratories. Selected students participate as interns appointed at one of 15 participating DOE laboratories. They perform research, under the guidance of laboratory staff scientists or engineers, on projects supporting the DOE mission.
The SULI program is sponsored and managed by the DOE Office of Science’s, Office of Workforce Development for Teachers and Scientists (WDTS) in collaboration with the DOE laboratories.
Applications for the SULI program are solicited annually for three separate internship terms. Internship appointments are 10 weeks in duration for the Summer Term (May through August) or 16 weeks in duration for the Fall (August through December) and Spring (January through May) Terms. Each DOE laboratory offers different research opportunities; not all DOE laboratories offer internships during the Fall and Spring Terms.
Eligibility for the SULI program requires that all applicants:
- Must be currently enrolled as a full-time undergraduate student at an accredited institution, and also have completed at least one year as a matriculating undergraduate student at the time of applying (additional undergraduate credits obtained prior to enrollment cannot be applied to meet the minimum one-year completion requirement). Applicants who will complete their undergraduate degree prior to starting their internship may apply as a “Graduating Senior”, if (1) the applicant has not yet started a program of graduate study and will not matriculate as a graduate student prior to completing the SULI term, and (2) the time period between receipt of an undergraduate degree and starting the SULI term is less than one year. Community college students are eligible to apply.
- Must have an undergraduate cumulative minimum Grade Point Average (GPA) of 3.0 on a 4.0 scale for all completed courses as a matriculating student.
- Must be 18 years or older at the time the internship begins.
- Must be a United States Citizen or Permanent Resident Alien at the time of applying.
Proof of U.S. Citizenship or Permanent Resident Alien status will be requested at the time an internship offer is accepted. Acceptable form of proof of U.S. Citizenship includes, but is not limited to, a Certified Birth Certificate, an U.S. State Government Issued Enhanced Drivers License, U.S. Passport, U.S. Passport Card, Naturalization Certificate, Certificate of Citizenship, Consular Report of Birth (of U.S. citizen) Abroad, or Certification of Birth. Permanent Resident Aliens must hold an active United States Permanent Resident Card.
- Must have earned a high school diploma or General Education Development (GED) equivalent at the time of applying.
Proof of an earned High School diploma or for passing all five GED tests required to achieve a Certificate of General Educational Development should be provided on the applicant’s undergraduate transcripts.
Additional Eligibility requirements:
- Applicants are limited to participation in the SULI program to no more than two internships.
- Applicants can apply to the SULI program a maximum of three times.
At the submission deadline (shown in red) the application system will close, and no materials will be accepted after the submission deadline has passed. The Application System closes at 5:00 PM Eastern Time.
|SULI Internship Term:
|August 6, 2013
||October, 1, 2013
|Offer Notification Period
Begins on or around
|October, 15, 2013
|All DOE Offers and
|November 29, 2013
* Applications for internships with DOE Naval Reactors (HQ) are due November 29, 2013. (Summer Term Only)
Posted under Leadership, Research by
Due Monday, August 12, 2013
The Undergraduate Research Program (URP) is seeking enthusiastic and experienced undergraduate researchers, scholars and artists from all disciplines to be Undergraduate Research Leaders (URLs) for the 2013-14 academic year. URLs serve a central role in connecting undergraduates to URP. The goal for URLs is to increase awareness and participation of undergraduates in research from a range of disciplines (e.g., humanities, social sciences, natural sciences, etc). Anticipated URL time commitment is approximately 8-10 hours/month and dependent on quarterly events and student availability.
More information and application available here.
Questions? Contact the URP Staff at firstname.lastname@example.org or (206) 543-4282
Description of the award
The Presidential Scholarship is intended to support students who have clearly demonstrated scholastic achievement, an interest in research, and graduate degree goals. The award has historically ranged from $3,500-$4,500 for the academic year, which is contingent upon continued availability of funds. Upon receipt of the award, students will be expected to submit a formal research proposal, conduct three consecutive quarters of research, meet regularly with the EIP staff, present their year’s work at the joint Early Identification/McNair Program Annual Spring Research Conference in conjunction with the Undergraduate Research Symposium, and comply with the other requirements of Presidential Scholars. Awards are contingent upon the continued availability of funds.
An applicant should be either an Early Identification Program or a McNair Program student who:
- is interested in pursuing a research project with the supervision of a faculty member for the three consecutive quarters of the 2013-2014 academic year;
- plans to attend graduate school; and
- has a minimum of 125 credits.
We give priority to students with a minimum GPA of 3.0, and who regularly use the services of our programs.
Are you a University of Washington student studying labor and workers rights? Working for social justice outside the classroom? Pursuing a career in the labor movement, law, public service or the non-profit sector? Apply for a scholarship or grant!
Each year, the Harry Bridges Center awards thousands of dollars to top students in Labor Studies. This year, over $35,000 will be awarded. Deadlines for this year’s awards are approaching. Apply now!
Full information: http://depts.washington.edu/pcls/
Deadline to apply: June 10, 2013
This year’s scholarships include:
This year’s research grants include:
The Bridges Center supports ground-breaking labor studies research through our annual grant funding program. For a look at past sponsored projects, visit our Featured Research website.
For more information, visit the Bridges Center website at http://depts.washington.edu/pcls, or contact program coordinator Andrew Hedden at email@example.com .
2013 Information Flyer
The Undergraduate Research Program is hosting two information sessions for this year’s 2013 Summer Institute in the Arts & Humanities (SIAH): OUTBREAK! Reimagining Death and Life, Disease and Health (see: call for applications below) on:
Thursday, February 28 – 4:30-5:30pm in 171 MGH
Friday, March 8 – 12:30-1:30pm in 171 MGH
SIAH2013_Call for Apps
Come to an information session presented by a URP adviser. Bring your Summer Institute questions and learn more about the application process, what you can expect if you are selected, and what our expectations are for students.
To register: https://expo.uw.edu/expo/rsvp/event/350
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