{"id":30237,"date":"2024-01-12T10:37:21","date_gmt":"2024-01-12T18:37:21","guid":{"rendered":"https:\/\/www.uwb.edu\/news\/?p=30237"},"modified":"2024-01-16T07:51:55","modified_gmt":"2024-01-16T15:51:55","slug":"a-project-that-instills-pride","status":"publish","type":"post","link":"https:\/\/www.uwb.edu\/news\/2024\/01\/12\/a-project-that-instills-pride","title":{"rendered":"A project that instills pride\u00a0"},"content":{"rendered":"\n

Getting into college and making it through to graduation can be hard no matter a person\u2019s circumstances. But for first-generation students \u2014 the first in their families to pursue a four-year degree \u2014 the challenges can be even greater. <\/p>\n\n\n\n

Not only are these students without family members who can share advice about important tasks such as completing college applications or choices like selecting a major, but many are also without something just as critical to their success: permission to embrace their identities in a classroom setting. <\/p>\n\n\n\n

\u201cUntil now, I had never felt truly seen or celebrated as an immigrant and first-generation student in an educational environment,\u201d said first-year student Koket Gebiremichael. \u201cI am not the same person I was before I took this class. I am now more confident in myself and in my culture.\u201d <\/p>\n\n\n\n

The class Gebiremichael referred to is part of the University of Washington Bothell\u2019s Discovery Core Experience<\/a>. DCX courses are designed to support first-year students in forming connections with communities of peers and scholars, as well as in familiarizing themselves with campus resources. <\/p>\n\n\n\n

Titled Place & Displacement in the Americas, this DCX class is co-taught by Dr. Yolanda Padilla, associate professor, and Dr. Julie Shayne, teaching professor, both in the School of Interdisciplinary Arts & Sciences<\/a>. This year the class also had a peer facilitator, Levi Guti\u00e9rrez, a senior majoring in Educational Studies and minoring in Gender, Women & Sexuality Studies. <\/p>\n\n\n\n

\u201cLevi really helped us put this class together and was a great resource for the first-year students as Levi has now gone through four years at the University and has insights into the experience that neither Yolanda nor I have,\u201d Shayne said. <\/p>\n\n\n\n

Dare to be different<\/strong> <\/h2>\n\n\n\n

Students in this class spent autumn quarter creating visual and written pieces about place and displacement. One of the primary goals of the course, Padilla said, was for \u201cstudents to think about how people shape the places in which they live and, in the case of immigrants, reshape their new homes.\u201d <\/p>\n\n\n\n

Shayne added, \u201cWe also want students to think about how factors such as race, gender, social class and national heritage affect people\u2019s experiences and places.\u201d <\/p>\n\n\n\n

Many of the students who enroll in this class are either immigrants or were raised by immigrant parents and can speak at least one other language besides English. \u201cIn a class with about 48 students, we typically have between 28 and 32 who are bi- or multi-lingual; that’s more than half of the class,\u201d Shayne said. \u201cWe felt that we had this opportunity to create a project that celebrates language. We recognized that not every class could do something like this and ran with the idea.\u201d\u00a0<\/p>\n\n\n\n

The project called for students to translate their assignments into one other language besides English. Padilla said the multilingual aspect was central to the project and to student learning. \u201cA lot of the students talked about how they had never used their first language in a school setting or outside of the home at all,\u201d she said. \u201cFor them, speaking their first language was really compartmentalized. <\/p>\n\n\n\n

\u201cThis experience validated their culture,\u201d she said, \u201cand enabled them to understand it as something that could be important \u2014 and even crucial \u2014 in an academic setting.\u201d <\/p>\n\n\n\n

Additionally, Shayne explained, \u201cMonolingual students\u2019 learning was greatly enhanced as they watched their colleagues translate their words into different languages and saw the labor that went into that process. It made them truly cognizant of the richness of the UW Bothell community of which they are a part.\u201d <\/p>\n\n\n\n

Hip hop busts stereotypes<\/strong><\/h2>\n\n\n\n

The first assignment in this course about displacement centered around genocide in the context of Indigenous people in the United States.  <\/p>\n\n\n\n

\u201cThere is a stereotype in the U.S. about Native Americans being a people of the past who are a part of history and do not exist in the present moment,\u201d Padilla said. \u201cWe decided to have the students study rap music by Indigenous artists in part because the genre is so dominant now. The music is one example of how Native peoples are a vibrant and vital part of our current cultural moment.\u201d <\/p>\n\n\n\n

In collaboration with her group mates, first-year student Imaan Mohiuddin worked with \u201cHome Runs\u201d by artist Stella Standingbear. <\/p>\n\n\n\n

\u201cShe is a Lakota musician from Utah\u2019s Pine Ridge Reservation who has left an incredible mark on the music scene,\u201d Mohiuddin said. \u201cHer song \u2018Home Runs\u2019 was a defining piece that chronicles her journey from a 14-year-old SoundCloud rapper to shaping a distinctive blend of melodic alt-rap.\u201d <\/p>\n\n\n\n

She and her group mates chose Standingbear because her upbringing was similar to their own. \u201cShe also was a first-generation student, and we really resonated with that,\u201d Mohiuddin said. \u201cWe could see ourselves in her as she also grew up in a predominately white, American neighborhood and felt very displaced.\u201d <\/p>\n\n\n\n

The group translated the song into Arabic, Mohiuddin\u2019s native language. \u201cIt was definitely difficult because Arabic doesn\u2019t directly translate to English,\u201d she said. \u201cI had to get help from my parents a few times, which was actually really nice as it helped me reconnect with my language. <\/p>\n\n\n\n

\u201cMy parents were pleasantly surprised to learn I was using Arabic for a class assignment as that is something that had never happened before,\u201d she added. \u201cThey were surprised the professors would care about our language enough to include it in a curriculum. I was, too, in the absolute best way.\u201d <\/p>\n\n\n\n

\"A
Daniel Singh, Melody Ekeh, Gia Nguyen and Adam Tan look on as Imaan Mohiuddin presents their group work.<\/figcaption><\/figure>\n\n\n\n

Endurance of the human spirit<\/strong> <\/h2>\n\n\n\n

Students were also asked to collaborate to create and then translate a \u201cfound poem\u201d \u2014 a type of poetry created by taking words, phrases and sometimes whole passages from other sources and reframing them by making changes in spacing and lines or by adding or deleting text, thus imparting new meaning. <\/p>\n\n\n\n

These found poems had to be based on the poetry of Claudia Castro Luna, a local Seattle poet who is from El Salvador. \u201cShe writes so powerfully about the experience of being a refugee from the civil war in El Salvador, which is central to the theme of place and displacement,\u201d Shayne said. <\/p>\n\n\n\n

This assignment made an impact on Mohiuddin who, prior to this, had never been a big fan of poetry. \u201cHer poems were so moving. I fell in love with her work and ended up buying an entire book of her poetry,\u201d she said. <\/p>\n\n\n\n

As she explained, the poem Mohiuddin and her group mates wrote (below) \u201camplifies the jarring political shifts in Central America, vividly capturing the profound toll of corruption and distress on the region\u2019s collective psyche. <\/p>\n\n\n\n

\u201cThis found poem serves as a testament to the endurance of the human spirit in the face of political turmoil, urging recognition of the profound impact on individuals and communities ensnared in this tumultuous history.\u201d <\/p>\n\n\n\n


Cries of joy, Cries of War<\/strong>
We used to be Skipping and laughing,
Sparkling with hum and spunk
Echo of joy, cry of help
Sharing beers singing, we are alive

Memory of gold, rumbling our siren songs. 
Then Death came
Necessity of Survival versus Grief of Homesickness

Tear your flesh, Ready to kill<\/p>Found poem based on Seattle poet Claudia Castro Luna\u2019s \u201cCipota Under the Moon,” by Daniel Singh, Melody Ekeh, Gia Nguyen, Imaan Mohiuddin & Adam Tan.<\/cite><\/blockquote><\/figure>\n\n\n\n

Empathy for others<\/strong><\/h2>\n\n\n\n

The third written aspect of the project involved writing a hypothetical letter to one of the undocumented immigrants the students \u201cmeet\u201d after searching through the databases linked on the library research guide. Dani Rowland, a research librarian at the Campus Library, assisted students with this task and \u201cplayed a key role in the assignment at large,\u201d Padilla said. <\/p>\n\n\n\n

The professors created this assignment because \u201cwe wanted the students to have empathy for undocumented people,\u201d Shayne said. \u201cWe figured one of the ways to facilitate that was by communicating with an undocumented person and relating to their story.\u201d <\/p>\n\n\n\n

First-year student Karla Y Pacheco Ortiz and her group mates wrote to Siti Dyannie Rahmaputri, who was brought to the U.S. from Indonesia by her parents when she was 11 years old. She was preparing to enter college when the family faced the threat of being deported. <\/p>\n\n\n\n

\u201cMy group mates and I related to her because all of our parents immigrated to the United States and have made multiple sacrifices for us, working low-income jobs just to survive,\u201d Pacheco Ortiz said. \u201cEducation is very important to us and our families \u2014 just as it was to Siti and hers.\u201d <\/p>\n\n\n\n

Pacheco Ortiz said writing the letter with her group mates was an eye-opening experience. \u201cI never imagined I would be in a classroom with so many students who share a similar background and experience with me,\u201d she said. \u201cI also never thought I would have professors who care about that or the hardships I have had to face because I am from an immigrant family. <\/p>\n\n\n\n

\u201cHaving that support made a really big impact. It made me feel seen, like I mattered.\u201d <\/p>\n\n\n

\n\n <\/path>\n<\/svg>

I never imagined I would be in a classroom with so many students who share a similar background and experience with me. I also never thought I would have professors who care about that or the hardships I have had to face because I am from an immigrant family.\n <\/path>\n<\/svg><\/p>\nKarla Y Pacheco Ortiz, first-year student<\/cite><\/blockquote>\n\n\n\n

Wave the welcome flag<\/strong> <\/h2>\n\n\n\n

Finally, students were asked to design a welcome flag that communicates that all genders and sexualities are welcome everywhere at UW Bothell. <\/p>\n\n\n\n

First-year student Melanie Silvestre and her group mates created a flag \u201cthat makes everyone feel safe, included and, most importantly, welcome,\u201d she said. \u201cTo make sure of this, we decided to include a little bit of everything \u2014 the African American hair type, the Pride flag that is within the butterfly (an animal that represents discovery and growth) and red earrings as a nod to Indigenous people.\u201d <\/p>\n\n\n\n

Both Padilla and Shayne were particularly taken with the flag. \u201cI just love looking at it. It\u2019s absolutely beautiful,\u201d Padilla said. \u201cNot only that, but it\u2019s also incredibly well thought out.\u201d <\/p>\n\n\n\n

Mohiuddin and her group mates also put a lot of meaning into the design of their flag, which featured a background of flags from all 195 countries in the world. <\/p>\n\n\n\n

\u201cThis was a testament to our open arms for individuals from all corners of the globe,\u201d she said. \u201cThese flags represent not only different cultural backgrounds but also signify the beauty of cultural exchange \u2014 visually representing our collective hope for a seamlessly interacting community where individuals from varied cultures enrich each other\u2019s experiences.\u201d <\/p>\n\n\n\n

Layered on top of the flags is a rainbow that Mohiuddin said \u201csymbolizes our commitment to creating an LGBTQ+ positive environment and providing a safe and welcoming space for everyone, regardless of their sexual orientation or gender identity.\u201d <\/p>\n\n\n\n

\"A
Melanie Silvestre describes the creative process for the welcome flag she designed with her group mates.<\/figcaption><\/figure>\n\n\n\n

Proud professors and peers<\/strong> <\/h2>\n\n\n\n

The professors are extremely proud of all the students in this course. \u201cThey all took the project so seriously and worked so hard over the quarter,\u201d Shayne said. \u201cI am also proud of how much pride they had in themselves and each other.\u201d <\/p>\n\n\n\n

Speaking as one of the students, Gebiremichael said, \u201cI am really proud of our class as a whole, not just because of the work we put in but also because of how we showed up for one another. By the end of the quarter these people weren\u2019t my classmates, they were my friends. <\/p>\n\n\n\n

\u201cI will remember this class and the people in it forever.\u201d <\/p>\n","protected":false},"excerpt":{"rendered":"

First-year students in a Discovery Core class learn a valuable life lesson \u2014 to be proud of who you are and where you come from.<\/p>\n","protected":false},"author":121,"featured_media":30239,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_is_archived":false,"_archived_contact_email":"","footnotes":""},"categories":[202,204,1],"tags":[],"school":[419],"class_list":["post-30237","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-campus-news","category-students","category-uncategorized","school-school-of-ias"],"acf":{"related_links":{"toggle_visibility":false,"link_1":"","link_2":"","link_3":"","link_4":"","link_5":""},"highlight_box":{"toggle_visibility":false,"title":"","content":"","button":"","button_style":"angled-purple-button","button_screen_reader_text":""},"contact_type_1":{"toggle_visibility":true,"contact_title":"Contact Us","email":"test@uwb.edu","phone":"(206) 999-1234","box":"Box 358500","address_line_1":"18115 Campus Way NE","address_line_2":"Bothell, WA 98011-8246","location":""},"contact_type_2":{"toggle_visibility":false,"contact_title":"","email":"","phone":"","box":"","address_line_1":"","address_line_2":"","location":""},"social_media":{"toggle_visibility":false,"facebook_url":"","instagram_url":"","linkedin_url":"","twitter_url":"","youtube_url":""},"blog_archive_sidebar_visibility":false},"yoast_head":"\nA project that instills pride\u00a0 - 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