Faculty and Staff Fellowships

Faculty and Staff Fellowships

The TLC offers three in-depth, funded opportunities for faculty to engage with a distinctive innovative pedagogy and implement it into their practice. Click on project titles for full descriptions.

Collaborative Online International Learning Fellowship

Collaborative Online International Learning (COIL), a form of virtual exchange, is a pedagogy that links university classes in different countries to engage in shared learning. Using various online communication technologies, students from different countries complete shared assignments and projects, with faculty members from each country co-teaching and managing coursework. 

2019 - 2021 COIL fellows, projects and international partners:COIL fellows with Planning Team

Diversity, Equity, and Community Engagement (DECE) Fellowship

DECE Fellowship at opening retreat at 21 AcresThe purpose of the Diversity, Equity, and Community Engagement (DECE) Fellowship is to enhance the capacity of UW Bothell faculty and staff to integrate diversity, equity, and community engagement through the development or redevelopment of: a course/syllabus, programs aimed for students, community partners, faculty development, and research that directly engages the university with communities. 

This fellowship is based on the foundation of the Community-Based Learning and Research Faculty and Staff Fellowship peer learning model. In its 13th year, the Fellowship has shifted towards greater alignment with diversity and equity, encompassing both the values of the UW Bothell’s commitment to inclusion and diversity and UW Bothell’s community engagement mission statement.

2019 - 2020 DECE faculty and staff projects and partnerships:

Writing Pedagogy Fellowship

The fellowship is comprised of faculty who teach “W” courses across Schools with the goals of co-learning, sharing resources, and creating more linkages between first year writing and writing in the disciplines/majors. Specific areas of focus include best practices in assessment, working with multilingual writers, and antiracist pedagogies. Fellows read and discuss writing pedagogy scholarship, workshop each others’ assignments, and strategize about practical ways to support students.

2019 - 2020 Writing Pedagogy fellows:writing fellows

 


Projects

COIL projects

Ching-In Chen (IAS): Ecojustice: Writing the World, partner TBD
This advanced creative writing course will include interactive and speculative storytelling to develop responses to global environmental justice challenges. Having students from different countries learn about each other’s environments in relation to climate change would greatly deepen understanding of diverse viewpoints, perspectives and lived experiences, as well as impact understanding of various approaches to writing and cultural change.

Steve Collins (STEM): Sustainable Energy, in partnership with Ehime University, Japan
An online interactive module will enhance B ME 493, the existing Early Fall Sustainable Energy in Japan study abroad course, allowing students and faculty on both sides the chance to form relationships, create a shared space for learning, and manage expectations in preparation for in-person laboratory work at Ehime University.

Jin-Kyu Jung (IAS): Smart City Seattle, in partnership with Pusan National University (PNU), Korea
A new, Summer 2020 advanced seminar course, BIS 490, will introduce aspects of smart city plan in the community-building process in Seattle, in preparation for an in-person visit to Seattle by faculty and students from the PNU Department of Urban Planning. This course complements the UW study abroad program on smart cities in Korea, led by Jin-Kyu Jung in Early Fall 2019.

Kosuke Niitsu (NHS): Resilience and Mental Health, in partnership with Tokyo Medical and Dental University (TMDU), Japan
This project aims to develop global consciousness among students majoring in nursing and health studies. As part of BHLTH 497: Resilience and Mental Health, students at UWB and TMDU will compare and contrast the healthcare systems, fields of nursing and health, and relevant cultural differences between the United States and Japan focusing on resilience. The collaboration will involve lectures by both instructors and student exchange via a Padlet board, Canvas, and Zoom.

Geetha Thamilarasu (STEM): Cybersecurity Principles and Ethics, in partnership with Mainz University of Applied Sciences, Germany
This project addresses a global skills shortage in the field of cybersecurity. Graduate students in the UWB Cybersecurity Engineering program will pair with international business and information technology students in Germany to explore the socio-economic nuances of cyber-attacks. One potential activity is a hacking simulation.

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DECE projects

Dan Bustillos (NHS): Our Community’s Access to Washington’s Charity Health Care System
The fellowship will help in developing community partnerships and establish curricular programs and resources at UW Bothell that will assess and enhance community access to Washington State’s charity health care system—especially for communities with high concentrations of people with limited English proficiency. Dan Bustillos, in collaboration with the School of Nursing & Health Studies at UW Bothell and partners like Washington State Coalition for Language Access (WASCLA), Washington Community Action Network (WA CAN) and Columbia Legal Services (CLS), will address issues such as patients not receiving care to which they are entitled because of discriminatory hospital policies and practices.

Ching-In Chen (IAS): Creatively responding to environmental justice challenges in Eco-Justice: Writing the World
This fellowship will seek to expand students’ creative ability to understand and respond to issues of environmental justice. Within Ching-In Chen’s Eco-Justice: Writing the World course, students will be “conspirator-generators”, collectively imagining a speculative future world, including community cultural and legal norms around education, economy, government, hierarchy and inequality. Using the speculative world as a seed, conspirator-generators collaborate to “remember” origin stories for their specific neighborhoods and communities (which live in the speculative future world) through individual and collaborative writing, movement and performance as well as develop individual avatars to navigate this world.

Paola Rodriguez Hidalgo (STEM): “By Teaching We Learn”: Serving Underrepresented Populations in the Community by Implementing Service Learning in a General Education Course
This fellowship looks to meet the university’s goals of inclusivity, equity and diversity by integrating a community-based learning project within the BPHYS 101 Introduction to Astronomy course. In this project, Paola asks students to educate and reach different K-12 audiences to teach them concepts of astronomy using their communication skills to deliver effective information.

Jung Lee and Sakara Buyagawan (IAS): Supporting international IAS students within the UW Bothell community
A collaboration between the UW Bothell Academic Services team, the School of IAS, Career Services and CIE will serve to better support international IAS students to meet the broader goals of the university of diversity, inclusion and equity. The three goals of this project are to assess the resources that are available to international IAS students and determine what these students need to be successful after graduation, to cultivate on and off-campus partnerships, and to provide co-led workshops with community partners on specific topics that emerge from the assessment. This will be a year-long project, running Autumn through Spring, ending with workshops or a resource hub offered in the Spring to share resources with IAS international students.

Codrin Nedita and Alejandro Francetich (BUS): UW Bothell – First-Gen Access and Success
This fellowship looks to collaborate with partners such as the Seattle Housing Authority and the Muckleshoot Native American Tribe and internal university communities. The purpose of the project is to support college access for low-income first-generation students. To increase access, workshops around topics of access, community building and educational opportunities will be organized at partners’ sites.

Min Tang (IAS): Media Workshop Pitch
Through the collaboration between the Northshore School District and Min Tang’s BIS 235 Critical Media Literacy course, students will reflect on and critique media representations in relation to identity politics. Students will engage in a project in which they will pitch media education workshop ideas to a panel of judges from the Northshore School District (NSD), and later present their workshops both in middle school classrooms and at the Students of Color Conference in Spring 2020.

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Writing pedagogy projects

Peter Brooks (IAS)
Peter Brooks has taught multiple writing intensive courses including First Year Composition, Research Writing, Literary Criticism, Business Writing, Technical Writing, and Creative Writing. Specifically at UW Bothell, Peter teaches BWRIT 134: Composition and BWRIT 135: Research Writing, finding it a joy to work with first year students, continuing developmental work he did as a Student Affairs professional. Peter approaches each writing class with a combination of ludological pedagogy--weaving in game studies to teaching--and emotional empathy. The latter is an approach that is aimed at helping students discover who they are as people/writers and to have them better understand their relationship with writing, to assuage the fear they often express in their writing (something he’ll be publishing on in the next year). The best part of the fellowship experience has been hearing and learning from other writing folks.

Heather M Galindo (STEM)
Heather Galindo created and teaches BST 301 Scientific Writing as a comprehensive introduction to the culture, practice, and communication of science. Based on her background as a research scientist and in connecting scientists to policymakers and journalists, she strives to put the traditional conventions of scientific writing into a modern, more inclusive context. The current avalanche of scientific papers means students need a new approach to both navigating and contributing to this body of literature. This fellowship has been a wonderful way to connect discipline-specific approaches with best practices in writing instruction.

Matt Gliboff (STEM)
Dr. Gliboff is a lecturer in physics who developed and taught subject-specific courses in writing and research methods. He hopes to engage with an interdisciplinary community of writing instructors at UW Bothell to exchange experience and best practices.

Kristin Gustafson (IAS)
Teaches writing-intensive courses of Introduction to Journalism, Asian American Media in the Pacific Northwest (an advanced seminar), Nonfiction Media Writing, U.S. Journalism History, Credibility and Journalism, and Portfolio Capstone. Our yearlong writing pedagogy fellowship provides space to work together on writing pedagogies, as we think through assessment, assignment construction, anti-racist practices, accessibility, and engagement. The cross-campus conversations in our community deepens my appreciation for my colleague’s work. Our time together provides me faculty development focused on teaching and done alongside others doing the same.

Katrina Harack (IAS)
Katrina Harack is a part-time lecturer with FYPP, and has taught Discovery Core I and III, Contemporary Literature, and BWRIT 134 and 135. She earned her Ph.D. from the University of California, Irvine, on the topic of ethics and literature in relation to several 20th century American authors and has published articles on issues of memory, trauma, gender, and ethics in literature. Her introductory composition classes have included themes like “Exploring American Identities,” “Encounters with the Unknown,” “Travel,” and “Exploring Race, Class, and Gender in America.” Research writing classes have included “Trauma, Memory, History and Representation,” “Researching Interdisciplinary Theories of Happiness” and “Food, Culture, and Subjective Well Being,” as well as the current focus on “Technology, Media, Social Justice and Well Being.” Her most recent research has focused on the novels of Toni Morrison and issues of gender and the body in women's travel writing.

Leslie Hurst (LIB)
Leslie Hurst is the Head of Teaching and Learning and Literature and Humanities Librarian at the UW Bothell library. Leslie leads the library’s teaching program and liaises with the School of Interdisciplinary Arts and Sciences’ Rhetoric and Composition faculty, and the Culture, Literature and Arts degree. Leslie and the teaching librarians collaborate with faculty to design assignments and teach library research and information literacy in BWRIT 135 and writing and research courses in the majors. Leslie is interested in the parallels between teaching writing and teaching inquiry and research, and in how to design learning activities that facilitate these iterative and messy processes and their discipline-specific nuances. In addition to information literacy curriculum design and management, her expertise and scholarship interests include instructional design, student learning assessment, and undergraduate student information behavior.

Jason Morse (IAS)
My name is Jason Morse. I teach first-year writing course BWRIT 134 “Composition” and BWRIT 135 “Research Writing” and I often use writing as a learning tool for conceptual analysis in my first-year Discovery Core classes. I come to the teaching of rhetoric and composition from a background in social justice and critical race and ethnic studies and my teaching is framed by my continual attempt to make anti-racist and feminist pedagogical choices about content, assignments, class planning, and assessment. My research explores the way that African American literature and other forms of cultural production critically engage the ways that sexual and racial stereotyping has maintained the social and symbolic order of the United States since Reconstruction. The salient goal of my writing classes is to teach the skills, genres, and conventions necessary to successfully research and compose arguments in an academic context through exploring the power relations and history behind social categories. I believe that engaging critical concepts along with cultural texts to explore the often contradictory discourses that frame social issues allows students to write about their own life-worlds while developing foundational analytical skills (analyzing concepts, questioning the assumptions underlying social categories, interpreting texts) that translate to other classes and their work beyond the university, which is the way I strive to build students’ intellectual confidence in their own interpretation of both texts and the social formations that structure their worlds.

Sarita Shukla (SES)
Sarita is a lecturer in the School of Educational Studies (SES). She teaches the Capstone suite of courses (BEDUC 399 and 499) that students take towards the completion of their undergraduate degree within SES. She helped substantially revise these courses. BEDUC 399 and 499 have a significant reflective writing component. 

Sarita participated in this fellowship to deepen her learning about writing instruction, writing assessment, and ways to support students in their peer review process. She emphasizes anti-oppressive pedagogy in her work and strives to create classroom communities wherein all students’ identities are welcomed, affirmed and sustained. She learned several ways to do the same within this wonderful, supportive group of colleagues and is eager to learn and grow in this regard. 

Min Tang (IAS)
I am interested in participating in this fellowship for three reasons: (1) the writing class I teach- Introduction to Journalism- concerns a unique genre of writing that requires more pedagogical considerations; (2) I hope to be part of a cohort/ community where colleagues with shared interests and passions could engage in conversations; (3) I am passionate about supporting international students and would like to explore pedagogy with multilingual learners. I hope to learn to design writing assignments that facilitate students' learning in writing different genres. I am also learn by observation so I'd like to learn from other colleagues' best practices. 

Deirdre Vinyard (IAS)
Deirdre Vinyard is a senior lecturer in IAS and teaches the full suite of first-year composition courses.  Her doctorate is in Composition and Rhetoric, where she focused on second language writers and first-year composition. Her current research examines the composing processes of multilingual writers.

Anna Winquist (NHS)  
I have been deeply involved in the creation and development of a nursing research and W course called, BNURS 460: Translating Scholarly Knowledge into Nursing Practice.   Working closely with the Writing and Communication Center (WaCC), hours researching writing pedagogy, and talking to faculty across the UWB campus, I have learned a great deal about writing and how to teach writing to students. Over the years teaching, one of my favorite parts of educating nurses is the writing component.  I love encouraging nursing students as writers – empowering them to have a voice in healthcare through the written word. Each quarter, I see more confident nurse researchers and writers. This inspires me to continue learning about how to bring best writing practices to the classroom. 
Two years ago, I was a Community Based Learning and Research (CBLR) Fellowship; the growth from this UWB community was immense. The fellows were all invested in a conversation to learn and to give that knowledge back to UWB students and community.  I hope to do the same with this writing fellowship. I appreciate the power of collaborating to share best practices around writing pedagogy, and exploring personal teaching stories to support learning. The positive outcomes from these collaborations are endless and exciting.  
With the assistance of another School of Nursing and Health Studies faculty, we developed a Canvas Writing Module to support faculty and students in writing education. Through the Writing Fellowship, I hope to receive feedback on this module. I also want to gain skills around teaching multilingual students, grading, and integrating writing in active learning classrooms.

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