Letter from the Dean

In May, the University held its tenth annual Undergraduate Research Symposium, at which students involved in research described their work through posters and oral presentations. Mary Gates Hall was overflowing with activity. The lobby, the hallways, and many classrooms were packed with posters. The remaining classrooms were dedicated to presentation sessions.

The symposium grows larger every year. What was once a low-key gathering of about 70 participants is now a major event involving more than 600 students and nearly 500 faculty mentors. I am pleased to see so many students at the symposium, since one of the great benefits of attending a research university is the opportunity to participate in research alongside faculty and graduate students. People learn best when they actively participate in the process, and there is no better way to participate than to be involved in the discovery of new results or the creation of new work. Through discovery, one understands not just what is true, but why, placing knowledge in a broader context and acquiring a deeper understanding than is available simply by reading or attending a lecture. Plus, there is the benefit of working closely with faculty on issues of shared interest. Faculty have always served as research mentors for graduate students; increasingly they are taking on that role with undergraduates.

As our students become engaged learners through research, the community enjoys a wonderful side benefit: the students are able to turn around and mentor the next generation.

The University has many programs, in a variety of shapes, that send UW students into elementary or secondary schools. One involves 14 UW students, 60 sixth graders, about two dozen kayaks, and Lake Washington. Just the thought of that is daunting, but it works. For seven years, undergraduates in the Department of Chemistry’s Science by Kayak course have brought science to life for middle schoolers by doing experiments with them, first in the classroom and then, in a carefully orchestrated field trip, on the lake. The sixth graders see firsthand how research allows one to tackle many real-world questions, such as the quality of Lake Washington’s water. They see the UW students’ enthusiasm for science and are inspired.

UW students have another opportunity to serve as teachers through Burke 101, an innovative course. After learning about unusual specimens in the Burke Museum’s extensive archaeology, anthropology, and geology collections, the UW students design projects that use these specimens and engage museum visitors in discovery. Each weekend, the UW students volunteer in the museum, fielding questions and encouraging visitors to explore the collection through hands-on projects.

Students who pursue these opportunities discover that teaching is rewarding, but that doing it well requires effort, commitment, and reflection. No one knows that better than our faculty and teaching assistants, a handful of whom are honored each year for teaching excellence. Four of this year’s recipients of the UW Distinguished Teaching Award are in the College of Arts and Sciences, as are both graduate student recipients of the Excellence in Teaching Award. A&S faculty also are being honored for graduate mentoring, public service, and the advancement of learning communities. Two A&S staff received awards recognizing their excellent work and dedication.

Please join me in congratulating this year’s honorees, as well as the faculty, staff, and students whose participation in the Undergraduate Research Symposium—as researchers, mentors, and organizers—made the event such a success. As more students become involved in research and share their enthusiasm, both they and the broader community benefit.

Ron Irving
Interim Dean
rsi@u.washington.edu

Return to Table of Contents, Summer 2007