Influential Undergraduate Courses
Medical Physiology
Biology 468
Professor: Dr. Moon Draper
During my senior year, I took Medical Physiology with Dr. Moon Draper. The course was structured around five medical case studies, each focused on a patient with a major condition: diabetes mellitus, ischemic heart disease, cirrhosis, chronic obstructive pulmonary disease, and chronic kidney disease.
With each new case, we’d read the case file featuring the patient’s experience, learn about biology, chemistry, and physiology of the conditions, and give our own presentations about particular aspects of the cases. My presentation focused on chronic kidney disease (PDF of the presentation is below).
This class fascinated me because with each new case, the condition connected to each prior case. For example, after learning about diabetes, we learned about ischemic heart disease and discussed how high blood glucose can cause damage to blood vessels and nerves that support the heart. By the time we were investigating kidney failure, I could see how it affected the lungs, liver, blood, and heart. I came to realize just how interconnected and perplexing the human body can be.
Communicating in Science
Honors 220: Storytelling in the Sciences
Professor: Dr. Oliver Frasier
After studying science at UW, I’ve experienced many jargon-filled presentations and unapproachable papers. I’ve realized many scientists are terrible at communicating findings to the general public. As an aspiring scientist and doctor, I want to be able to express important information to anyone.
In the course, "Storytelling in the Sciences”, we focused on presenting and writing dense scientific material in understandable and captivating ways. In class, we utilized techniques from cinema, storytelling, political rhetoric, and Greek mythology.
In one of my favorite class sessions from the quarter, an improv coach and my professor, Dr. Frasier, taught us improv lessons. The lessons focused on presenting academic material spontaneously. By the end of the hour, us students were speaking about complicated topics in comprehensible (and entertaining) ways.
Dr. Frasier encouraged us to utilize our own backgrounds and practice communicating what we know. For one of my scientific presentations, I utilized my interest in nutritional biochemistry, and gave a talk about the importance of nutrition on brain function. I used many of the techniques I learned in class when creating and giving the presentation.
For scientific data to be useful, it must be understandable to the people it affects. Dr. Frasier’s class is applicable, and know I’ll use the techniques in my future career.
Medical Anthropology
Anthropology 215: An Introduction to Medical Anthropology
and Global Health
Professor: Dr. Megan Carney
Having an interest in global health, I enrolled in a medical anthropology course, and learned how different cultures view and practice medicine.
After reading international case studies, analyzing literature from various authors, and listening to detailed accounts from speakers, I took away an appreciation for diversity in medicine. I also realized that even though people view health differently, we all deserve adequate access to care.
After the class, I wanted to experience other medical cultures first-hand, and joined Global Medical Brigades. Now, I’m very committed to spending parts of my summers providing healthcare to underprivileged communities in Latin America.
Ways of Meaning
Honors 392: Universal and Culture Specific Aspects of Language
Professor: Dr. Katarzyna Dziwirek
"Ways of Meaning" is offered through the Honors program. It’s a linguistics based course that focuses on how language influences cultural norms and traditions.
In the course, I learned about key words in different cultures, how language might explain a culture’s history, and whether feelings can be universal once words are translated from one language to another.
In one paper, I explored French and Japanese gastronomic vocabularies and showed how food is more than a nutrient; it’s a symbol of culture,
identity, and history.
In class, my professor, Dr. Dziwirek, focused on how people are different in language and culture, but she challenged us to embrace these differences. She encouraged us to approach each other with open mindsets and to use our differences as means to explore novel ideas.
Honors Wilderness Field Study
Honors 220: Landscape Change in the Pacific Northwest
Professor: Dr. Timothy Billo
In the summer quarter before my junior year, I took an environmental science field studies course through the Honors program. As part of the course, we spent 9 days backpacking in the Olympic National Park.
During our adventure, we studied ecology and biology while analyzing the species in front us, we discussed national park history and wilderness theory with park rangers, and we learned about climate change with backdrops of changing glacial basins and old growth forests.
After many interesting discussions during the course, I decided to write my final term paper about wilderness management. In the paper, I tried to answer the question, "to what extent should we actively manage wilderness?", and I used my experience in the Olympic National Park as a backdrop for answering this question.
For more details about my experience, please see our story featured on the front page of the Seattle Times, or read my course’s student-written blog (I wrote the entry for day 6).
American Sabor
Honors 240: Latinos in US Popular Music
Professor: Dr. Marisol Berrios-Miranda
“American Sabor: Latinos in US Popular Music” was a class that emphasized the power of community. Throughout our course led by Dr. Marisol Berríos-Miranda, we learned about Latin American musical influences in the post-World War II era, normally considered indigenous to the U.S., such as jazz, rock and roll, and R & B.
We uncovered how Latinos in the United States with ethnic struggles created a musical community to make themselves heard. Daily, we listened to and created passion-filled music, debated difficult topics like immigration, identity, and crossing boundaries of race, and we came to realize that the people in our lives keep our hearts beating.
Our small, 20-person class became a community in itself, and each day, Dr. Berríos-Miranda made us feel like we were entering a home. She even invited us to her huge, music-filled Thanksgiving celebration, where we feasted and danced all night with warm and caring people. I had never experienced such a loving academic environment, and I’m thankful I have this community at the University of Washington.
Foundations in Physiology
Biology 350
Professor: Dr. Mary Pat Wenderoth
I’ve always been fascinated by “how we work”, and after deciding to pursue a BS in Physiology at UW, I took a course called “Foundations in Physiology” taught by Mary Pat Wenderoth. This course stood out to me because of how Dr. Wenderoth taught it.
Dr. Wenderoth used a teaching style I’d never experienced before. Each day, she didn’t lecture or give us answers; instead, she’d ask us difficult questions and force us to use prior knowledge to figure out material. She also emphasized the importance of working through problems and collaborating with peers as ways to learn concepts most effectively.
Each week, Dr. Wenderoth had us complete mind maps, which consisted of a single page of pictures, writing, and annotations that connected all of the most recent material together. I found these mind maps to be wonderful ways to retain information. To see an example, click the PDF below.
I have never taken a class where I retained as much information as I did from Dr. Wenderoth's class. She showed me that I prefer flipped-classroom approaches to learning.