UHP First-year Inclusion Survey Fall 2020 

In order to better understand the 2020-2021 first-year UHP student experience thus far, we created and sent out a survey to all first-year students on November 23, 2020. With this survey, we hoped to gain insight into ways in which we can grow and better support UHP students, particularly as it pertains to issues of diversity, inclusion, and community. All first-year students were strongly encouraged to respond. We received 44 responses out of a class of 108, and about 66% of respondents identified as a member of a marginalized group (ex: person of color, LGBTQ+, neurodiverse).  Poll results are provided below. We present the full numerical results and a summary of responses to each open-ended question (rather than direct quotes) to respect respondent anonymity.

While we cannot know if the results are fully representative given the opt-in nature of the survey, the results are generally positive while also highlighting areas in need of continued work. A majority of respondents indicated comfort with contributing to class discussions and reaching out when they encounter academic challenges (though it is more difficult for students to reach out for support when encountering personal challenges). Most respondents also felt that UHP faculty, staff and peers respect their identity, though some peer-to-peer disrespect was reported, which indicates a continued need for the program to encourage respect amongst all participants. Most respondents provided positive responses when asked whether course topics, readings and discussion covered diverse perspectives and accompanying written responses also indicated student interest in continuing to have courses expand in this area, which the core UHP faculty are committed to doing and is one of our ongoing program goals. Not surprisingly, students also report feeling a significant amount of “Zoom fatigue” this year, which has impacted interest in and attendance at digital UHP events. We look forward to being back on campus during the 2021-2022 academic year and providing opportunities for community building that this first-year class unfortunately missed due to the COVID-19 pandemic. 

These results are already informing UHP programming and will continue to do so in the future. We greatly appreciate that students took the time to complete this survey! 

 

I am comfortable asking questions and contributing to class discussions in my UHP courses.

Scale: 1 (never) – 5 (always)

Graph showing answers to the above question - 1 student (2.3%) answered 2, 6 students (13.6%) answered 3, 18 students (40.9%) answered 4, and 19 students (43.2%) answered 5.

Average: 4.25 

If you would like, use the area below to expand upon your response above. 

  • Many students reported that their honors classes felt like safe spaces where professors listened with care; many also felt more comfortable participating in UHP discussions than in their non-honors classes, due to the culture and small class size. 
  • In some cases, students stated that  they struggled with “imposter syndrome,” particularly being in largely homogenous and majority-white or male spaces. 
  • Students also shared that while the open-mindedness of their peers made class participation easier and more comfortable, they sometimes felt intimidated participating out of fear of saying the wrong thing. 

The course topics, readings, and discussions in my Honors classes offer diverse perspectives and are inclusive of all identities.

Graph for the above question, showing 0 responses for 1, 1 response (2.3%) for 2, 10 responses (22.7%) for 3, 15 responses (34.1%) for 4, and 18 responses (40.9%) for 5.

Average: 4.13 

If you would like, please use the area below to reflect on your response above. 

  • While many students said they enjoyed their honors courses, they also expressed a desire to expand the text offerings from Greco-Roman, white or Asian male viewpoints. 
  • In some cases, students were appreciative of texts from marginalized identities (e.g. female, BIPOC) included in the syllabus. 
  • Some acknowledged that while the syllabi were not as diverse as they could be, they expressed appreciation for their professors’ encouragement to share unique and critical perspectives of the ancient texts.  

I am comfortable talking with UHP faculty, staff members, or my peer advisor when I am experiencing an academic challenge.

Graph for the above question, showing 0 responses for 1 and 2, 5 responses (11.4%) for 3, 16 responses (36.4%) for 4, and 23 responses (52.3%) for 5.

Average: 4.4 

I am comfortable talking with UHP faculty, staff members, or my peer advisor when I am experiencing personal challenges.

Graph in response to the above question - 4 responses (9.1%) for 1, 6 responses (13.6%) for 2, 10 responses (22.7%) for 3, 11 responses (25%) for 4, and 13 responses (29.5%) for 5.

Average: 3.52

 

If you would like, use the area below to expand on your responses above.

  • Students expressed hesitation (and in some cases difficulties) with reaching out for support due to the online learning environment and lack of in-person interaction and rapport-building.
  • However, students largely expressed appreciation for the support they were able to receive from honors faculty, academic advisors, and peer advisors. 

My personal identity is respected by the UHP faculty.

Graph in response to the above question: 0 responses for 1 and 2, 1 response (2.3%) for 3, 5 responses (11.4%) for 4 and 38 responses (86.4%) for 5.

Average: 4.84 

If you would like, please use the area below to reflect on your response above. 

  • Students reported positive experiences of honors faculty respecting and supporting their identities. This includes actions like using correct gender pronouns, and respecting which aspects of their identity students felt comfortable sharing or discussing. 

My personal identity is respected by the UHP staff.

Graph in response to the above question: 0 responses for 1 and 2, 1 response (2.3%) for 3, 5 responses (11.4%) for 4 and 38 responses (86.4%) for 5.

Average: 4.84 

My personal identity is respected by my UHP peer advisor.

Graph in response to the above question: 0 responses for 1, 2, and 3, 5 responses (11.4%) for 4, and 39 responses (88.6%) for 5.

Average: 4.88 

If you would like, please use the area below to reflect on your response above. 

  • In addition to reporting positive experiences with peer advisors, some students also expressed a desire to either be paired with a peer advisor of color or have identity-based support within the honors peer advisor program. 

My personal identity is respected by my UHP peers.

Graph in response to the above question: 0 responses for 1, 1 response (2.3%) for 2, 3 responses (6.8%) for 3, 6 responses (13.6%) for 4, and 38 responses (86.4%) for 5.

Average: 4.65 

If you would like, please use the area below to reflect on your response above. 

  • Students reported mostly positive experiences related to their UHP peers and claimed that their identities were respected by their fellow students. 
  • However, some reported frustrating experiences of their race being overly focused on in conversations with their peers, particularly when the topic wasn’t relevant or invited. 
  • Other students reported that the online learning environment did not provide many opportunities for peer-to-peer interactions and therefore didn’t have a basis for comment. 

I have participated in UHP social programming (e.g. the Wellness Workshop, Trivia Nights, Food for Thought)

67.4% have never participated, 32.6% have participated once or twice

Never = 29 

Once or twice = 14 

Three or more = 0 

What additional digital/virtual social programming would you like to see the UHP offer this year? 

  • Some student suggestions were: Q & A night with upper-class honors students; more trivia nights; unstructured online hangout time (programming without a “theme” or “goal.”) 

If you have not participated in UHP social programming, are there any factors that would encourage you to participate in future events and activities? Are there any that have discouraged you from coming so far?

  • Students overwhelmingly claimed that the online learning environment has impeded their ability to participate in events, activities, and extracurricular activities within the UHP. 
  • Students expressed screen-time “fatigue” and did not want to participate in additional virtual activities, as so much of their schooling (class, office hours, tutoring, student orgs) takes place online. 
  • Students also reported busy schedules, including family and work obligations. 

Within the UHP, I self-identify as a person from a marginalized group (ex: person of color, LGBTQ+, person of color, etc)

65.9% said yes, 34.1% said no.

Yes = 29 

No = 15 

Professor Hammond’s Goodbye

I hope this message finds you all well and safe. I wanted to send a quick note to the UHP community to share a personal update. This semester is actually my last semester with the UHP, as I have accepted a new position back in my home state of California. I will be the new Assistant Teaching Professor in Biology at UC San Diego. While I am excited for this new chapter, I am very sad to be leaving the UHP. Being part of the UHP community over the last several years, engaging with the wonderful students, staff, and faculty has been such an enjoyable and invaluable experience.

To the students, it has really been an honor to work with you all over the years. Witnessing the ways in which you have engaged, challenged yourselves, and grown. Witnessing the ways in which you have challenged me, for the better. Witnessing you hone your passions. Witnessing you collaborate, organize, and push for what you know is right. I thank you for allowing me to walk with you on your learning and life journeys, if only briefly.

I hope the rest of your semester goes well, and I wish you all the best.

Prof. Hammond

UHP Graduation Reception 2021

Our dear seniors of the class of 2021– we are so sad to see you go, but so excited to see where you go. And we would like to celebrate you before you do. Please join us on May 15, 5PM EST. Wear something formal (regalia if you have it!) and bring your family and friends as well as a drink for toasting (if you’d like to).

Professor Kung will introduce the evening with some encouragement to the class, and then the UHP faculty and staff will join and discuss how delightful it’s been to share the past four years with you all. After that, we will present a slideshow, give you all an opportunity to toast each other, and then give you the opportunity to visit with faculty, staff, and fellow students in breakout rooms.

Join The Celebration

A quick note: Professor Mark Ralkowski has another graduation event to attend immediately following our main ceremony, and will be unable to be present as we shift to the breakout room time. But he still wants to congratulate you personally! If you’d like to join his breakout room, he will be hosting one later at 8PM ET. Join him here.

SURE Stories: Hydroponic Farming in Cambodia

Check out how fellow UHPer and SURE award recipient Allison Miller (Communications and Graphic Design, ’23) used her funding to conduct a survey among rural Cambodians to help guide the work of the non-profit organization she works for!

Over the last year, I have joined the team of Sa’akom Farms, a start-up non profit organization dedicated to the alleviation of poverty in Cambodia through the use of vertical hydroponic farming. Hydroponic farming is incredibly efficient, which allows our team to be able to pay significantly higher wages than traditional farming. These higher wages offer a transformative social and economic impact for rural Cambodian communities. I am a strong believer in partnering with local communities and listening to their experiences and input in all aid work, so that is what I set out to do with the SURE award. I used the SURE award to work with our Cambodian team member, Ratana, to survey local community members about their experiences and aspirations. The award money was critical to be able to pay Ratana to conduct the surveys, since I do not speak Khmer.

The results of our surveys showed individual goals and aspirations of Cambodians, and incomes that ranged from $1200-$7000 a year. We found that the vast majority of our participants did not have access to a bank account, nor could they take out a loan with their current salaries. In addition, many participants were interested in higher income to be able to afford transportation such as cars or trucks, regularly afford more expensive foodstuffs, and start their own businesses. We hope to conduct these surveys at a larger scale to have a representative data sample and with a rigorous plan of action. My data now is best used as context for my work with Sa’akom, and has helped me to feel better equipped in designing and implementing a sustainable development solution in partnership with these communities. I learned how to design an interview that takes into account cultural norms and sensitivities, and the logistics of development research halfway across the globe.

Public Health Job Opportunity: Center for Innovation and Impact

Interested in working in public health as a career? Check out the following job opportunity passed along to us by Professor Ralkowski!
The Center for Innovation and Impact (CII) within USAID’s Global Health Bureau is seeking a self-motivated, entrepreneurial, and creative Program Assistant (GS-7) who can help the team bring life-saving products to the people who need them most.

This individual will further CII’s work encouraging business-minded approaches and accelerating impact against some of the world’s most important health issues. The Program Assistant will be a core member of a dynamic team, providing support to leadership and technical staff, leading communications, and performing a variety of both complex and routine analytical and administrative duties. This position is ideal for recent graduates with some work experience, but individuals with a range of backgrounds, identities, and lived experiences are encouraged to apply here.

Statement on the Verdict of the Derek Chauvin Trial

Dear UHP Community, 

The UHP acknowledges the hurt and impact that the murder of George Floyd had on our community, particularly our BIPOC (Black, Indigenous, People of Color) students. While yesterday’s verdict in the murder trial was appropriate, we recognize that this is not justice in the real sense. Justice would be a living George Floyd. A living Breonna Taylor. A living Dante Wright. A living Adam Toledo. A living Ma’Khia Bryant. Accountability is a start, but there is still much work to be done.  

In our own community, we are committed to ensuring that we cultivate a community in which everyone feels a true sense of belonging. The UHP stands in solidarity with BIPOC students and will continue to reflect and take actions to make our community the most inclusive place it can be. 

In solidarity,
The UHP Administration

Additional resources:

GW Bias Incident Reporting

GW Office for Diversity, Equity and Community Engagement

GW Multicultural Students Services Center

GW Office of Advocacy and Support

SURE Stories: Seniors and Digital Media Literacy

Check out the following fascinating story about the research fellow UHPer Kylie Fronczak (SMPA ’21) has done about digital media literacy among seniors!

I started my undergraduate career on the heels of the 2016 presidential election when terms like “fake news” and misinformation were just beginning to be discussed. As I grew at GW, studying in the School of Media and Public Affairs, the reality that this spread of online misinformation revealed itself to a major threat. This type of online content has proven itself capable of having real-world, offline implications, from fueling acts of violence to perpetuating demonstrably false ideas such as widespread election fraud and major conspiracies.

It seems as if Big Tech CEOs are being brought to Capitol Hill almost monthly to answer for their roles in this spread of misinformation and governments, advocacy groups, and academics alike are being faced with the major question of how to curb it. It seemed only fitting that I would use my senior thesis as a means of entering that conversation.

There are a number of counter-misinformation remedies – many of which social media users encountered first-hand during this past year when social media companies sought to flag potentially dubious content regarding COVID-19 or the presidential election. However, an alternative remedy is digital media literacy. Research suggests better results with this model for countering misinformation because it teaches users to critically evaluate content for themselves. In addition to testing digital media literacy as a misinformation counter, I chose to specifically evaluate seniors, those who did not grow up in the digital age, since studies suggest that it is older people in general who are the most prominent sharers of misinformation online, despite making up only a small percentage of social media users.

Using a short digital media literacy module designed by AARP, I conducted an experiment testing the effectiveness of this sort of remedy. Some were given the treatment, others were not, then all were asked to look at a series of actual Facebook posts containing news. With funding from the UPH SURE award, I was able to gather the data to answer the core questions of this project. By recruiting over 1,000 respondents, over 250 of whom were over 55 years old, I was able to gain insights based on their evaluations of the posts, along with their likelihood to share them.

While the treatment effects revealed by the experiment may not be as promising as I would have hoped when I first started off with this project, having the opportunity the learn about the research process through first-hand experiences, especially as an undergraduate, has been invaluable. And even though the results of this may not be what was originally desired, I still learned a great deal about misinformation and how non-digital natives navigate the complex online information ecosystem. I am looking forward to defending this thesis before my committee of SMPA professors later this spring to earn honors in my major.