individualized study plan
"The Individualized Study Plan (ISP) is the most important planning document that you will write in CEP. It is the program’s way of ensuring that you are intentional about your education, and that you use the freedom the major offers to chart your own educational path.We want you to carefully think out a plan that is consistent with your goals as well as with the requirements of the major and the UW. In this manner, the ISP is both an academic road map, laying out the courses you plan to take and the activities you hope to engage in, and a way to document your educational aspirations, goals, and accomplishments while in the CEP program."
In our undergraduate program, students are offered a lot of flexibility to pursue other interests coupled with the CEP core classes for a well-rounded educational experience. Creating an ISP ensures our intentionality in directing our academic paths within this flexible structure.
Below is my ISP and descriptions of each course and the learning objectives I garnered from each.
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FALL 2019
CEP 300: Retreat
"Focuses on planning analysis assessment and development of the major. Opportunities for community building and all-major policy deliberation and decisions. Workshops for skill building in consensus, facilitation, and for major-specific activities such as developing individual study plans and study abroad experiences."
This was the first time my cohort truly bonded together during our retreat to UW Pack Forest. We delved deeper into forming community, along with the seniors, through activities, discussions, and reviewing of CEP norms and structure. It was an incredibly important weekend for me and my peers to understand each other on a deeper level and establish the bonds that would help us successfully support each other through not only the rest of the quarter, but for the two years of the program. Through this experience I was also able to practice self-reflection and talk about the intentionality behind designing my undergraduate program.
CEP 400: Governance
"Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students' personal skills as doers and leaders, while also learning how to form and function as effective groups."
My introduction to Governance began with joining the Communications Committee. I was interested in creating digital communications for social media, having the space to explore creatively, and creating materials that could be used to create more visibility for CEP and encourage others to join. Forum in Governance allowed me to see how consensus voting works and how seniors and juniors work together proactively to create structure to the major.
CEP 301: The Idea of Community
"Theories of community and communal rights and responsibilities. Experience building a learning community within major. Explores struggles for community in every sector of life."
This course, as intended, allowed me to explore and reflect how groups of people form communities and decide to be governed. We looked through well-known texts and tied these examples into our discussions about how individuals and communities deal with class, gender, equity, race, politics, and power. It was a good introductory course to CEP as a major that allowed me and my peers to reflect on the importance of community in our social spheres and our undergraduate program.
ENGL 336: English Literature – Early Twentieth Century
"Explores fiction, poetry, and drama in English from the period of 1900-1945. Considers the literature in socio-historical context. Modernism, realism, imperialism, and questions of nationality may be foregrounded."
This course allowed me to explore my love for literature through a different and unfamiliar perspective. It considers social class, gender, and sexuality through a historical lens that can be seen in modern literature and society. It challenges me to read difficult texts that not only allow me to think and write critically, but also describe communities of that specific period.
WINTER 2020
CEP 400: Governance
"Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students' personal skills as doers and leaders, while also learning how to form and function as effective groups."
Once again, I remained in the Communications Committee and expanded on the skills I began developing the previous quarter, such as more digital design skills. Winter quarter is often a slower time for COMM so I spent time practicing my design skills as much as possible to be a more effective visual communicator.
CEP 302: Environmental Response
"Explores issues of environmental crisis and societal responses. Readings and reflective analysis from broad selection of authoritative sources to develop grounded perspective in ecological literacy and consciousness. Concurrently, experiential education in challenges and practical responses to building sustainable society through participation in community-based environmental effort."
Our environmental planning course allowed us to study in detail environmental health and justice issues, particularly through policy planning. We studied NEPA and Environmental Impact Statements (EIS) which helped me contextualize these issues and approaches within the urban planning sector.
CHID 250: Colonialism, Gender, Race, and Class – Keywords for the Current Crises
"In the intensification of different crises at a global scale: mass deportation and incarceration of communities of color, global warming, forced displacement, extreme economic inequality, restrictions on reproductive justice, and an increase in racialized and gendered violence. We will emphasize the structural organization of these with the long histories of colonial dispossession, enslavement and racialized violence, gendered oppression, and capital accumulation."
This class, while not considered an upper-level class, explores topics that I am interested in, such as mass deportation, incarceration of communities of color, global warming, and forced displacement. These are aspects of communities that I am interested in and want to understand more, specifically how communities are affected by political agendas and the roles other community members play.
ENGL 266: Literature and Technology
"Provides an introduction to manuscript, print, and digital media cultures with a focus on the production and dissemination of literature in English. Topics include the history of the book, reading and reception, orality and literacy, editing and publishing, early computing, and the future of literary writing in a digital era."
This course covers a topic that has always interested me, which is the history of the book and what literature looks like in the digital era. I am passionate about literature, and hope to include appreciating the arts in my CEP studies as a way to encourage community engagement.
SPRING 2020
CEP 300: Retreat
"Focuses on planning analysis assessment and development of the major. Opportunities for community building and all-major policy deliberation and decisions. Workshops for skill building in consensus, facilitation, and for major-specific activities such as developing individual study plans and study abroad experiences."
This retreat, originally meant to be an in-person one-day experience, was adjusted to be virtual through video conferencing because of the circumstances of the COVD-19 pandemic. Even though the format was completely different, the experience of this retreat solidified the community my cohort and the seniors have built. Even through a pandemic and an online format, we still showed up for each other and showered one another in support.
CEP 400: Governance
"Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students' personal skills as doers and leaders, while also learning how to form and function as effective groups."
Once again, I remained in COMM to further work on the projects and skills I’ve been involved in. However, this quarter all classes were offered remotely via ZOOM conferencing which proved to be a challenge that we needed to adapt to. I worked hard as a liaison for committee in charge of producing the Senior Project event. Using my digital and marketing skills I developed from COMM, I successfully helped adapt the event to an online platform and created several social media promotional videos and posters.
CEP 303: Social Structures and Processes
"Investigates use of formal and informal social structures and processes within context of community and environment. Looks at patterns and institutions of social organization and relationships among different sectors. Issues of interrelatedness, citizenship, knowledge, and communication."
In this course, we gained a better understanding of power dynamics that influence planning and the effects these planning/design decisions have on neighborhoods and communities at large. We discussed issues with redlining, gentrification, redevelopment, and equitable approaches. Because of the online format of the class, we looked to our individual neighborhoods for examples of how social structures are formed and the effects of development on community members. I practiced on-the-ground observations, interviewed community members, and outlined asset mapping to gain a better understanding of planning processes.
URBDP 300: Introduction to Urban Planning
Principles and theories of urban structure and institutions. Concepts and logic of planning as a community process and a professional activity. Evolution of planning ideas in response to changing social, economic, and environmental conditions within the American political framework. Complementary nature of public and private responsibilities. Major procedures used by planners.
This is an upper-level course encompassing a wide range of topics related to urban planning in the United States, including its history, processes, and laws. The class laid the foundation for understanding the history of urban design and the need for planning. We studied the development of cities and suburbs and discussed the effects urbanization has on different communities, both good and bad. This course gave me the context needed for understanding how built environments effect individuals, and the relationship we have with physical spaces.
CEP 473: Digital Design Practicum
"Uses digital technologies for mapping, drafting, modeling, and communication. Includes real-world case study projects that focus on urban design and planning issues."
This was a particularly useful course in helping me develop my hard skills in digital design and visual communication, particularly from an urban planning perspective. Class activities and projects not only allowed me to practice my Adobe Photoshop and Illustrator skills, but I also learned how to use InDesign, SketchUp, and CAD Mapper software. This was a great class for me to take in order to become a better and more effective designer.
SPRING 2020
CEP 300: Retreat
"Focuses on planning analysis assessment and development of the major. Opportunities for community building and all-major policy deliberation and decisions. Workshops for skill building in consensus, facilitation, and for major-specific activities such as developing individual study plans and study abroad experiences."
As a senior, this retreat gave me the chance to welcome the junior cohort into CEP and set an example for how our major works as a community to support each other. Even though we had to move this two-day retreat to an online platform, I was still grateful to see my peers supporting one another, especially after a particularly difficult summer. What made this experience all the more notable was seeing the juniors rally together in support of one another and jump into contributing to our cohort.
CEP 400: Governance
"Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students' personal skills as doers and leaders, while also learning how to form and function as effective groups."
This quarter I became one of the co-points for the Communications Committee (COMM) and it has been a challenging but rewarding experience. I’ve been able to really step into my role as a leader amidst the challenge of having to conduct effective meetings through video conferencing. I’m happy with my growth from being a dedicated member to helping co-point COMM and I’m learning much about how to manage others while being equally encouraging and supportive.
CEP 460: Planning in Context
"Examines theory against backdrop of practice for broad historical understanding of social, political, environmental planning. Critique from viewpoints, e.g., planning history, ethics, ecofeminism, environmental justice, class and capitalism, planning and global economy. Develop personalized history reflecting individual experience, professional experience, and philosophical heritage of planning profession."
The structure of this course allows students to gain experience working on actual planning projects for clients on real city development plans within the greater Seattle region. Since working with my peers on the redevelopment plans in Bothell, WA, I have gained experience presenting proposals to practicing planners and designers. My team and I conducted outreach surveys and interviews with BIPOC businesses owners to generate data on best ways the city of Bothell can support them in redevelopment. We compiled our findings, research, and analysis in writing and I designed a comprehensive report which was given to our clients and the Planning Commission. A few months later, I presented to the Planning Commission during a meeting during a Q&A session.
CEP 446: Internship
"Connects core and individual courses with field work. Group and individual readings develop understanding of how students' internships and field placements constitute particular element of community and environmental planning. Explores how what we do for a living is part of our lives as citizens and public service."
As part of CEP graduation requirements, taking this course was an opportunity for me to reflect on career goals, academic achievements, and personal growth that I have or want to develop. In conjunction, it’s been a way for me to appreciate and reflect on my current internship. During the uncertainty of these times, this class had also been a way for my peers and I to collectively discuss our mental health and encourage each other as we struggled with navigating ideas of post-undergraduate life.
CEP 490: Senior Project Prep 1 —
Research and Project Scoping
"Supports the conceptualization and planning of senior project/capstone work. Focuses on selecting a project, beginning a literature review, finding a mentor, and developing a plan."
This class introduces seniors to starting our senior capstone projects and has provided me with structure and guidance towards developing my research question and preliminary steps. I’m constantly thinking about elements of my project and the best way to deliver my idea. I’m also often reflecting on my CEP career and using parts of my undergraduate experience as sources of inspiration in honing my project ideas.
URBDP 514: Race and Social Justice Seminar
"This course will explore concepts of race, racism, class, social justice, and make explicit their connections between design and planning. It does so to build student understanding about how, and the degree to which, these disciplines have historically addressed these topics, and where they stand currently. This exploration will include progress made, challenges, and overt actions that have and may continue to work in racist and unjust ways."
I took this class because I’ve been trying to fit in a social justice course for a long time now because of my interest in learning about minority and marginalized communities and listening to their voices and stories. This has been an extremely important seminar to be part of, especially now more than ever as abhorrent miscarriages of justice are continuously being highlighted and groups of people in American refuse to acknowledge the need to dismantle and hold accountable institutions that perpetrate systemic racism. Being informed and educated on the issues that exist in our society and culture is important to me, and as a college student, I want to do my best to listen to others’ voices, speak up for my truths, and create space where individuals can reflect on human experiences and committing to being anti-racist in a country that has often silenced people through systemic oppression.
EDUC 401 B: COVID-19 and the Move to Online Learning
"In this new seminar, we will explore how the transition to online learning has both provided new opportunities and exacerbated existing inequities in K-12 education. We will reflect on our own experiences with online learning, and think about how race, ethnicity, ability, and socioeconomic status has intersected with the rapid transition to new educational contexts in response to the COVID-19 pandemic."
As someone who is interested in education and the prospect of teaching as a potential career route, I wanted to take this seminar to understand more how the pandemic affects students in districts and schools that are often underfunded and volunteer in contributing to their education. As part of my focus on community structures, understanding the education in different communities is important. I wasn't able to carry out any service learning because of the pandemic, but I hope to seek out further opportunities working with students in the future!
WINTER 2021
CEP 400: Governance
"Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students' personal skills as doers and leaders, while also learning how to form and function as effective groups."
I was once again co-point for the Communications Committee (COMM) but this time my co-point and I also had two juniors who joined on as co-points. This was a great time for them to get a sense of facilitating committee time for when they become seniors next year and lead the group. It was great being able to split up responsibilities with the junior co-points and so great to see their dedication and hard work! We also started working on apparel which officially came out at the end of the quarter.
BE 498 F: Cities on Screen—Solastalgia and Celluloid
"We will tackle the challenging questions of how cities (and films narratives about cities) reflect, deny or support environmental grieving and social grievance. We’ll ask whether cinema of the city can expose hidden environmental traumas and social injustices and catalyze shared catharsis and change?"
This course explores how film reflects the narratives of built environments in our society. I'm interested in how the arts and urbanism tie together, so taking this class allowed me to look closely at the effects built environments have on individuals and communities. I was also able to explore my passion for film through this class since our "textbooks" were select films. The movies we watched and discussed came from a wide range of genres and time periods, but they all dealt with themes of individuals or groups interacting and reacting with cities. We discuss different traumas that occur from loss, forced or natural, of one's environment and how cinema's portrayal of this phenomena is depicted.
URBDP 405: Cultural Placekeeping Studio Project
"We will tackle the challenging questions of how cities (and films narratives about cities) reflect, deny or support environmental grieving and social grievance. We’ll ask whether cinema of the city can expose hidden environmental traumas and social injustices and catalyze shared catharsis and change?"
I wanted to take this course to gain further planning experience and be able to do some real work with community members. This studio was perfect in gaining just that since it is an upper-level course with both undergraduate and graduate students in CBE. We worked in partnership with the Duwamish Tribal Services (DTS) on a few projects integral to their advocacy and community work. My team worked on developing a visioning plan framework aimed to connect their projects in an interactive map that would live on their website for better management/accessibility, which would also help them gain potential funding. We also outlined cultural documentation opportunities for their new Welcoming Figure which would offer further community engagement and outreach in their Indigenous community and beyond, advocating education, cultural awareness, land and tribal recognition, and support the important work needed to be done to help heal the long history of colonial racism and oppression against Indigenous Peoples of this land.
This was an incredibly rewarding, humbling, and overall fantastic opportunity for me to not only work tirelessly on real community projects with other peers, supervising faculty, and clients, but also a really worthwhile experience to work closely with and for DTS and their tribal members. Being able to have engaging conversations on their history, culture, anti-colonial and anti-oppressive agendas, and see the incredible dedication and work of their community was an experience I was honored to be part of. This studio taught me so much on important conversations needed in the workplace around equity and inclusion, how to actively engage with others, working towards social justice, and so much more.
CEP 490: Senior Project Prep 2 —
Methods and Actualization
"Focuses on implementing the senior project/capstone, including revisions and updates as seen fit."
A continuation of Senior Project Prep 1, this course builds upon the research question and preliminary write-up that was submitted at the end of fall quarter. The main aspect of this course was to start carrying out our project following the methodology that was outlined. During this quarter, I begin working on the necessary components needed to create my senior project and edited my preliminary write-up to reflect any necessary changes. This course allows me to set myself for successfully carrying out my project in time for Senior Project Night in the spring.
GEOG 360 – GIS and Mapping
"Introduction to mapping and geographic information systems. Topics include: Representation of spatial objects, their attributes, and relationships in desktop and online GIS; common spatial operations and geoprocessing in GIS; principles of cartographic visualization, communication, and critique; narrative mapping and spatial humanities; ethics, society and GIS."
This upper-level class introduced GIS and mapping software, including its uses, ethics, functionalities, and implications. Assignments were completed using ArcGIS Online and QGIS. This class allowed me to familiarize myself with these technologies and begin to understand how to use common mapping software to generate maps and data visualization. This kind of technology is really common in urban planning and taking this course allowed me to gain necessary knowledge.
SPRING 2021
CEP 400: Governance
"Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students' personal skills as doers and leaders, while also learning how to form and function as effective groups."
This quarter, I stepped down as co-point since it was time for the juniors to take over in preparation for next year. I was glad to be able to pass off the duties to my peers and watch them do an amazing job in leading and accomplishing so many goals we had! Becoming a regular committee member also allowed me to focus on my senior project since I no longer needed to spend extra time on co-point duties. I'm really grateful to have had the chance to be a co-point and to watch our committee (and major) grow under the leadership of the juniors who are incredibly dedicated and have such a strong community! I'm so proud that they came together and really bonded even though most of them have never met in person.
As I reflect on the impact 6 quarters of governance has had on me, I can confidently say that while there have been both highs and lows (as with everything in life), I am so grateful that I've been part of a major where community is not only a concept but a reality. Not only have we worked hard to supportive one another and form strong bonds, but the work we've been doing on reviewing curriculum, talking about injustices that occur on campus, ways to better promote equity and inclusivity, and much more has all stemmed from the work we put into our governance. This has been an integral part in my undergraduate experience and has taught me how to be a proactive leader in my community.
CEP 300: Retreat
"Focuses on planning analysis assessment and development of the major. Opportunities for community building and all-major policy deliberation and decisions. Workshops for skill building in consensus, facilitation, and for major-specific activities such as developing individual study plans and study abroad experiences."
This retreat was once again held on ZOOM like last year, this time feeling slightly different because I was the one graduating. It was bittersweet sharing the space with my cohort and the junior cohort, but I felt extremely happy and fulfilled knowing that I had made so many friends and been part of a truly wonderful community that I know many other college kids may not experience. It was also great knowing that the juniors will continue our work by implementing change to the major, create safer and more inclusive spaces, and build upon the foundations of community created during the year.
CEP 462: Community and Environment (Senior Project)
"Capstone quarter merges core seminars, disciplinary courses in major, community field experiences for mastery of personal knowledge and skills. Reflection and synthesis of themes in major; engagement with contemporary issues. Compares theoretical definitions of community and environment with individual philosophies and knowledge within thoughtful, applied context."
Picking up where last quarter ended, this course focused on creating our videos/presentation materials for Senior Project Night in May. Since we were still in a pandemic, we needed to once again adapt our showcase event on an online format like we did last year. We focused on producing our videos in manageable parts, starting with an ideation process and ending with final editing. I felt confident going into this phase of the project because I'me pretty familiar with video editing and I'm constantly inspired by films and shows I see, so I was excited to exercise my creativity. During this time, we also spend a lot of time supporting one another and offering encouragement as we went through this process as a cohort, which offered it's fair share of challenges as we were nearing the end of our time together. The support of community we gave each other extended beyond just conversations around senior projects, but included life post-grad as we shared our struggles, achievements, and goals.
HSTRY 498: Digital History
"Offers a grounding in some key technologies relevant to research and teaching in the humanities and humanistic social sciences. Introduces an array of relevant technologies, including close and distant readings of texts, mapping and visualization, digital storytelling, content management and migration, and social media."
I wanted to take this course because it offered me an opportunity to also explore digital storytelling methods while working on my senior project. This seminar was primarily composed of graduate and doctorate students and so it was often interesting to get to know what their personal projects and research areas were. Through three practicum deliverables, we explored ways that history has evolved using digital software. This tied in really well with my own senior project exploring storytelling, particularly using digital means to showcase my research, so I was able to incorporate my project work into the deliverables for this class.
