New BLOG location!

We have a new BLOG location and format!

To see the most recent postings please go to http://wp.ee.washington.edu/advisingblog/ 

Internship at Washington State Ferries

Washington State Ferries (WSF) Terminal Engineering group has a summer internship program available for 2016. WSF is looking for a mechanical or electrical 2^nd or 3^rd year engineering student who will have emphasis in electrical power, mechanical machine design or hydraulics.  They will assist with electrical/mechanical field data gathering and inspections of the movable bridges at WSF ferry facilities along with Arc Flash studies, lighting, utility inventory and mechanical design.  The person will be teamed up with mechanical or electrical engineers along with craftsman for duties mentioned above for each facility.  Time will be spent about 50/50 between the office and out in the field. 

The intern will learn

·         How the movable bridge systems works

·         How to assess what the areas of concern are during inspection

·         How to complete the inspection documentation forms

·         How to follow safety procedures and utilizing safety equipment 

·         How to gather and enter data for Arc Flash Studies

·         How to design using the National electrical code (NEC) and mechanical codes.

How hydraulic power systems and wire rope hoist are used to move large structures and key concepts of system design.

The intern will perform the following work

·         Climbing and crawling in and around the structures to gathers data

·         Learn and use safety equipment during inspection

·         Assessing wire rope cable systems, hydraulic systems, power systems, PLC systems, a variety of sensors used to evaluate systems. 

·         Assisting in completion of inspection and report documenting the findings.

·         Electrical student will have additional opportunity to assist with electrical studies which focus on lighting systems as well as arc flash studies. 

·         Take electrical measurements using various meters

·         Mechanical student will have an opportunity to work in researching design solutions taking pressure readings and assisting in design aspects of mechanical systems.  Also to design changes to these systems and prepare plans, specification and estimates to accomplish the work.

Start Date Summer 2016 (12 weeks)

To submit your interest in applying send a resume and cover letter to wsfrecruitment@wsdot.wa.gov no later than Friday, April 15, 2018.  It is in your best interest to apply as soon as possible as the hiring manager will be reviewing candidates as they come in and reserves the right to offer an internship at his discretion.

Internship at PowerUntethered Corp

PowerUntethered Corp has been established to explore, design, and manufacture solar power solutions for consumer devices (wearables, laptops, tablets, etc.). PowerUntethered utilizes an agile team methodology for rapid product development and market validation. We have a strong team of local business leaders, business relationships with world leaders in technology, and proven channels for supply and manufacturing.

PowerUntethered is looking for an EE undergrad student to support the technology product development of our solutions. We are looking for a student to join our team researching, designing, working with solar cell manufacturers, prototyping, and testing our PV solutions.   This position is a non-paid position at first but can transition into a paid position upon success of our company. We are located in Bellevue WA. Please contact Brad Wright at Brad@poweruntethered.com or call me at 253.670.0582 to discuss further details and opportunities.

New Course: EE 426 Synthetic Biology Capstone

Master Course Syllabus for EE 426 (ABET sheet)

Title: Capstone Project in Synthetic Biology

Credits: 4

UW Course Catalog Description

Coordinator: Eric Klavins, Associate Professor, Electrical Engineering

Goals: This course provides seniors majoring in the synthetic biology specialty and practicing engineers with skills in handling open-ended design problems in synthetic biology. Each student will participate on a team that designs, builds and tests a new transgenic microorganism with potential applications ranging from advanced materials, bio-sensing and/or remediation, or human health.

Objectives: At the end of this course, students will be able to

1. Propose, formulate and solve open-ended design problems in synthetic biology.
2. Write formal project reports.
3. Make formal project presentations.
4. Work in teams with heterogeneous knowledge and skills.
5. Apply recombinant DNA methods, gene circuit design, experimental design, and cell-based assays and characterization methods to support design solutions.
6. Demonstrate an awareness of current issues in and applications of synthetic biology.
7. Understand the ethics and risks of synthetic biology.

Textbook: Class notes, technical papers and reports.

References:

1. Writing in the Technical Fields, by Mike Markel, IEEE Publication
2. Writing Reports to Get Results, by Ron S. Blicq and Lisa A. Moretto, IEEE Publication.

Prerequisites by Topic:

1. Design and characterization of genetic circuits in bacteria or yeast (for example, EE423).
2. Design and construction of, and transformation with, recombinant DNA (for example, EE 425).
3. Computer literacy and experience with synthetic biology CAD tools (for example, CSE 142 for computer programming and EE 425 for CAD tools).

Topics:

1. Applications of synthetic biology - 1 week
2. Project formulation, development of specifications, and background research - 2 weeks
3. Plasmid and library design and construction - 3 weeks
4. Construction of transgenic organisms - 2 weeks
5. Characterization of transgenic organisms using cytometry, microscopy, high throughput sequencing, and/or similar methods – 2 weeks.
6. Final presentations – 1 week.

Course Structure: The class meets for two lectures a week, each consisting of a 50-minute session, and two lab sessions each week, each consisting of a 50 minute session. Students work in teams or two or three, and are expected to meet outside of class as necessary to set up their experiments, monitor progress, and complete their project. There will be weekly design review presentations involving the entire class, and seminars on relevant topics during scheduled meeting times. Students should keep detailed electronic laboratory notebooks. A written and oral project report from each team will be presented during finals week.

Computer Resources: Students will make use of the Aquarium Lab OS, CAD tools such as Coral or Benchling, laboratory instrumentation and control software, and analytical software such as MATLAB, R, and Python.

Grading: Project work accounts for the vast majority of the course grade. Teamwork as well as individual performance will be assessed.

Laboratory Resources: Students will use the UW Biofab to build their organisms and to implement their experiments. They may also perform bench work in the labs of participating faculty.

Outcome Coverage: This course provides the ABET major design experience and addresses all of the basic ABET outcomes.

Outcomes:

A. (M) an ability to apply knowledge of mathematics, science, and engineering. The design of synthetic gene networks demands constant use of knowledge of mathematics, science and engineering. The behavior of various genes and networks in governed by biology and chemistry, modeling using ODEs, and is best-understood using statistics. The design of a system to a given set of objectives is a fundamental application of engineering knowledge. Thus, a successful design shows the student's achievement of this outcome.

B. (M) an ability to design and conduct experiments, as well as to analyze and interpret data. Students will develop experiments and controls to refute hypotheses about how their transgenic organisms will behave. In addition, debugging the design and construction of DNA affords many opportunities to apply the scientific method.

C. (H) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. The students will develop specifications defining the desired behavior of a transgenic organism for an information processing, advanced materials, or human health application. Students must choose among design alternatives on the basis of economic costs versus environmental, social, ethical, and political considerations. A discussion of environmental impacts and mitigation plans is required in the final project report.

D. (H) an ability to function on multi-disciplinary teams. Students operate in teams of two or three to solve the design problem and prepare a final report. Students will take different roles in the design team, such as leader, explorer, reflector, or recorder. Rotating leadership is recorded on assignments and progress reports. Teams will collaborate with graduate student and postdoctoral scholar advisors from labs around campus, and will learn how to translate ideas from engineering to biology and vice verse.

E. (M) an ability to identify, formulate, and solve engineering problems. The design problem presents itself as a series of interconnected engineering problems. In the open-ended design environment, the engineering problems are not explicitly stated, but must be identified by the design team before they can be solved. Evidence of this should appear in the project report and design reviews.

F. (L) an understanding of professional and ethical responsibility. At least one entire lecture will focus on ethics and another on biosafety. Students will be required to address each of these subjects in their project reports.

G. (H) an ability to communicate effectively. Teams must prepare presentations for each design review, keep detailed lab notebooks, and solve problems in scrum style meetings with their teammates. Each team member must write a section of their final report, and team members must prepare part of the presentation. Grades are given for writing quality and presentation quality, as well as technical content of the reports.

H. (M) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. In seminars, various social impacts and applications of synthetic biology are discussed and described, ranging from understanding the economics of materials synthesis, diagnostics in third world settings, to gene therapies. Constraints on the projects include environmental and social concerns. Discussions will be facilitated among the students on these topics in preparation for various design reviews and final reports.

I. (M) a recognition of the need for, and an ability to engage in life-long learning. The course material distributed will not contain all of the information necessary to solve the design problem. Students must work with graduate student and postdoctoral methods, consult reference sources, and inform themselves concerning many aspects of their design problem. This helps students realize that they need to be able to learn material on their own, and gives them some of the necessary skills.

J. (H) a knowledge of contemporary issues. The design problem is constructed to focus attention on current applications of synthetic biology in industry and medicine such as the issues surrounding GMOs, the ethics of cloning and gene therapy, environmental containment, and intellectual property. These ideas and more should appear in the project reports. In addition, seminars by guest speakers later in the class will address current issues in synthetic biology.

K. (M) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Students are expected to use computer aided design tools, laboratory automation software, version control software, and mathematical software to design, plan, and evaluate the systems they build. Evidence of the use of these tools, and associated techniques, appears in the project report.

Preparer: E. Klavins

Last revised: Dec 7, 2015

Paid Internship for a Startup in stealth mode

We are a startup in stealth mode based in the Seattle area focused on building a disruptive consumer electronic device. Our team consists of the leading PHDs in the sensing space.

We are looking for relevant EE students that meet the qualification below for paid work of about 10 hours a week.

Qualifications:

- EE background (Undergrad 3rd or 4th year in EE/CS)

- Good to great at soldering (some experience with SMT)

- Basic analog opamps and amplifiers knowledge

- Must have done embedded development with tools like Arduino and/or Embed etc.

- C programming (atleast sufficient proficiency for embedded development)

- Willing to learn new skills quickly

- Self motivated and driven

Please send your resume to: ranbaror@gmail.com

Thanks!

Ran 

The TUNE House scholarship

The TUNE House scholarship is awarded to female undergraduate students pursuing computer science or information technology degrees at the University of Washington.

The House is designed to promote a collaborative environment for women aligned in their effort to be innovative and outstanding leaders in the tech industry. The scholarship provides housing, laptops and other technology, a supportive community of technologists, access to professional mentors, volunteering, and network opportunities.

Students are not expected to do anything but focus on developing their own academic and entrepreneurial interests in whatever ways are meaningful to them. TUNE House is independent of any employment or internship program. Residents of TUNE House are encouraged to pursue whichever career path inspires them.


Applications accepted from March 1st - March 15th.   http://scholars.tune.com/

ENTRE 490 Grand Challenges for Entrepreneurs open to all majors

This course examines how solutions to massive challenges such as poverty and education can be researched, validated and implemented using entrepreneurial skills such as creativity, opportunity, recognition, business models, pivoting and execution. 

This Business course is offered Spring 2016 and taught by UW Distinguished Teaching Award winner Emily Pahnke. The course is Grand Challenges for Entrepreneurs and is open to all non-business sophomores, juniors and seniors.  

The course is ENTRE 490, SLN 14050, taught Mondays and Wednesdays from 10:30-12:20pm.

The class does count as an elective for the Entrepreneurship minor for any students interested in pursuing that.

Women in Leadership series from CoMotion

Spring Forward with Women Leaders Event Series:

The Spring Forward with Women Leaders event series grows out of our region's collective commitment to do better on topics such as gender pay equity, diversity and inclusion in leadership and in technical and STEM-based fields, entrepreneurship and investing.

The Spring Forward with Women Leaders series is presented as a joint effort of Ada Developers Academy, Artemis Connection, Cambia Grove, CoMotion, Galvanize Seattle, the Washington State Department of Commerce and Washington Technology Industry Association (WTIA).

Presented with support from Series Sponsors Women’s Funding Alliance and 100% Talent.

All events in the series are free and open to the public. https://www.cambiagrove.com/spring-forward-women-leaders-2016

·         Equity Programs that Work and How to Build One (For You and Your Company)

·         For Company Leaders and CEOs: Increasing Gender Diversity

·         Speed Mentoring for Women in Tech

·         Getting On Board(s)

·         Keynote Address and Speed Networking Hour

·         Moonshots and the Health Care & Tech Industries

·         User Generated Content (Audience Choice)

·         Spring Forward Battle Decks Tournament

Series begin on March 10^th with “Equity Programs That Work and How To Build One (For You or Your Company)”

For full event details click here: https://www.cambiagrove.com/spring-forward-women-leaders-2016

Fundamentals for Startups Friday workshop by CoMotion

The CoMotion Incubator in partnership with the Entrepreneurial Law Clinic (ELC) bring you the workshop series, Fundamentals for Startups Fridays!The topics for this Friday, 3/4: IP with Jennifer Fan and Patents with Alex Kong & Lauren Mitchell.  Local entrepreneurs and law and business students from the ELC will provide special hands-on training, guidance, and answer questions on topics as they relate to your innovations.

Jennifer Fan is a lecturer and Managing Director for the Entrepreneurial Law Clinic. Before joining the faculty, she was a senior associate in the corporate securities group at Wilson Sonsini Goodrich & Rosati. Professor Fan was also the inaugural director of the Pro Bono Program of the John and Terry Levin Center for Public Service and Public Interest Law at Stanford Law School.

As usual, networking begins at 12:00 p.m. and the lecture will start at 12:15. Food and refreshments will be provided, so don't miss out! Be sure to register here.

Can’t wait to see you!

Paid Summer Research Opportunity

Interested in a paid 10-week summer research opportunity, and or how to pay for grad school? Have friends that are interested? Well you're in luck! Scholarship Junkies, a seattle based non-profit is here to help you find success! We are helping promote, and students apply to the GERS Program a 10 week paid summer research opportunity at the University Wisconsin! Fill out the form so Scholarship Junkies can send you details, and application support for the GERS Program, as well as other grad school funding opportunities! :) Form: http://goo.gl/forms/0vHtTn6mp7 GERS Summer Research Program Description: PAID Summer Research Opportunity What: $5,000 stipend + housing + travel for summer undergrad research program When: 10-weeks in summer 2016 (May 31 - August 6) Where: Madison, WI Who: undergrads in STEM fields who are US citizens Additional Details: GERS: http://www.engr.wisc.edu/current/coe-summer-undergraduate-research-experience.html Scholarship Junkies: ScholarshipJunkies.org/grad Cheers,  David Coven Mechanical Engineering '17 -- Operational Excellence Powertrain, Industrial Engineering Intern | Tesla Motors President & Executive Director | Scholarship Junkies Director & Aerodynamics Lead | UWashington Hyperloop Executive Organizer | DubHacks

DXARTS Minor

Check out the DXARTS Minor - https://dxarts.washington.edu/dxarts-minor

Our minor is open to all undergraduates, this 30-credit non-competitive minor offers students the opportunity to be part of a new generation of hybrid artists, leveraging cross-disciplinary knowledge and learning cutting-edge digital arts skills. Some areas of research and professional opportunities within DXARTS include: video art, sound art, computer music, 3D sound, mechatronics, robotics, physical computing, digital fabrication, interactive media, algorithmic processes and programing. Students minoring in DXARTS have access to state-of-the-art facilities including professional video and sound production labs, 3D audio listening rooms, as well as a full-fledged fabrication lab equipped with 3D printers, laser cutter, CNC milling machines and many other tools. Students in DXARTS classes can also checkout professional audio and video equipment to work in their media projects.

The new DXARTS Minor offers a curriculum covering a wide variety of media including digital sound, digital video, and mechatronics. Students in the DXARTS Minor have maximum flexibility to take courses, allowing them to either focus in one media area (video, for instance) or to take classes across all media areas. The single required foundational course, DXARTS 200, provides a comprehensive survey of the history of Digital Art and New Media, ensuring that students minoring in DXARTS will have a historical perspective and conceptual framework for their intellectual work and artistic practice.

Required course work:
• DXARTS 200 (5 credits)
• 25 additional credits from DXARTS courses

If you would like more information about the DXARTS Minor I would be happy to meet with you for a one-on-one information session. Just email me at bgrace@u.washington.edu.

Best regards,

Billie Grace
Administrator, DXARTS

Vulcan Software Engineer/Data Analyst Internship

Software Engineer/Data Analyst Intern (Vulcan Technology)

Paid Summer Internship – Seattle, WA

As a Vulcan Intern on our Technology Development team, you’ll work with our engineers, designers, developers and project managers on projects helping to tackle some of the world’s toughest challenges including climate change, conservation, artificial intelligence and bioinformatics.

The Technology Development group partners with Philanthropic Initiatives on many projects.  Several of those partnerships, including the Great Elephant Census, the Global FinPrint Project and the Sea Around Us Project, have provided the opportunity for novel data analysis and visualization work.  We are looking for an advanced undergraduate or a graduate student to explore and present data from one of these projects and, under the guidance of Vulcan mentors, develop and promote a data analysis tool or visualization from one of the Oceans or Wildlife projects.

Desired Skills and Experience

·         Junior or Senior Undergrad or Graduate student currently pursuing a degree or recently graduated from an accredited institution

·         Software development skills in one or more of the following: Python, JavaScript, R. (required)

·         Data visualization experience (e.g. UW CSE512 or equivalent)

·         Statistical computing experience

·         Spatial data visualizations experience

·         Visualizations with D3 experience

For more information about Vulcan’s Internship Program and to apply, please visit Vulcan.com.

Vulcan Proving Ground Internship

Vulcan Proving Ground Intern (Technology)

Paid Summer Internship – Seattle, WA

The Vulcan Proving Ground, a team at Vulcan Technology, are tackling challenging problems in computer vision, autonomous vehicles, virtual and augmented reality, clean energy, and advanced disease diagnostics. As part of your internship, you have the opportunity to contribute meaningfully to our existing projects – or research, design, and develop a project of your very own that aligns with our investment areas. Successful projects will lead to publishing or presentation opportunities.

We are looking for a rising junior/senior undergrad or graduate student with a passion for solving technical problems like the ones below:

-          modeling optimal power flow for smart microgrids

-          tracking events in public spaces using cameras and distributed sensors

-          activity recognition using cameras/wearables for instrumenting athletic performance

-          robust multi-domain object recognition from unmanned aerial vehicles

-          localizing and tracking multiple persons of interest indoors

-          enhanced recognition of structural and functional features on blue water vessels from satellite imagery

-          AIS/VMS-based prediction of vessel movement in shipping lanes

-          reducing interruptions due to notifications in multi-device mobile environments

-          using sensors to detect levels of user frustration induced by system delays

-          automated synthesis of video from multiple cameras based on dynamic POV

-          development of interactive game for immersive 360-degree video environments

Desired Skills and Experience

Strong computer skills, with the ability to write prototype (or better) code in one or more languages preferred. 

For more information about Vulcan’s Internship Program and to apply, please visit Vulcan.com.

Internship with Department of Radiology in Medical Imaging

Hello, my name is Larry Pierce and I am looking for graduate or undergraduate summer interns (or longer) for the department of radiology in medical imaging. 

Our program offers theoretical as well as hands-on training in medical imaging hardware, software, and methodologies. Our students work on projects such as database management, new gamma detector designs, signal processing, image reconstruction, radiation beam profiling, data compression, mathematical techniques to compensate for patient motion and many more. 

There is no minimum skill level and internships can last just summer term or longer depending on the project. 
Current projects include: 

• Multi-Resolution Imaging Physics
• Computer Programming
• Medical Informatics
• Radiation Beam Calibration
• Laser Etching of Crystals

The deadline to apply for Summer 2016 is April 15, 2016. Announcements regarding acceptance to the program will be made May 15, 2016. 

Feel free to contact me with any questions that you may have regarding our program. 

You can also visit http://depts.washington.edu/imreslab

Thank you,

Larry Pierce

Imaging Research Laboratory
Department of Radiology
University of Washington
Suite 222 Portage Bay Building
1715 Columbia Road N
Seattle, WA 98195-7987

Phone: 206-543-0517
Fax; 206-543-8356

NASA Summer 2016 Internship Online Recruiting Fair

There will be  a Summer 2016 internship online recruiting fair on Wednesday, February 17, 2016 from 13:00 to 17:00 Eastern Standard Time.  All NASA facilities will be participating.  It will be a text chat environment, with each NASA center having a virtual booth, staffed with engineers, scientists, and education specialists from all over the agency.  You will be able to ask the engineers and scientists about their exciting work.  You will also be able to ask the education specialists about how to apply for internships and what students can expect during their internships.

 You can register by following the link below :

https://app.brazenconnect.com/events/nasa-fair-2016#!eventLanding;eventCode=nasa-fair-2016

 Once there, hit the register button.  Fill in the information to create an account.  Fill out the participant registration form, and you will be ready for when the event starts.  If you are looking for more information, there is a quick video at the bottom of the landing page which explains the basics of how to use the website.

2016 Hydrogen Student Design Contest

The Hydrogen Education Foundation (HEF) is promoting the 2016 Hydrogen Student Design Contest: “Development of a Hydrogen Powered Microgrid for Grid Services and Back-Up.”  The Hydrogen Student Design Contest (www.hydrogencontest.org) is an annual competition supported by the U.S. Department of Energy, NREL, and industry since 2004.

This year’s contest will challenge students to design a hydrogen-powered microgrid capable of powering a town, military installation, port, or similar large facility for approximately 2 days, and be able to handle at least 10% of peak demand while the microgrid is active. The system should utilize local resources to produce and store hydrogen as well as provide hydrogen dispensing capabilities to hydrogen fuel cell electric vehicles (FCEVs).

The top team(s) will receive a $5,000 stipend to attend the Department of Energy’s Annual Merit Review in Washington, DC to present their plan to a diverse audience of industry, academic, and government leaders, have their winning entry published in the IAHE International Journal of Hydrogen Energy, participate in a Department of Energy webinar, and have the chance to secure an internship with an industry sponsor.

Interested students can learn more via the website, www.hydrogencontest.org and:

·         to find an information flyer (http://www.hydrogencontest.org/pdf/2016/Information%20Flyer.pdf)

·         to access the power point slide presentation (http://www.hydrogencontest.org/pdf/2016/Contest%20Information%20Slides.pdf) to help spread the world about the contest

·         to find a copy of the Rules & Guidelines at the following link: www.hydrogencontest.org/pdf/2016/2016%20Rules%20and%20Guidelines.pdf

We would appreciate any feedback you have regarding the contest.

The registration deadline is February 10, 2016, with an extended deadline ending on February 24, 2016. To register for this year’s contest online, students should go to: www.hydrogencontest.org/register.asp.

Questions? Email contest coordinator Vera Medici at vmedici@ttcorp.com.

REU Program at Johns Hopkins University

Please see the announcement below regarding the 2016 Computational Sensing and Medical Robotics Research Experience for Undergraduates Program at The Johns Hopkins University in the Laboratory for Computational Sensing and Robotics (LCSR). The REU program is an intensive ten-week program of laboratory research and instruction. In the program, each REU student receives hands-on laboratory research experience under the guidance from faculty and graduate student mentors. The students may also receive classes on ethics in research and technical communication. The students will have the opportunity to tour a local government laboratory and a private company. The students will be provided housing and a stipend of $5000 for the 10-week period will be paid.

The deadline to apply is March 1, 2016. Please access the following link to learn more details on how to apply: - http://lcsr.jhu.edu/REU

Questions? Email Anita Sampath at asampath@jhu.edu

Website: http://lcsr.jhu.edu/REU

Career Center credit courses

General Studies 297H

Title: Career Exploration & Planning

Schedule: Wednesday, 1:30-3:20

Instructor: Tina Adelstein (Career Counselor)

Credits: 2

SLN: 14600

This course assists freshmen and sophomore students (1^st and 2^nd year students between 0-89 credits) with the process of exploring + designing their academic paths and internship/career options. Students use reflective practices, active learning, and group projects to explore: design thinking and prototyping, Dependable Strengths, storytelling, and more.

This course exposes students to co/extra-curricular campus opportunities and tackles the issue of “what can I do with a major in…” Students apply their knowledge to make informed choices about possible courses of study, internships, jobs, volunteer/community service activities, and careers. No pre-requisites required.

Learning objectives:

1.      Build self-awareness and appreciation for one’s strengths, skills, values, and interests and apply this self-knowledge when making decisions and exploring academic and career options

2.      Explore various academic/career pathways and acquire methods to research them

3.      Hone networking skills

4.      Build, refine, and practice effective application materials and strategies

5.      Clearly position their education and background in the marketplace and develop confidence in choices

For additional details please contact Tina Adelstein (tinaiw@uw.edu).

General Studies 391G

Title: Career Strategy and Job Search   

Tuesday/Thursday, 2:30-3:20; LOW 201

Instructor: Patrick Chidsey (Career Counselor)

Credits: 2

Size of class: up to 50 students

SLN: 14824

This course assists juniors/transfer students/seniors (3^rd & 4^th year students) with self-exploration, investigation of career options and development of career and job search strategy. General Studies 391G (“Career Strategy and Job Search”), is a graded, 2-credit course where students attend two 50-minute classes each week. This course is designed for juniors, transfer students and seniors (3^rd & 4^thyear students) who have earned roughly 90 credits or more. No pre-requisites are required.

Learning objectives:

1.      Grow self-awareness and appreciation for your strengths, skills, values, and interests and learn how to use this important self-knowledge when taking action in job searching and building a career strategy.

2.      Build ability to effectively research career options and learn how to be successful in the competitive job market.

3.      Learn how to create effective resumes, cover letters, strong LinkedIn profiles (and online and in-person networking skills), grow interviewing skills and confidence.

Course topics include:

·         Dependable Strengths, values, interests

·         Career and Option Exploration

·         Researching Employers and Understanding the Job Market

·         Networking and Informational Interviews

·         Short and Long Term Planning

·         How Does your Major(s) and Experiences Relate to your Future?

·         UW Alumni and Employer Panels

·         Resumes, Cover Letter, Interviewing              

·         Social Media, LinkedIn and Online Presence/Digital Footprint

For additional details please contact Patrick Chidsey (chidsey@uw.edu).