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The greatest learning happens when you push yourself to the edge of what you are capable of doing.

On that edge, you will experience setback, struggle, and failures—all of which provide an opportunity for growth. Learn how to take risks, face challenges in and out of the classroom, and ultimately—fail forward.

Recent Event Spotlight

Fail Forward Spring 2017

April 26, 2017 @ wǝɫǝbʔaltxʷ – Intellectual House

For bios on our panelists, check out the Fail Forward panelist section below. 

What we do—Fail Forward!

The UW Resilience Lab represents cross campus collaborations between students, faculty and staff who want to develop resilience in ourselves and our community.

We embrace failure as a necessary step in learning, but we also acknowledge the emotional impact failure has on all of us. Learning how to engage with the hurt and fear that can accompany failure is a fundamental piece of developing and growing into compassionate global citizens who are ready and able to step into the challenges that lie within and beyond the University. The Resilience Lab encourages you to see failure not as something to be avoided at all costs, rather as a necessary step toward growing and learning in your life.

—UW Resilience Lab Team

The Resilience Lab promotes resilience development while normalizing failure and acknowledging the wide range of hardships our community members have faced and continue to face. As a laboratory space, we are willing to try new and creative methods for rethinking the UW experience in and out of the classroom.

Experiments

The Resilience Lab's efforts

Failure is a stepping stone. Every day is a lesson. 

—Lesle Gallimore, UW Women's Soccer Coach

Since spring of 2015 the UW Resilience Lab has been infusing messages of resilience into existing programs on campus as well as launching new programs. Here is more information on several of our initiatives and activities.

Fail Forward Panelists

UW faculty members share their experiences with failure and resilience.

Ben Danielson

Ben Danielson

Christina Fong

Christina Fong

Scott Freeman

Scott Freeman

Denzil J. Suite

Denzil J. Suite

Failure Wall

I took 2nd year Japanese and failed the series. Then I got put on academic probation—now I try and help students in a similar situation to get back on track!

Never went back for my M.A.

Got several “No”s in job application

Not so epic but memorable…I flunked a typing class…

I failed 1st year Arabic. Definitely very humbling, and I had to re-think my career goal to work in the Foreign Service.

I failed math 125 2 times and barely passed with a 2.3 on my last try.

Having a research interview and the professor claiming that I wasn’t passionate about something that I was.

Math 126. Yikes.

Failed the GRE the 1st time – 390 on the math – yikes!

Dropped out (went back 13 years later)

Skipped finals to go to Brazil with my then-boyfriend. Put on academic probation.

I failed an entire semester (except for Theater) & almost failed again my 2nd time taking the same classes.

CSE

Got a C+ in Calc. That pretty much ended my math career.

Hated a professor so much I stopped going to the class and ended up with a D…do not do this…

Failed my dental hygiene board (written—8 hours) the first time. Failed my board for WA State the first time. Been an RDH for 37 years.

Failed twice a class in Biology. Bounced back and had a great time and learning while drawing their body structures. :)

I let myself drop out of UW in 2004 BUT I’m back Baby! C/O 2018

I failed to earn adequate GRE scores to get into PhD programs 4 times…I defend my general exams orally in 1 month!

Transferring to UW w/ a 4.0 & from being 110% involved in my school and community to landing 1.0’s in my classes, not getting involved & being denied opportunities (jobs, internships, programs, clubs, volunteer positions)

I failed the gen. chem series and had to retake 162. It forced me to reconsider a hard science major…

I was premed & failed my 1st Bio class—had to rethink my major.

Spent 2 years working on my own in CompLing (= can’t publish!)

I was pulling an all nighter for a midterm that I realized was the day before… :l

Letting my poor marks in constitutional law alter my law school intentions.

I’ve tried to take math 124 twice now, I dropped out last quarter before the first midterm because I knew I would fail, this quarter I took the midterm and still got a 20/40, 50% :/

Getting into wait list of UW Seattle and continuing my education at UW Bothell

I had grants rejected from NIH 6 times in a row (different grants) before getting $!

Didn’t dress up for an interview and the interviewers were nicely dressed

I was rejected from 12 internships sophomore year

Opening day of the restaurant that I worked at I spilled red wine all over my white oxford shirt…

Quit my job 2 days after begging them to hire me.

Dropping out of school (But just a gap yr.) :)

Two of my first academic papers have been rejected from major journals with comments basically saying “yeah, I don’t know why anyone would be interested in what you’re doing”

Was an hour late to my final…THREE times…

Submitted a cover letter addressed to the wrong employer—whoops!

I forgot I had a shift

I studied something I didn’t like. My parents did!

I came into work the day I called in “sick” the morning of the same day… :l

A job offer I really was excited about was rescinded when I tried to negotiate the start date. Bizarre.

It took me 4 tries to get into UW.

Didn’t tell my boss about a serious incident and they found out on their own, I was in trouble

Fired! Twice!

Was nominated by UW for fall grad school fellowship went through multiple finals (interviews, rounds, ect.) lost in the last/final round.

I applied to medical school and was not accepted. It took me two years to get in. Don’t give up. Rejected by 20+ accepted by 1.

Failed ESS 106 in Autumn Quarter 2014 (first quarter at UW)

An F on my first paper in higher school!

First quarter GPA: 1.8. GPA now: 3.4

Undergrad: Scheduling 9 hours of final exams on the 1st day of finals week (I passed – barely!) Graduate: Nervous breakdown 1 year into my MS: had to take a semester off. I went back and finished, though! You can too!

Pulling an all-nighter before two final exams

Making a class pass/fail but doing well and regretting taking the easy way out

I was 20 minutes late to my very first college final exam. I mixed up the date, and the only reason I made it at all was because my friend texted to ask where I was!

Received a NS in CSE 142 in Autumn Quarter 2015 (fourth quarter at UW).

Majoring in HCDE!

Starting off with pre-health just because that’s what all my friends were doing

Failing an Accounting 219 quiz, asking for help and then crying in front of my professor!

Not getting into my dream major But! I love my new majors

Retook CSE 142 and Math 300. Twice.

Failed to identify a goal in my academic career

Took CSE 142 & 143….. Twice. I got a 1.2 in a class freshman year.

Thinking symbolic and propositional logic was a good substitute for a math course.

Went on vacation knowing I’d return 45 minutes late to a final…Not an A…but also not an F.

I studied until 4 in the morning for an Econ test but when I got to class, I realized I couldn’t remember any of the formulas

As I checked my final grades during my last semester just days before graduation, I realized that I had registered for a class and forgot to go to all of them.

Failing math quizzes and midterms 3 times (or more) and STILL a math major

Thinking I did great in a class. Looked back at my grades a year later and saw a 2.4...still got in my major though!

Being an Arts/Science major

Started down the EE path for two years – then realized I wanted to code (I loved it). Got rejected from both CSE and Informatics my Junior year and had to get a pre-major extension as a Junior. Not Fun. However, worked harder than I ever had academically and am now an Informatics major as a Senior. It’s never too late to succeed!

Didn’t happen to me, but one of my friends slept off before the exam and continued sleeping. He evidentially reached the exam hall when the exam was over. Luckily, it was a gen ed exam due to which he was allowed to give it.

Not drinking for Snoop Dog and then getting a 30% on my orgo exam

Falling asleep at least once in every class I’ve taken.

Failed a class my 1st quarter @ UW! Now, as a Senior: Dean’s Listin’ it for the past 2 years!

I thought I was very good at basic electrical course because all my friends learned it. I took the final lightly and I scored only 48% but all my friends who practiced hard got 60%+ scores.

I did nto address my mental health problems until it was too late (2nd time’s the charm!)

Trying to cram all night for a test that never happened because I wrote the wrong date in my planner.

Failing community college class just to fail the class again @ UW

Getting 2/100 on a math final choosing STEM

Almost failing a “GPA Booster” class. Got to love that 1.1 grade baby!!

Dropping CSE 143 4 weeks in…or right after the midterm

Retook Math 126 – CSE Major now

Had to go to extra quarter summer school because I forgot to take general ed. Worst 20 credit summer ever!

I got 2.5 for CSE 142

Please, I got a 0.8 in Math 327

In college, I waited till the last minute to do a paper and fell asleep and missed the deadline of submitting.

Dropped a class 7 weeks into the quarter

I refused to rewrite a term paper as a matter of principle (the professor had “forgotten” to tell me to use ‘metric tons’ instead of ‘tons’. He flunked me

Scored in the 15 percentile on my GRE in writing

Half asleep, taking notes...Write weird things, thought that was real, write it on the exam

I signed up for a full-term summer course, but thought it was only half-term, so I didn’t go to the first 5 weeks of class

I got rejected from the university of my dreams, I was crushed. So I went elsewhere. A year later I applied as a transfer student and got into a far better university (higher ranked and better match for me). I transferred there and LOVED it!

40% on an Honors O. Chem midterm. Changed my study habits after that and set the curve on the next midterm.

Got a 34% on my first test in college and thought I didn’t deserve to be here. Inspired myself to greatly improve on the next 2 though.

Bio 180: Prof, “(My name), do you know the answer?” Me, “Uhhhhhhhhhh I donno. Class of 200+ lol

D’s get Degrees!!

Taking CSE 143 3 times. Finally passed, whoo!

Zoning out in lecture from day 1

Studying all the night for an exam and didn’t wake up on time to sit in the exam

Getting 0/10 on a quiz in the econ 200 – eventually failed out!

I did really bad in chem 238

I dropped a class just a few weeks before the end of the quarter because I thought the professor’s requirements for the final paper were too demanding. Really, I just didn’t want to work that hard to examine my beliefs and reason through them.

Skipping 75% of my lectures.

I flunked out twice from San Jose State but am now a practicing c.r.l. engineer.

I didn’t finish my dissertation

Only applying to one school.

I spent many hours putting the final edits and citing my masters thesis, saved it only on a disk, putting it my coat pocket and someone stole my car with my coat in it.

In an honors math class, I had a final, with a score of 24%. Ironically, it boosted my GPA.

8%/100 on first physics test

Scored 13% on CSE 142 Midterm. Scored 4% on CSE 142 Final.

Taking Math 124 and 125 twice.

Retaking a class.

Took a GPA booster class and got a 2.8...

I took Chem 152 and 2 weeks in gave up and failed. Now I’m worried about my major.

I got a “D” in drawing in my freshman year!

I failed an introductory class during my freshman year. I will be graduating with honors this spring!

Too many failures to pick one.

I said I liked watching kids

I refused to authorize/approve a King County real estate acquisition and had to go see King County Executive Ron Sims, who told me to submit my resignation.

The one time I got drunk on the 4th de Julio and called out.

I made someone’s coffee iced instead of hot…

During an internship I said something negative about a director and she overheard me. When I later interviewed for the position she was on the hiring committee...and did not choose me.

I knocked a glass of red wine on a donor during a fundraising dinner.

Phone interviewer called while I was pooping. Didn’t get the job.

I told an interviewer that I really wanted his job.

Referring to my interviewer as sir the entire time only to find out after that he was a woman

I called my interviewer “Matt” instead of Mike throughout the whole interview

Slept through all four of my quiz sections for the day…the day my students had an exam and needed their homework back.

I sent three accidental emails to an alumni listserv…. One detailing my grandma’s health, and one noting ‘oh crap! I just sent a listserv email about this….’ To the listserv

I went to an interview with 2 sweaty armpits. Did nto get any follow-up afterward

I was hiring staff and I sent an email to schedule 20 interviews but accidentally emailed 60 people. I had to send an apology email and re-email the correct 20. I still got a ton of responses on the error trying to schedule an interview.

I wore high-heeled purple suede shoes to the class I was teaching and walked out of the shoes while teaching.

I told the interviewer I knew how to code when I don’t even know how to work an iPhone.

I met with a donor after 2 supervisors told me not to

Showed up for an orientation on Wednesday but it was really on Tuesday… Awkward

I had 16 interviews for full time jobs after I graduated and only got one job offer

I was on an Uber conference call for 45 minutes without realizing I was on mute the entire time. No wonder nobody was asking about me…

Went to wrong location for interview.

Got fired.

I went to one interview for a position working for a construction training program wearing a blue, very “dressy” business suit. Almost did not get the job because of it.

As a waitress I once accidentally threw a whole pitcher of water on a customer, then delivered the wrong food to them.

I flipped my boat and made everyone swim horrible rapids…twice in one day!

In my first job, I used social media too much during work hours.

Forgot how important it was to manage up...not enough to be great at doing my job.

Hired a flutist to play to an audience of 500+ before a program. Flutists...no matter their talent...are more exciting in a small venue.

Started a coding interview without a laptop charger

Got less than 50% on the final for Accounting 215 that I'd spent two weeks non-stop studying for---still managed to pass the class though.

Took STAT 311 last quarter. What an epic fail. Barely passed that class and have now changed my major because of it (and the Math 120 series).

I poured my HEART and SOUL into my UW grad school application--I thought I had a chance at a PhD...

My professor pretty much demanded that I drop her graduate class on the 2nd week because my work was "unacceptable." (!!!) I got a 4.0 in that class. Yeah, I don't get it either.

I walked in the Husky grad this summer even tho I didn't actually graduate yet because I've fallen behind!! My family insisted. It was SO awkward. Lots of photos of me at my fake grad. Ugh. Talk about jinxing it.

Allowing myself to become shut out of a school community that I had been a vital contributor to for 34 years by a new male head. The school claimed "inclusion" but he worked to isolate and exclude who he could not dominate. His phrase upon meeting me was " I respect your history with the school." It really translated to "I respect YOU'RE history with the school."

Was ranked top 10 in my high school, 3.8 GPA- then almost failed every class Autumn quarter of freshman year. Life goes on folks, and it's beautiful!!

Just as I started to think math was "my thing" I got a 2.8 in Math 126... I don't want to give up, but I'm not so confident anymore.

Have taken SAT for 5 times, still not able to earn a satisfied reading score, ended up with 630. I am not able to make the right right choices of answers even though I understand the meaning of texts in the readings. This makes me question my ability a lot during my senior year at high school. Now I am a freshman here and get 4.0s in all my classes. I enjoy the calculus classes and regain my confidence. You can find your own success in any academic area. Do not let the failure in one area defeat you.

Events

What's happening

Main Calendar View

Fail Forward Buzz

Resilience in the world

Take a look at what's going on in the realm of resilience here at the UW, across the state, in the nation, and worldwide.

Deep Dive

The science of resilience

You are only able to get better if you can be vulnerable. If you cannot accept criticism, you cannot improve. 

—Lorenzo Romar, UW Men's Basketball Coach

Discussions of resilience, grit, and Mindset are frequent in the media and in deeper discussions about how people live and learn. As members of the Resilience Lab have gathered and learned from each other and our community, we have developed a more nuanced understanding of resilience in higher education. Here we invite you to explore some of the resources that have helped to shape our work. 

What is resilience?

Rather than an innate characteristic, resilience is:

We can all learn to exhibit more resilience through having a sense of purpose, cultivating positive emotions, and developing healthy connections. 

Quick tips on developing resilience

No matter where you come from or who you are becoming, you can develop your resilience

While some students enter relatively "failure deprived," as our friends at the Stanford Resilience Project put it, others enter college having battled through many hardships and failures along the way. For some students, taking academic risks seems like a privilege that they have not been afforded. We acknowledge the differences in life experiences we all bring to the UW and we feel that our collective diversity of experience is a strength at our institution. 

  • Resilience and Thriving: Issues, Models, and Linkages (Charles S. Carver (1998))
  • Conceptual Frameworks and Research Models on Resilience in Leadership (Janet Ledesma (2014))
  • Lifestyle and Mental Health (Roger Walsh (2011))
  • Recommended Reading

    Mindset: The New Psychology of Success

    Dweck explains why it’s not just our abilities and talent that bring us success—but whether we approach them with a fixed or growth mindset. She makes clear why praising intelligence and ability doesn’t foster self-esteem and lead to accomplishment, but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to raise their grades, as well as reach our own goals—personal and professional. Dweck reveals what all great parents, teachers, CEOs, and athletes already know: how a simple idea about the brain can create a love of learning and a resilience that is the basis of great accomplishment in every area.

    Rising Strong

    Social scientist Brené Brown has ignited a global conversation on courage, vulnerability, shame, and worthiness. Her pioneering work uncovered a profound truth: Vulnerability—the willingness to show up and be seen with no guarantee of outcome—is the only path to more love, belonging, creativity, and joy. But living a brave life is not always easy: We are, inevitably, going to stumble and fall.

    Brainstorm: The Power and Purpose of the Teenage Brain

    Drawing on important new research in the field of interpersonal neurobiology, Siegel explores exciting ways in which understanding how the brain functions can improve the lives of adolescents, making their relationships more fulfilling and less lonely and distressing on both sides of the generational divide.

    Collaborations

    Resilience in action at the University of Washington

    Talking about [failure] is a little bit freeing. 

    —Lesle Gallimore, UW Women's Soccer Coach

    Resilience issues—like hardship, setbacks and failures—affect all of us. We work to embed our stories of success with the honesty of the struggles we have faced along the way. We envision a UW where we take care of one another and support each other as we teach, learn and grow. The Resilience Lab challenges you to get out of your comfort zone and to take risks in the supportive environment of the University of Washington campus.

    Our collaborators are interested in improving the experiences of our community members and students through sharing our whole stories—in addition to the clean, curated versions we share on resumes and post on social media. We work with our collaborators as University departments or organizations, or as working groups consisting of people from many different places in the University, gathered around important challenges and focus areas. Amazing work with resilience is taking place all across our campus. 

    Organizations

    Athletics

    Program Leads
  • Pam Robenolt, Department of Intercollegiate Athletics
  • Website

    Business School Programs

    Program Leads
  • Bruce Avolio, Foster School of Business
  • Christina Fong, Foster School of Business
  • Co-Leads
  • Colette Vogel, Foster School of Business
  • Tiffany Lynn Lunk, Center for Leadership & Strategic Thinking
  • Resilience is one of four components that make up what we have called one's Psychological Capital (Psycap). Over the last 15 years, we have been examining how levels of Psycap relate to motivation and performance in cultures and countries around the globe at all levels from students to CEOs. What we have found it that Psycap, a state-based construct, which can be developed more easily than say traits, can add significantly to individual, team and organizational performance. 

    It is important to incorporate discussions of resilience into teaching leadership because many of our students assume that leadership is equal to success; some believe that a leaders are people who never fail and don’t allow failure in those around them.  After thought and discussion, they come to realize that failure, and how one responds to failure, is a key attribute to leadership.  At its most powerful, it can shift a student from thinking  “I’ll never be a leader because I might fail or have failed” to embracing  their leadership identity because we’ve changed the way they think about failure and given them the skills to see failure as a leadership development opportunity.

    Website

    Career Center

    Program Leads
  • Alison Jones, Career Center
  • Co-Leads
  • Cassady Glass Hastings, College of Education
  • Resilience is such an important aspect of exploring and creating a career path. Students may fail an interview, they may lose their direction, and they may need to step outside their comfort zone in order to succeed. Resilience says it’s okay to feel that discomfort and vulnerability, because it means you are trying.

    Center for Experiential Learning and Diversity

    Program Leads
  • Christine Stickler, Center for Experiential Learning and Diversity (Pipeline Project)
  • Working with the Mindful Project, the Pipeline Project is currently offering the following seminar for UW undergraduates.  Each of the participating students has been placed in a Seattle Schools elementary classroom as an academic mentor. By Weeks 7 – 8 of the quarter, UW students will begin to introduce beginning mindful exercises to encourage the elementary students to use these exercises in times when they help them slow down and relax.

    Website

    Center for Teaching and Learning

    Program Leads
  • Christine Sugatan, Center for Teaching and Learning
  • Calla Chancellor, Center for Teaching and Learning
  • The Center for Teaching and Learning promotes student learning by supporting and strengthening the UW teaching community. Our work with departments, faculty members & T.A.s support an evidence-based culture of innovation, collaboration, and peer instruction.

    Website

    College of Engineering Programs

    Program Leads
  • Sonya Cunningham, Dean's Office Student Academic Services
  • First Year Programs

    Program Leads
  • Julie Larsen, First Year Programs
  • First Year Programs (FYP) supports resiliency in students by providing support with the transition to UW for all new students. Through intentional and inclusive programs such as Orientation, Dawg Daze, and First Year Interest groups, we promote students connecting with campus resources, finding a community on campus, and becoming aware of resources available to support their Husky Experience.

    Website

    Graduate Programs

    Program Leads
  • Marty Howell, College of Education
  • Co-Leads
  • Polo DeCano, Center for Leadership in Athletics
  • Housing & Food Services

    Program Leads
  • Chris Jaehne, Housing & Food Services
  • Michelle Primley Benton, Housing & Food Services
  • Residence Halls and On-Campus Apartments bring together all elements of the student experience – it is where students study, unwind, build relationships, engage in conversations, and further develop independent life skills. Resilience is a critical component of successfully navigating the university experience. We aim to provide residents opportunities to step outside of their comfort zones, explore personal responsibility, and engage with a variety of viewpoints and experiences in a supportive environment.

    Projects include weaving in concepts of resilience practice and skill-building more explicitly into Resident Adviser classes and training; seeking opportunities to share with parents our goals for resilience, particularly around roommate dynamics, student conduct, and RA interactions with residents; increasing opportunities for life-skills programming appropriate to different student experiences (from laundry to taxes; course registration to healthcare).

    Website

    Husky Help & Hope

    Program Leads
  • Lauren Davis, School of Social Work
  • Husky Leadership Initiative

    Program Leads
  • Fran Lo, Center for Experiential Learning and Diversity
  • Co-Leads
  • Julie Larsen, First Year Programs
  • Christina Fong, Foster School of Business
  • International & English Language Programs

    Program Leads
  • Melissa Woldeit, International & English Language Programs
  • Co-Leads
  • Elisabeth Mitchell
  • Resilience and the willingness to make mistakes and learn from those mistakes is a best practice of language learning and navigating life in a different culture. While studying at the UW, students of International & English Language Programs (IELP) have endless opportunities to try new things and strengthen their resilience. If not actually making mistakes, they may often be anxious about making linguistic or cultural errors on a daily basis. IELP encourages students to go beyond their comfort zone and to embrace every day mistakes, both in and outside of the classroom, as opportunities for learning and growth. It is through trying, making mistakes, and moving forward that many of our students develop greater English language fluency and cross-cultural competence, and thereby advance toward their personal, academic, and professional goals.

     

    Office of Minority Affairs & Diversity

    Program Leads
  • Kristian Wiles, Office of Minority Affairs & Diversity
  • Robin Neal, Office of Minority Affairs & Diversity
  • Gabe Gallardo, Office of Minority Affairs & Diversity
  • Samuel E. Kelly Ethnic Cultural Center

    Program Leads
  • Marisa Herrera, Office of Minority Affairs & Diversity
  • The UW Counseling Center

    Program Leads
  • Ellen Taylor, Counseling Center
  • Website

    UW Mindfulness

    Program Leads
  • Alysha Greig, The Whole U
  • Co-Leads
  • Fran Lo, Center for Experiential Learning and Diversity
  • Anne Browning, Academic Support Programs
  • The UW Mindfulness Project’s mission is to build holistic wellness, self-inquiry, compassion, and grounded leadership within the UW community. Our classes and programs encourage students to ask tough questions, to look at themselves honestly and lovingly, and to embrace themselves entirely for both their successes and failures.

    Website

    Veterans

    Program Leads
  • Tim McCoy, Undergraduate Advising
  • For student veterans, and, indeed, many students, resilience is critical to successfully negotiating the academic environment. Often, students find classes here demanding and must work hard to balance the various aspects of their lives. The UW has many competitive majors, and very accomplished students are denied admission on a regular basis. Students who are able to avoid taking these rejections personally, and trying again, taking a different direction, etc. are more likely to find success and fulfilment in college and beyond. Students veterans tend to be quite resilient, but sometimes take a while to develop resilience in higher education. I speak with students often about resilience, sometimes directly, sometimes without using the term, but always about challenging themselves, dealing head-on with setbacks, struggles and failure, and looking at these events as opportunities for growth.

    Website

    Working Groups

    Classroom Interventions

    Program Leads
  • Scott Freeman, Department of Biology
  • Cassady Glass Hastings, College of Education
  • Co-Leads
  • Jaclyn Newman, College of Education
  • Ahnya Redman, Academic Support Programs
  • Cynthia Stanich, School of Interdisciplinary Arts and Sciences
  • In introductory biology, we teach students with a history of extraordinarily high achievement, who perceive the courses as high-stakes, and who are unfamiliar with the cognitive and time-management demands involved. We've found that in addition to supporting cognitive skill development in analysis and synthesis, we need to support maturation of emotional and psychological resources.

    International Students

    Program Leads
  • Ryan Burt, Academic Support Programs
  • Michelle Primley Benton, Housing and Food Services
  • Melissa Woldeit, International & English Language Programs
  • International students bring rich experiences to the University of Washington. They also experience unique challenges in their transition to higher education in the U.S. We are interested in resilience work as a resource to enhance support to help international students navigate such challenges. 

    Resilience Curriculum Development

    Program Leads
  • Polo DeCano, Center for Leadership in Athletics
  • Jennifer Hoffman, Center for Leadership in Athletics
  • Co-Leads
  • Jaclyn Newman, College of Education
  • Pam Robenholt, Department of Intercollegiate Athletics
  • Contact Us

    Anne Browning, Ph.D.
    Special Assistant to the Dean
    Undergraduate Academic Affairs
    Gerberding 165 F (Box 352805)
    206.543.8601
    anneb7@uw.edu