uw honors essay

College essay resources

How to rock the updated uw honors program application 2022-23, school supplements.

Bex Ehrmann

The UW Honors Program prompts are just a little bit different this year. But don't panic! All they've done is adjust the wording for the second prompt. You'll still need to write two short essays that showcase your interest in the program, and your intellectual curiosity. In this guide, we’ll show you how to get started on your 2010-21 UW Honors Program application!

Let’s start by reading the prompts closely:

• What is your understanding of the UW Interdisciplinary Honors Program and why do you want to be a part of it? (300 words)
• Consider two very different subjects you have previously studied; tell us how you imagine bringing those together at UW to engage with a pressing societal concern. This could be a local, national, or global concern.  (300 words)

The first prompt offers you the perfect opportunity to articulate what you’re looking for in college. The second prompt gives you a chance not only to describe two of your intellectual interests but also to explain how your interests are connected to your values.

Note:  Last year's version of the prompt specified a "pressing global concern." Otherwise, the 2020-21 prompt is identical! This means you have more flexibility this year to deal with a smaller issue that might be closer to home— a great chance to bring up something truly unique that will show readers why UW Honors is right for you!

Step One: Reflect

Freewriting can be a great way to generate some initial ideas! Before you begin your UW Honors Program application, spend some time reflecting on your education to date and your goals for the future. We’ve provided some questions below to get you started.

• Prompt #1 asks you to reflect on your educational goals. What has been your most rewarding learning experience so far? Why was this experience fulfilling? How will an interdisciplinary education benefit you in your chosen field? Can you think of an academic experience that connected you with a larger community? How did this experience enrich you?
• Prompt #2 asks you to connect your intellectual interests to your values. What big questions keep you up at night? What knowledge do you hunger for? How do you see yourself putting your knowledge into action? What impact do you hope to have on the world or your community?

Step Two: Research

Next, do a deep dive into the resources offered within UW Interdisciplinary Honors. Learn everything you can about the honors community, honors classes, and the experiential learning opportunities. For each of your personal interests, goals, or values, identify 2-3 resources that are unique to UW Interdisciplinary Honors.

Step Three: Core Message

Finally, you’ll develop a core message for each essay that articulates how an honors education will contribute to your personal growth.

Here are some UW Honors essay examples:

• Prompt #1: “Works of literature don’t exist in a vacuum — they reflect the wider sociopolitical context in which they were created. As a future English major, I am seeking an interdisciplinary education in order to learn how to think beyond the page.”
• Prompt #2: “Many people would be surprised to find that an aspiring scientist is also a theatre fanatic, but I believe that my ability to emotionally engage audiences is as crucial to my future career as my ability to process data. Unless we can convince humanity to take the global warming crisis seriously, my generation won’t live to see old age.”

After you’ve crafted clear and thoughtful guiding messages for your essays, the rest of your UW Honors program application will be a piece of cake! 

Related Articles

How to Write Your Waitlist Essay

Cassandra Cloutier

Your Waitlist Essay (aka, Letter of Continued Interest) serve two primary purposes: (1) share new (or additional) information that will make you a more compelling candidate and (2) confirm your level of interest in the school.

The Simple “Why Us” Essay Strategy that Works

Brad Schiller

A successful Why Us essay indicates you’ll likely enroll if admitted and shows why you’re a good fit. Focus on how your academic interests match what the college offers.

How to Write Every Ross School of Business Essay for the University of Michigan

This guide will help you develop compelling topics for both Ross School of Business essay prompts.

• Become a Writing Coach
• Writing Center
• Terms of Service and Privacy Policy
• Sign Up for an Essay Coaching Package
• College Essay Feedback for High Schools
• Prompt for IECs

My UW essays

Here are all the essays I wrote for admission to the University of Washington. The UW application actually did not allow unicode characters like smart quotes and em-dashes, nor did it accept italics, so the essays as displayed here are in their intended form, not as they were submitted. Note that I don’t necessarily agree with all of what’s said below anymore (hence the belief tag).

Thanks to KL for the extensive feedback I received while writing these essays. I also received minor feedback from others.

General admission essays

Personal statement.

Prompt B. Tell us a story from your life, describing an experience that either demonstrates your character or helped to shape it.

Having lived both in the United States and Japan, I have suffered the common problem of balancing one’s identity: whether to stay essentially in one land and occasionally poke one’s head out to say hello to the other; whether to play the eclectic magician and pull from both roots the cure to the disease of nationalism; whether to proclaim one’s allegiance to humanity and humanity alone, thus avoiding the question altogether. It would be wholly dishonest to say I have dealt with the problem well; but in my personal experience I have seen transformations of my thought, whose culmination isn’t so trite as “I have gained useful experiences from both cultures”!

But allow me to declare that I will approach this topic from the more fragile, Japanese side. My childhood, from years three to ten, was spent in Japan. Strangely, though I lived in Tōkyō—the center of action—my mind recalls almost a pastoral perfection from this period. This does not imply any geographic quality, but rather that life, because of my innocence, seemed detached: the summertime fireworks, with the delicious smoke, were severed from the piling of dark leaves and playing with sticks, and both of these were separate from the long walk along the river with friends, chasing after a milk bottle cap.

Fly forward five years from my last year in Japan, and we are three years behind the present: there is a change; I live in Bothell; the mind is forming an opinion. During a summer visit to Tōkyō, I saw the sultry streets of my old home clearer than in any previous year, with all its ugly connectedness obvious: the odor of cigarettes and urine painted on every surface; people lined up to feed the machines of pleasure with their overtime pay; everyone buying a train ticket to go nowhere and do nothing, only to find a nervous comfort in their own nests again. This impression, almost oddly artistic by now, so thoroughly shattered the idyllic vision of my childhood city that despite the urgings of my family, I did not return to Japan the following year.

Though I would not discover the works of the author Ōe Kenzaburō until much later, I can see now that I was in the process of being uprooted by what Ōe calls the Ambiguous: a dissonance engendered by two contradictory impressions. This particular incarnation of the Ambiguous occupied me for two years, and for these years my only contacts with Japan were conversations with my Japanese mother, and the Japanese school that I attended on Saturdays, which was steadily becoming for me an annoyance. But (if the continued anachronism is to be pardoned) Ōe had spent his life in Japan, so for him the Ambiguous was unavoidable; for me, the situation was quite different: having spent half of my life in the US by this time, I saw myself a refugee, a vehement critic of that derelict nation, who through reason alone had justified the superiority of the country with the global language.

But a slower change came in the autumn of last year: I began to renew my interest in Japan. It is difficult for me to ascertain exactly what caused this change, but two possibilities seem the most likely. First, my increasing frustration with one of my passions, mathematics, convinced me to find an alternative topic of research, so that I could shift back and forth. Second, my interest in literature as an art led me to an obvious starting point: works written in Japanese. But by now the obstacle is obvious: my ability to use the language had thinly escaped destruction. Thus began my intense study of Japan. And here I am, one year later: I am still reading Ōe; I have returned to Japan; I am unsure what the solution is, but endurance—what Ōe calls nintai —is my tentative answer.

Word count: 648/650.

Short Response

Prompt 1. The University of Washington seeks to create a community of students richly diverse in cultural backgrounds, experiences, and viewpoints. How would you contribute to this community?

The word “contribute” invokes in me a discomfort. On the surface, I see zealous students eager to spread their message, and demanding adults prodding them. And below, there is universal indifference, a kind of despair. But I cannot hold inside of me such ostentatious deceit—at least, not for long. For if I value one thing, it is small honesty.

I like to see myself as a stone, sunk at the bottom of a deep and sedulous river. I am breathless, and yet I ever so slightly hold back the current. This current—call it “intolerance” or “apathy”—swims in each of us, and, if we are unlucky, overtakes us. It cannot but seek the lowest elevation. On this riverbed, I am, by any definition, insignificant: I am just a small salience stuck in the mud. But I shall stand resolutely, open to any lifeless provocation; and given time, some others may join, forming a diminutive dam of detritus. No doubt some will become dislodged, and no doubt of those that are left, each of us is unimportant individually. But there is a chance, perhaps, that a fisherman on the bank will notice the current slowing; if not, all is well: the debris can feel it slowing.

Can one observe this river in reality? To be sure, the river exists, but its current is more chaotic; it is harder, then, to spot a pronounced thread. But one context in which I daily encounter it is what may be termed “educational desperation”. Being at times slightly better at navigating class material, I am sometimes asked questions. It may be a quick clarification for a passage in a novel, or an explanation of some concept in chemistry, or tips in computing a tricky integral. The current of questions is strong, and although I want to help, I know that answering these questions will have no effect on the current. To fight the current, one must strive for true understanding, not just a number. Curiosity is a requirement.

At times also I read a Japanese book at school. Then, occasionally, someone will ask me questions: “What language is this?” “So are you reading Sartre in Japanese?” “And which way do the words go?” Most of the time, the conversation will end quickly, and the inquirer will leave with nothing more than the added knowledge that some languages are written in different directions. But even this I find superior to helping with schoolwork, for I respond to a specific curiosity. These questions, moreover, can turn into more: it can propel someone into a promising study of Japanese writing or culture; this is the “true way”, in Kafka’s sense.

By being a stubborn stone in the river, that is, by quietly assisting those wanting to discover and understand, I believe I accomplish something important. In this sense, “contribute” becomes genuine, and becomes something I want to do in high school, university, and beyond.

Words: 488/500.

Honors essays

Interdisciplinarity essay.

Honors 1. Why do you want to incorporate our interdisciplinary liberal arts curriculum into your undergraduate experience? What contributions will you make to our community?

Bertrand Russell wrote in the prologue to his Autobiography of three passions that guided his life: love, intellectual curiosity, and pity for the suffering. In educating oneself, although all three of these passions are important, one’s focus does become more intellectual. What is essential, then, is to allow oneself the freedom of moving between passions while also focusing on specific goals.

Even within intellectual pursuits there are perceived categorizations that can severely limit self-actualization. One such categorization is between the humanities and the sciences. I have always focused my studies on one or the other: when engrossed in the abstract beauty of set theory, I am less aware of literature; when I am engaged in studying James Joyce’s works, I do less mathematical proofs. A certain shift in focus is healthy, but a total severance is catastrophic, for being too narrow renders the mind provincial.

The other harmful categorization I see is between absorption and creation. Intellectual curiosity can mean seeking useful information; however, research is only half of the experience. It is important also to use one’s creativity, to apply one’s learning to bring about something new. Creativity is not simply completing assigned work: it means reading a mathematical proof and trying to attain a more general result; it means reading Joyce and trying to emulate his interior monologues.

Although creativity need not be public, I believe by projecting my work outward I can most contribute. Authors like Ōe Kenzaburō masterfully quote other writers in their works, spreading important insights. But sharing need not be as elaborate; it can be simple, like the illumination of a line of verse, or an obvious yet ingenious trick in proving a theorem. Learning, I believe, is the constant exchange of useful information: one cannot do it alone, for knowledge must be shared.

“Lost its meaning” essay

Honors 2. Identify a word or phrase in common use that you believe has, “lost its meaning.” Explain what you think accounts for the loss of meaning and what might be done to restore appropriate meaning to the word or phrase you have identified.

No word in the English language has more exponentially deteriorated than the word “math”. The word generates an infinite conflict, for its whole geometry is false, and this can be proven algebraically. There are a few factors, but first we must ask “What do we now mean by ‘math’?” The conventional meaning is easy, for we all do “math”: we sit in a “math” class, listen to the teacher talk, scribble with a pen (hello Vi Hart!), “peruse” the “math” book. Now examine the inverse: who are the “mathematicians”? Do they go around reciting the digits of e or solving for the roots of a cubic function? Certainly not: that would be irrational.

The problem is that most people haven’t a clue what “math” really is. People think “math” is what they learn at school. But what they learn at school is … “computation”, which is what computers do (not humans). Real math isn’t a formula; it is an exploration. It is art in its highest form. Real math requires inquiry: how does a computer handle ones and zeroes? How can one deduce an optimal diet? Why does multiplication work in the first place? And so on: all questions that inspire curiosity.

What is in our power to solve this grave matter? To be perfectly honest, there is only an infinitesimal chance that we can contribute. But here is something that almost surely anyone can do: before spitting out, “I’m doing math” (with contempt), ask: “Am I really exploring ideas I am curious about?” If the answer is “No”, stop! Say “I’m doing some computations”. But most importantly: explore! Find an incongruity; seek, and sedulously pursue it. Don’t give up. Report to a friend your progress, and repeat ad infinitum !

Words: 290/300.

Extracurriculars

I believe these were limited to 100 words each.

Seattle Japanese School and Studying Japanese. I have attended the Seattle Japanese School since fifth grade. I have consistently earned good grades, and have also participated in school-wide events like the annual Sports Festival. However, as the school alone is inadequate for leaning Japanese, I also read Japanese literature to increase my knowledge. Most recently, I have been reading the works of Ōe Kenzaburō. It has been stunning to see that the literary techniques I had learned for English could be replicated in Japanese. As Ōe often writes about post-WWII Japan, I have also been influenced by his thoughts on psychological confinement and humanism.

Independent study of mathematics. Not being satisfied by mathematics at school, I have been dedicating my time to understanding the reasons why various concepts in mathematics work. To understand why addition and multiplication work consistently, I read and did exercises in Terence Tao’s Analysis I ; to see why numbers could be defined as sets, I began reading Bertrand Russell’s philosophy of mathematics and Paul Halmos’s Naive Set Theory ; to understand why material implication is defined the way it is, I spent two years reading blogs, PDFs, and various books on logic. Through this, I have trained my mind to be methodical but also creative.

Aikido. I have been participating in the Japanese martial art of Aikido. My current rank is 5th Kyu. Training with the people in my Aikido class has increased my strength and awareness, and practicing the moves in the art has allowed me to react to the various attacks. Psychologically, it has also alleviated my phobias of eye- and bodily-contact. Furthermore the experience has enriched my life even outside of the class. When walking around at school, for example, or when I am in very crowded places, I have an increased awareness of my movements.

Tutoring (various). I have tutored people on various occasions. Last year in school, I tutored students studying Japanese. It is difficult to say how much impact I had, but I was able to help them complete their homework. This year in school I have been tutoring (in Spanish) students that recently arrived from Mexico. Since my command of Spanish is weak, the experience has been refreshing as I fumble for the desired expressions. Outside of school, I have volunteered for the Study Zone program at my local library. Through this I have helped the community by making homework a little more bearable.

Trail party at the Soaring Eagle Park. On three separate occasions, I helped out within a trail party at the Soaring Eagle Park in Sammamish. The work consisted of various trail- maintenance tasks, such as digging trenches to carry eventual rain off the trail, clearing the foliage of a fallen tree, and replacing mud puddles with fresh soil. Learning about trail-maintenance and connecting with the other people there was enlightening. Moreover the raw physical exhaustion on all three days was intoxicating. Philosophically, knowing that all of my accomplishments would soon be washed clean by the rain was disconcerting but also oddly pleasing.

• A few people I know have similarly posted their college application essays online, including Brian Tomasik .

The University Honors Program is composed of Interdisciplinary Honors and Departmental Honors. Completion of both results in a degree with College Honors.

Interdisciplinary Honors features an interdisciplinary general education curriculum with a focus on experiential learning and reflection, and independent study. Departmental Honors invites students to enrich disciplinary thinking within their majors through a culture of creativity, student-centered learning, and rigorous attention to complex challenges. This is often done with guidance from a faculty mentor, and by completing upper-level electives, research, or an extended thesis.

The Honors Program provides a learning community and educational opportunities to accepted students pursuing either or both of these distinctions.

To be considered for admission to the Interdisciplinary Honors Program (IHP), students must apply to the Honors Program when they submit their application for undergraduate admission to the University. Selection is based on a holistic review of the UW application and the additional Honors materials. Students also may seek admission to IHP during spring quarter of their freshman year at the University via the second-year admission process.

Interdisciplinary Honors Requirements

• HONORS 100 (1 credit)
• One Honors-prefix social sciences course (HONORS 23x) (SSc; 5 credits). This requirement cannot be completed by courses with multiple Areas of Inquiry designations.
• One Honors-prefix arts and humanities course (HONORS 21x/HONORS 24x) (A&H; 5 credits). This requirement cannot be completed by courses with multiple Areas of Inquiry designations.
• One Honors-prefix natural sciences course (HONORS 22x) (NSc; 5 credits). This requirement cannot be completed by courses with multiple Areas of Inquiry designations.
• One Honors-prefix interdisciplinary course (HONORS 205, HONORS 345, HONORS 38x, HONORS 391, HONORS 392, HONORS 393, HONORS 394) (5 credits)
• Honors Electives: any five additional 4- or 5- credit courses. May be HONORS-prefix or non-HONORS-prefix courses. (A&H, SSc, NSc)
• HONORS 496 (1 credit)
• Courses applying towards Departmental Honors may not be applied toward completion of the Interdisciplinary Honors requirements
• Students may fulfill no more than 15 credits of Interdisciplinary Honors requirements by completing HONORS 499 (independent study), graduate-level courses, or ad hoc projects in non-HONORS courses, including a non-HONORS study abroad program. These credits may only be applied to the Honors Electives requirement; they may not be applied to the HONORS-prefix social sciences, arts and humanities, natural sciences, or interdisciplinary course requirements
• Interdisciplinary Honors courses overlap with the UW Areas of Inquiry requirements
• Minimum cumulative 3.30 GPA in all courses completed through the UW

Experiential Learning

Interdisciplinary Honors students identify two learning activities that are experiential in nature and extend the educational process beyond the classroom. Activities should be in the areas of leadership, research, service, or international engagement.

Interdisciplinary Honors students practice reflection via an online portfolio, an archive of their academic and experiential work. Students contribute to their portfolios throughout their time at UW and in Honors before polishing and presenting their portfolios in HONORS 496.

Departmental Honors Requirements

Students may apply to Departmental Honors in their major(s) after they have been admitted to the major, typically in their junior year. Each department at UW has a unique set of Departmental Honors requirements (see individual department websites for more information). Interested students should contact the department for their major.

Be boundless

Connect with us:.

UW Seattle Interdisciplinary Honors pros & cons?

My son is trying to understand the UW interdisciplinary honors curriculum, and whether it makes sense to write the essays and apply. It would be great to hear from anyone with personal experience with this program.

UW guidance on the web site states, “Generally, students entering the University with less than 45 (AP credits) will still choose to participate in the Interdisciplinary Honors or College Honors tracks. However, if a student has completed the majority of their general education requirements (45-90 credits) Departmental Honors may be the best option for them.”

Is this because of the requirement to take Honors Core courses?

My son plans to apply to engineering. (His first choice major would be ISE, but he is open to most engineering majors, just not interested in CS.) We estimate that he will be eligible for 60+ units from AP credits. In general, he is attracted by “interdisciplinary” programs in which he would study topics outside engineering. However, he would also like to study a language that he wasn’t able to study in HS, which will take up a chunk of his schedule.

He looked at the Honors courses and although they look interesting, it seems the course selection is somewhat limited, with only a few options in each category per quarter.

While I have not attended the UW Honors program, I did write the essays and was accepted. My major was Computer Science.

You are correct on their reasoning for advising against participating in Interdisciplinary Honors for students with a lot of credit coming in: you must take 4 core honors courses, which will help fill Gen Eds, along with several other honors “electives” (which can be honors courses in other departments, for example, the honors physics 14x series). By completing the honors curriculum, a student will usually have finished most of their Gen Eds.

This suggestion is, however, merely a suggestion, and should be treated as such. When I applied to UW last year, I had approx. 105 credits coming in. Many of these were Running Start credits that applied to my major. I found that the honors courses at UW would still be very helpful in fulfilling my Gen Eds, and that they were more interesting than comparable non-honors courses due to the interdisciplinary nature of the honors program. I think your son in engineering will love the honors program if the course topics excite him: not only is it a prestigious program, but the courses are much smaller than comparable Gen Ed-fulfilling courses, allowing more contact with professors.

With regards to your son’s interest in a new language – these courses will most likely not fulfill honors program requirements, but then again they won’t fill Gen Eds for engineering either. He may consider a minor if he is interested.

Finally, Interdisciplinary Honors opens a student up to receiving a host of merit-based scholarships that students ordinarily are not considered for, especially for in-state students.

Hope you find this helpful. Feel free to PM me with any more questions you may have!

Thanks! That’s very helpful. I do think the smaller courses would be a plus and the course topics sound interesting.

We are OOS (CA), so most of the merit based scholarships won’t apply. I don’t know if Honors admission is more difficult from OOS.

(We’ve been asked by a few people why he’s interested in UW when we have strong options here in the UC system, but the only UC that offers the IE major is UCB, and he also likes the way the UW engineering program is structured, as he would like to explore major options in his first year. Plus, he prefers Seattle weather…)

Very interesting - our son is also applying to UW Seattle (astronomy major) from OOS and was also trying to figure out whether to apply to the honors program. I figure may as well apply.

Actually, most merit scholarships are for OOS! Look at the Purple & Gold Scholarships. Honors scholarships are also available OOS.

Honors admissions is pretty much a wildcard – they look very heavily at your essays for both in-state and OOS. Make sure your son’s essays talk about tying together various different disciplines he’s interested in and unifying it under one theme!

I am currently a freshman in the UW Interdisciplinary Honors Program. I would say that the advice relating to credits primarily applies to students seeking to graduate early, as the Interdisciplinary Honors program is structured so that students take an Honors course once a quarter, every quarter, for four years. If your son is planning to graduate early, the course load for the Interdisciplinary Honors Program may not be too much.

Many prospective in-state Honors students have completed Running Start in High School, which usually allows them to graduate HS with an Associate’s Degree (~90 credits).

Departmental Honors programs tend to be a way lower course load, usually having the same amount of required courses as a regular minor.

My recommendation would be to go ahead and apply! The Interdisciplinary Honors program here provides a great sense of community and offers a lot of academic support to students.

There doesn’t seem to be a separate application for the purple and gold scholarship - but it also doesn’t seem to say you will be automatically considered or if you need to fill in the financial aid forms to be considered!

Purple and gold is not part of the honors program. All out-of-state students are considered for it automatically.

POPULAR STATES

Search sat scores, search act scores, search gpa’s, subscribe to our newsletter.

Stay informed with the latest from the CC community, delivered to you, for free.

CONNECT WITH US

© 2023 College Confidential, LLC. All Rights Reserved.

University of Washington

• Cost & scholarships
• Essay prompt

Want to see your chances of admission at University of Washington?

We take every aspect of your personal profile into consideration when calculating your admissions chances.

University of Washington’s 2023-24 Essay Prompts

Personal statement essay.

Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it.

Diversity Short Response

Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the University of Washington.

Additional Info Short Response

Additional information about yourself or your circumstances You are not required to write anything in this section, but feel free to include additional information if something has particular significance to you. For example, you may use this space if: You have experienced personal hardships in obtaining your education Your activities have been limited because of work or family obligations Unusual limitations or opportunities unique to the schools you attended

UW Honors Short Response

We want to understand your desire to learn new things and to push your education outside of the areas of learning that you are most familiar with.

Tell us why this type of learning interests you and which subjects you’re excited to explore in college.

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Share an essay on any topic of your choice. It can be one you‘ve already written, one that responds to a different prompt, or one of your own design.

What will first-time readers think of your college essay?

• Faculty & Staff

Students admitted to the UW now have until June 1 to commit, a result of FAFSA delays. We anticipate that financial aid offers will be sent in late April or early May.

Freshman writing section

At the UW, we consider the college essay as our opportunity to see the person behind the transcripts and the numbers. Some of the best statements are written as personal stories. In general, concise, straightforward writing is best, and good essays are often 300-400 words in length.

Please note that the UW essay questions must be answered within our application. For the Common App, that means within our UW questions. We do not consider the Common App essay.

Essay prompt [required]

Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it.

Maximum length : 650 words

Short response [required]

Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW.

Maximum length : 300 words

Tip :  Keep in mind that the UW strives to create a community of students richly diverse in cultural backgrounds, experiences, values and viewpoints.

Additional information about yourself or your circumstances [optional]

You are not required to write anything in this section, but you may include additional information if something has particular significance to you. For example, you may use this space if:

• You have experienced personal hardships in attaining your education
• Your activities have been limited because of work or family obligations
• You have experienced unusual limitations or opportunities unique to the schools you attended

Maximum length : 200 words

Format for the essays

• Content is important, but spelling, grammar and punctuation are also considered.
• We recommend composing in advance, then copying and pasting into the application. Double-spacing, italics and other formatting will be lost, but this will not affect the evaluation of your application.
• We’ve observed most students write a polished formal essay, yet submit a more casual short response. Give every part of the writing responses your best effort, presenting yourself in standard, formal English.
• Proofread, proofread, proofread!

Tip :  Write like it matters, not like you’re texting. This is an application for college, not a message to your friend. Get some hints in the video:

All writing in the application, including your essay/personal statement and short responses, must be your own work.  Do not use another writer’s work and do not use artificial intelligence software (ChatGPT, Bard, etc.) to assist or write your statement.

Per Washington state law and University of Washington policy , all admissions staff are mandatory reporters of child abuse and neglect. Any statements in written materials that give admissions staff reasonable cause to believe abuse or neglect of someone under the age of 18 may have occurred must be reported to Child Protective Services or the police. Learn more about University reporting requirements . 

If you or someone you know is a survivor of sexual assault or other sexual misconduct, RAINN is a national hotline that provides support and referrals. Call 800.656.4673 or visit the website for a chat option. For individuals who have experienced domestic violence or intimate partner violence, the National DV Hotline offers phone, chat, and text options for support.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write the University of Washington Essays 2020-2021

This post has been updated! Check out the 2021-2022 University of Washington essay guide .

The University of Washington is the state of Washington’s flagship university and its premier public university. U.S. News ranked it as 62nd on the 2020 National Universities List.

UW has a 49% acceptance rate, and of the admitted students, the middle 50% achieved  3.75-3.99 GPAs, 27-33 on the ACT, and 1240-1440 on the SAT. UW is a member of the Coalition for College, so prospective students apply through the Coalition application. 

There are two required essays, one being the first Coalition Application prompt, and the other a standard prompt on diversity and community. There is also an optional space to address any unusual circumstances, as well as two Interdisciplinary Honors Program prompts. For a detailed breakdown of each prompt, read on. Want to know your chances at the University of Washington? Calculate your chances for free right now.

For All Applicants

Required: tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. (500 words).

This prompt is the first of the five options on the Coalition Application and is purposefully phrased nebulously to allow for a wide range of responses. You can relay any experience that reflects or shaped who you are. 

To start, examine your many identities, and choose one that you want to highlight. All experiences are valid, whether they are traditional or unconventional. Focus on the things that make you different from others, and reflect on how they shaped you as a person. Remember that this is your main college essay, so be sure to pick an experience that was integral to your growth throughout high school. 

This is a good chance to tell the story behind any major extracurriculars on your activity list. For example, you might write “debate team captain” as an extracurricular, but this essay is where you can recount the grit and dedication it took for you to reach that position, as you once were extremely shy. You can also use this space to explore identities that don’t appear elsewhere on your application, such as your role within your family. For example, you can write about how you tutor your younger brother in math, and how watching his face light up after understanding a new concept sparked your love of teaching. 

A common theme across all college essays is “show, don’t tell.” This phrase is thrown around frequently, but is easier said than done. A few things to keep in mind when showing rather than telling are vividness and authenticity, which can be created by invoking imagery and specific details. For example, rather than saying “I like tennis and the game has always fascinated me,” try conjuring an image in the reader’s mind such as “At the start of my first official match, I gripped my trusted red racquet tightly, swaying ever so slightly from foot to foot in the ‘ready’ stance that I had practiced for years.” While the first response may be true, it is generic and can apply to any tennis aficionado. The latter response better authenticates your experiences than the former, and demonstrates your sincerity to readers. 

Required: Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW. (300 words)

This question serves two purposes: it gives UW an opportunity to learn more about how you developed your values, and it allows them to consider how you might interact with others on campus. It is easy to get mired in focusing on describing your community, but remember, UW wants to learn about you through seeing how your community impacted you. Use a description of your community to frame your essay, but always remind yourself to connect the story back to how it changed you. Once you have framed the essay with a description of who you have become as a result of your community’s impact, be sure to extend this thread to your potential future influence on UW.

There are several ways to interpret community. You could interpret it in the literal sense by explaining how your hometown and family have guided your ambitions. For example, maybe growing up on your family’s farm inspired your appreciation for agriculture and working with your hands. You hope to share this appreciation with other students by working on the UW farm and organizing workshops where students can learn how to plant their own flowers or herbs.

Or, perhaps the community you want to highlight is less conventional, such as the coffeeshop you work at. You could discuss how your coworkers are from all walks of life, and how you’ve befriended a retired older couple that picks up weekend shifts. They offer you advice based on their many life experiences, showing you the importance of having an older mentor. This makes you want to join the Big Brothers Big Sisters chapter at UW.

Regardless of what your community is, be sure to highlight how you’ll contribute to UW’s diversity, whether that’s through your perspective, actions, ideas, cultural traditions, etc.

Optional: You are not required to write anything in this section, but you may include additional information if something has particular significance to you. For example, you may use this space if:

You have experienced personal hardships in attaining your education, your activities have been limited because of work or family obligations, you have experienced unusual limitations or opportunities unique to the schools you attended. (200 words).

This portion of the application is optional, and while we recommend that you fill out most “optional” essays, this space is truly optional. If you don’t have any unusual circumstances, you can leave it blank without penalty. If feel that the parameters apply to you, you should fill this section out. This is your chance to explain anything that hasn’t been addressed in other parts of your application. Since the maximum is 200 words and the prompt is straightforward, you can (and should) also be totally straightforward in your response, rather than painting a picture with vivid imagery. 

For the first prompt, an example of a response could be:

“In the sophomore year of high school, my dad was diagnosed with cancer, and it profoundly affected multiple areas of my life, including my academic performance. For that reason, there is a significant dip in my grades in the spring semester of that year.”

For the second:

“Because my parents own a small restaurant, it is often my responsibility to watch my younger siblings while they are working, and even help out by doing the dishes or bussing tables in my free time. For that reason, I was unable to join as many extracurriculars as my after school time went towards helping ensure the family restaurant was running smoothly.” 

For the last prompt, you can briefly state school-related limitations or opportunities, like if your school did not have an AP or IB program, or if it did have a special internship program that you participated in. Keep in mind that some universities designate admissions officers to research your region and know what programs your school has or doesn’t have – this might be something you want to look into before filling out this section. However, you might want to fill out this section if the school you’re applying to does not have regional admissions officers.

If there is a specific school program or opportunity that you wish to mention, we recommend doing so via your activity list or one of your essays, rather than in this short, 200-word window. If you find that you don’t have space in the rest of your application, then this section is fine.

Your GPA and SAT don’t tell the full admissions story

Our chancing engine factors in extracurricular activities, demographics, and other holistic details. We’ll let you know what your chances are at your dream schools — and how to improve your chances!

Calculate your acceptance chances

Our chancing engine factors in extracurricular activities, demographic, and other holistic details.

Our chancing engine factors in extracurricular activities, demographic, and other holistic details. We’ll let you know what your chances are at your dream schools — and how to improve your chances!

UW Interdisciplinary Honors Program

Required: what is your understanding of the uw interdisciplinary honors program and why do you want to be a part of it (300 words).

This prompt is specific to those applying to the honors program, and as such, it should contain a level of interest one notch above a typical admissions essay. Prospective students should research the honors program online to discover its different offerings. Take some time to reflect on which aspects of the honors program appeal the most to you, and how you would realistically take advantage of those opportunities. 

The more specific you are, the better. If there is a certain conference you want to participate in, or class you want to take, mention it! Getting granular demonstrates the research you have done and underscores your interest in both the university and the honors program. Just one caveat: you can mention specific professors, but only do so if you’re truly familiar with their research; otherwise, it will seem like disingenuous name-dropping.

Here’s an example of something to avoid:

Bad: I want to learn more about the way conservation-related engineering affects disadvantaged communities, and the Interdisciplinary Honors Program’s rigorous classes will help me do that. 

Here’s a good example:

Good: I look forward to crafting experiential learning activities via the Interdisciplinary Honors Program. I plan to conduct a community service project centered through an interdisciplinary course such as Science and Engineering for Social Justice. I want to design an architectural structure, such as a public water fountain that filters carcinogens, or a smart streetlight initiative that improves quality of life without negatively disrupting existing community dynamics. Through the Interdisciplinary Honors program, I can combine my different passions by engaging in community projects such as these. 

The bad example mentions “rigorous classes,” which are available at almost every university. The good one lays out the student’s goals and cites resources specific to UW that would allow her to achieve those goals: the interdisciplinary course on Science and Engineering for Social Justice, as well as the community service initiative.

Required: Consider at least two very different subjects you’ve studied in school; tell us how and why you imagine bringing those subjects together in your first year at UW to engage with a pressing global concern. (300 words)

This prompt is incredibly multifaceted. You’ll first want to brainstorm two or more contrasting subjects you’ve studied that:

1. Share more about your background/interests

2. Can be applied to a pressing global issue that you’re passionate about 

For example, maybe you love English and Environmental Science, and you’re concerned about climate change. You could bring these two subjects together to share the stories of the communities impacted by climate change, on a blog or in a print publication. Or, maybe you’re interested in Sociology, Political Science, and Computer Science, and you want to address the concern of automation replacing jobs by engaging in policy around Artificial Intelligence.

Once you have some ideas, you should think of how and why you’ll bring these different subjects together in your first year at UW. Tell us the story of what draws you to your subjects of choice, and your global issue. Research specific Honors Program resources and broader UW resources that will help you synthesize the subjects and engage with the global concern. 

For the first example of the student interested in English and Environmental Science, maybe their town’s water supply was polluted by the textile industry, which is why they want to fight climate change. They could take the honors course Storytelling in the Sciences, which would teach them how to share scientific knowledge in an accessible way. This would help them share the stories of those impacted by climate change more effectively, and equip them with the skills to educate others through writing. They might also want to join the Environmental Law Society to gain experience with the legal side of protecting the environment. 

Regardless of what your story, subjects, and plan are, be sure to share more of who you are and what matters to you, and tie them into specific resources within the UW Interdisciplinary Honors Program.

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

Related CollegeVine Blog Posts

The Daily reports on High Demand for Honors

March 4, 2024

Contributing writer Cassie Diamond reported last week in The Daily on the drastic jump in applications to the UW Honors Program over the past five years. In fact, incoming freshman applications to the Honors Program have shot up over the past decade, with more than 10,000 applicants this year for 230 spots. Click Here to learn more .

Connect with UW Honors:

Mary Gates Hall 211, Box 352800 Seattle, WA 98195-2800 Contact Us Office Hours: Mon-Thur, 10am-4pm, Friday by Online Appointment Only. For details click here .

© 2024 University of Washington | Seattle, WA

• Directories

Search form

You are here.

• Programs & Courses
• Undergraduate

Undergraduate Honors & Senior Thesis

Students excelling in their major coursework and interested in pure math should consider Departmental Honors. Departmental Honors means you will graduate “With Distinction” as opposed to College Honors which is “With Honors”.  The most important component of graduating with Departmental Honors is researching and writing a Senior Thesis.

Requirements for Departmental Honors:

• Must complete a B.S. Mathematics Degree.
• Must satisfactorily complete at least one three-quarter sequence 402-3-4, 424-5-6, or 441-2-3; or two two-quarter sequences from this list. Exceptions must be approved by the chair of the Departmental Honors Committee.
• Must earn a GPA of 3.5 or better in Math coursework completed at the UW.
• Must write a senior thesis (earn a numerical grade for MATH 496).
• Must have a 3.3 minimum cumulative GPA at UW.

Please note: If you are not interested in the College Honors or Departmental Honors in Mathematics, you may still write a Senior Thesis. The process is the same as above, but it does not need to be approved by the Honors Committee.

Research credit (Math 498) may be available with faculty permission.

Beginning of your final year at the UW : think about a thesis topic and seek out a faculty supervisor.  Read below for more details about selecting a topic.

First week of classes the quarter before you expect to graduate: submit a thesis proposal form to the Dept. Honors Committee.  The form is online here: Math Dept. Honors Thesis Proposal Form

Last day of your final quarter: Once your advisor approves the thesis, email it to [email protected] and cc your faculty advisor.  You may also wish to upload it to the University Libraries archive .

Nature of the thesis

The senior thesis shall be an expository account of a topic in pure or applied mathematics related to the student’s area of interest. (Original results or proofs are welcome but are definitely not expected.) The thesis must contain some nontrivial mathematical arguments. (E.g., a non-technical essay on “fractals in nature” would not be acceptable.) The thesis should normally be about 20 to 30 pages in length (double spaced, Times New Roman 12pt font, 1” margins). These figures are guidelines, not rigid requirements. The topic should be something that cannot simply be read out of a standard textbook. Writing the thesis should involve:

• obtaining material from the periodical literature, or
• consulting several books and synthesizing material from them, or
• reading an account of a topic in a book that is substantially more advanced than the student’s regular coursework, digesting it, and putting it into readable form.

Choosing a topic

Finding a topic is the students’ responsibility, although consultation with faculty members is encouraged. The topic must be approved by a faculty member of the Mathematics Department who will supervise the work (the “supervisor”) and by the chair of the Departmental Honors Committee. A Senior Thesis Topic Proposal form can be found at the link above, and should be filled out by the student with the supervisor's support (the Dept. will check in with your supervisor). The topic proposal must be submitted to the chair of the Departmental Honors Committee no later than the end of the first week of classes the quarter preceding the quarter in which the student expects to graduate. Exceptions to this deadline may be granted only by the chair of the Departmental Honors Committee. Students contemplating writing a thesis are strongly encouraged to start thinking about a topic in the autumn quarter of their senior year.

Writing the thesis

The student must register for Math 496 (Honors Senior Thesis) during the last quarter of thesis work. The student may receive three credit hours of W-course credit for writing the thesis. Normally, the students will register for a reading course (Math 498) with the supervisor during the preceding quarter (s). The student will receive three hours of credit for each of these courses, but in exceptional cases, with the approval of the supervisor, the number or credit hours may be increased. The supervisor may allow the student to replace Math 498 with a suitable topics course; however, it is still expected that the student will meet periodically with the supervisor.

There is no specific required thesis template for an undergraduate thesis.  Some students may choose to use a modified version of the graduate thesis templates, but this is not required.

Approval of thesis

The student shall submit a draft of the thesis to the supervisor for comments and criticisms, and then shall submit a final version with appropriate revisions. The supervisor shall read the thesis and certify its acceptability with respect to both content and exposition. In order to ensure sufficient time for these things, the student must submit the first draft no later than three weeks before the last day classes of the quarter in which the student expects to graduate, and the final draft no later than the last day of classes. Exceptions to these deadlines may be granted only by the chair of the Departmental Honors Committee.

Once the thesis has been approved by your faculty supervisor, you will need to email the document to [email protected] (required) as well as submit it to the ResearchWorks archive , part of the University Libraries (optional but strongly recommended).  Submission to the archive will allow your thesis to be included in the dissemination and preservation of scholarly work.  Your thesis will be made publicly available.

Interdisciplinary theses

Theses which are concerned with the application of some part of mathematics to some others field are acceptable, as long as they contain some substantial mathematics. In exceptional cases the student may wish to work most closely with a faculty member in another department in preparing the thesis. However, in such cases the thesis topic and the thesis itself must still be approved by a member of the Mathematics Department.

•   News Feed
•   Alumni Update
•   Mailing List

• Share full article

Advertisement

Supported by

Guest Essay

Mike Pence: Donald Trump Has Betrayed the Pro-Life Movement

By Mike Pence

Mr. Pence was vice president of the United States from 2017 to 2021 and is a former candidate for the 2024 Republican presidential nomination.

Serving as vice president in the most pro-life administration in American history was one of the greatest honors of my life. Of all our accomplishments, I am perhaps most proud that the Supreme Court justices we confirmed voted to send Roe v. Wade to the ash heap of history, ending a travesty of jurisprudence that led to the death of more than 63 million unborn Americans.

Since Roe was overturned, I have been inspired by the efforts of pro-life leaders in states across the country, including Indiana , to advance strong protections for the unborn and vulnerable women.

But while nearly half of our states have enacted strong pro-life laws, some Democrats continue to support taxpayer-funded abortions up to the moment of birth in the rest of the country.

Which is why I believe the time has come to adopt a minimum national standard restricting abortion after 15 weeks in order to end late-term abortions nationwide.

The majority of Americans favor some form of restriction on abortions, and passing legislation prohibiting late-term abortions would largely reflect that view. Democrats in Washington have already attempted to legalize abortion up to the moment of birth, and they failed. But they will try again, with similar extremism, if abortion restrictions are not put in place at the federal level.

Contrary to Democrats’ claims, prohibiting abortions after 15 weeks is entirely reasonable.

While Democrats often hold up Europe as a model for America to emulate, a vast majority of European countries have national limits on elective abortion after 15 weeks. Germany and Belgium have a gestational limit of up to 14 weeks. A majority of European countries are even more restrictive, with Norway, Switzerland, Denmark, Greece, Austria, Italy and Ireland banning abortion on demand after 12 weeks.

When it comes to abortion policy, America today appears closer to communist China and North Korea than to the nations of Europe. By prohibiting late-term abortions after 15 weeks, America can move away from the radical fringe and squarely back into the mainstream of Western thought and jurisprudence.

That’s why it was so disheartening for me to see former President Trump’s recent retreat from the pro-life cause. Like so many other advocates for life, I was deeply disappointed when Mr. Trump stated that he considered abortion to be a states-only issue and would not sign a bill prohibiting late-term abortions after 15 weeks of pregnancy, even if it came to his desk.

I know firsthand just how committed he was to the pro-life movement during our time in office. Who can forget the way candidate Donald Trump denounced late-term abortion during a debate with Hillary Clinton in 2016, highlighting how she and other Democrats would allow doctors to “rip the baby out of the womb of the mother just prior to the birth of the baby.”

In 2018, ahead of a Senate vote on a 20-week national ban that was passed earlier by the House, the president publicly stated that he “strongly supported” efforts to end late-term abortions nationwide with exceptions for rape, incest or the life of the mother.

Now not only is Mr. Trump retreating from that position; he is leading other Republicans astray. One recent example is an Arizona Republican running for the U.S. Senate who followed Trump’s lead and pledged to oppose a federal ban on late-term abortions. When our leaders aren’t firmly committed to life, others will waver, too. Courage inspires imitation. So does weakness.

While some worry about the political ramifications of adopting a 15-week minimum national standard, history has proved that when Republicans stand for life without apology and contrast our common-sense positions with the extremism of the pro-abortion left, voters reward us with victories at the ballot box. In fact, voters overwhelmingly re-elected Govs. Mike DeWine of Ohio, Greg Abbott of Texas and Brian Kemp of Georgia, after they signed bills prohibiting abortion after six weeks.

But what should concern us far more than the politics of abortion is the immorality of ending an unborn human life. At 15 weeks of development, a baby’s face is well formed, and her eyes are sensitive to light. She can suck her thumb and make a fist. She is beginning to move and stretch. And she is created in the image of God, the same as you or me.

Now is not the time to surrender any ground in the fight for the right to life. While the former president has sounded the retreat on life at the national level, I pray that he will rediscover the passion for life that defined our four years in office and rejoin the fight to end late-term abortions in America once and for all. The character of our nation and the lives of generations not yet born demand nothing less.

Mike Pence was vice president of the United States from 2017 to 2021. A former governor of Indiana, he was a candidate for the 2024 Republican presidential nomination.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Our lobby is open 9:00-5:00. We also offer virtual appointments.

• Undergraduate Students
• Graduate Students
• Recent Graduates & Alumni
• Staff & Faculty
• Managers of On-Campus Student Employees
• Career Fairs
• Online Resume Review
• Drop In Coaching
• Career Coaching Appointments
• Workshops and Events
• Career Courses
• Connect with Employers
• Connect with Alumni & Mentors
• Free Subscriptions for Huskies
• Private Space for Virtual Interviews
• Husky Career Closet
• Professional Headshots
• Find Purpose
• Build Skills
• Get Experience (internships)
• Build Relationships (networking)
• Tell Your Story (profiles, resumes, cover letters, interviews)
• Find Success (jobs, service programs, grad school)
• Arts / Media / Marketing
• Consulting / Business
• Non-profit / Social Justice / Education
• Law / Government / Policy
• Physical & Life Sciences
• Sustainability / Conservation / Energy
• Tech / Data / Gaming
• First Generation Students
• International Students
• LGBTQ+ Students
• Students of Color
• Transfer Students
• Undocumented/DACA Students
• Student Veterans
• Students with Disabilities
• Featured Jobs & Internships
• Handshake Access Details
• Internship Advice
• On-Campus Employment
• Job Search Tips
• For Employers
• Peace Corps
• Diplomat in Residence
• Baldasty Internship Project
• Get Involved

Markel Corporation

2024 it internship.

• Share This: Share 2024 IT Internship on Facebook Share 2024 IT Internship on LinkedIn Share 2024 IT Internship on X

Markel is seeking interns to join our Summer 2024 internship program within our IT space!

If these skills describe you: change leader, agile, API, data analytics, cloud, innovation, DevOps, teamwork and fun, then we want to talk to YOU. If you are ready to influence on a massive scale, drive disruptive change and make a tangible difference, then look no further…Markel is where you want to be!

We have internship opportunities in several areas of our Technology organization

• IT Support Services
• API Management & Innovation
• DevOps/Quality Engineering
• Data Services
• US Specialty Insurance

Qualifications:

• Current college student (rising sophomores, juniors, or seniors) pursuing a bachelor’s degree in Computer Science, Information Systems, other related field or military experience
• Strong academic performance (3.0 GPA minimum)
• Quick learner, with ability to adapt to changing environments
• Ability to effectively prioritize and execute tasks independently in a high-pressure environment
• Ability to interact professionally with a diverse group
• Strong problem-solving abilities; keen attention to detail and commitment to meeting deadlines
• Ability to understand how individual and team deliverables fit in to strategic roadmap, assess and communicate changes
• Ability to work in our Richmond, VA HQ or in Omaha, NE for the summer. Housing and relocation are not provided.
• Candidates that will not require sponsorship now or in the future.
• Candidates who have extraordinary potential and share our passion to live The Markel Style. It’s our core value which underpins how we do business, while influencing our behavior and exceptional performance.

Application requirements (upload these at the time of your application – do not apply until you have all three documents)

• College transcripts (unofficial)
• Essay describing a time you demonstrated the Markel Style (300 words max)

Connect with us:

Contact us: 9a-5p, M-F | 134 Mary Gates Hall | Seattle, WA 98195 | (206) 543-0535 tel | [email protected]

The Division of Student Life acknowledges the Coast Salish people of this land, the land which touches the shared waters of all tribes and bands within the Suquamish, Tulalip, and Muckleshoot Nations. Student Life is committed to developing and maintaining an inclusive climate that honors the diverse array of students, faculty, and staff. We strive to provide pathways for success and to purposefully confront and dismantle existing physical, social, and psychological barriers for minoritized students and communities. We engage in this work while learning and demonstrating cultural humility.

• Apply to UW
• Programs & Majors
• Cost & Financial Aid
• Current Students
• UW Libraries
• Online Degrees
• Catalogs & Courses
• Degree Plans
• Advising & Career Services
• UW College of Law
• Honors College
• Academic Affairs
• Geological Museum
• All Colleges
• Campus Recreation
• Campus Maps
• Housing & Dining
• Transit & Parking
• University Store
• Student Organizations
• Campus Activities
• Campus Safety
• Diversity, Equity & Inclusion
• Research & Economic Dev.
• Wyoming INBRE
• Neuroscience Center
• Technology Business Center
• National Parks Service
• Research Production Center
• Supercomputing
• Water Research
• WY EPSCoR/IDeA
• American Heritage Center
• Where We Shine
• About Laramie
• Student Stories
• Campus Fact Book
• UWYO Magazine
• Marketing & Brand Center
• Administrative Resources
• Strategic Plan
• +Application Login
• UW Homepage

UW College of Engineering and Physical Sciences Awards Top Honors

• News Releases
• Back to 2023 Archive

Institutional Communications Bureau of Mines Building, Room 137 Laramie, WY 82071 Phone: (307) 766-2929 Email:   [email protected]

Published April 24, 2024

The University of Wyoming’s College of Engineering and Physical Sciences and the Wyoming Alpha chapter of Tau Beta Pi, the national engineering honor society, have announced award recipients for 2024.

The awards will be presented at the annual College of Engineering and Physical Sciences Awards Banquet Saturday, April 27, at the Marian H. Rochelle Gateway Center.

“We are proud to recognize and honor the exemplary accomplishments of our students, faculty and staff and to thank our generous scholarship donors for their commitment to academic excellence and service to our college,” says Cameron Wright, the Carrell Family Dean of the College of Engineering and Physical Sciences. “We also get to recognize some very special alumni who have brought great credit upon our college and university throughout their careers.”

The recipients have dedicated their lives in the service of engineering and UW. Many have supported UW through their philanthropy, and others have established endowments in their names.

Here are this year’s award recipients.

Lifetime Achievement Award -- Wyoming Eminent Engineer or Scientist

Vince Garcia, a 1987 civil engineering graduate, is manager of the Wyoming Department of Transportation’s Geographic Information Systems and Intelligent Transportation Systems Program. He leads a team that drives innovation within Wyoming’s transportation sector and oversees state-of-the-art technologies that enhance the safety and efficiency of the state’s transportation network. Garcia’s focus is on the safety of the citizens of Wyoming, and his team established a statewide Transportation Management Center and deployed pre-trip, roadside and in-vehicle intelligent transportation systems. Garcia and his team have been at the forefront of connected vehicle technology, which promises to revolutionize the way we navigate our roads.

Lifetime Achievement Award -- Alumnus Eminent Engineer or Scientist

Gene Humphrey, a 1973 mechanical engineering graduate, is co-founder of 9H Research Foundation, which supports UW’s efforts in clean energy research and education. Humphrey is the retired president and co-founder of the semiconductor technology company called International Test Solutions. A Burns native, Humphrey owns the 9H Ranch in Albany County, where he is creating a solar energy research facility that will donate its energy proceeds to the university while also creating research and curriculum opportunities for students and faculty members.

Lifetime Achievement Award -- Distinguished Engineer

William Lapsley, a 1970 civil engineering graduate, began his 54-year career as a junior engineer at the Los Angeles Flood Control District. After the record-breaking earthquake in 1971, he and his team were selected by the district’s chief engineer to investigate the stability of the district’s 14 large flood-control dams. He moved to North Carolina to join the Hendersonville Water and Sewer Department as director and then established his own private consulting firm -- William G. Lapsley & Associates PA -- in Hendersonville. This firm became a prominent engineering consultant for local government, private land developers and industrial clients. After selling this business, Lapsley served as an elected official on the Henderson County Board of Commissioners.

Lifetime Achievement Award -- Hall of Fame

Andy Krieger earned a bachelor’s degree in biology and a master’s degree in petroleum engineering, both at UW. His first job out of college -- as an interventions engineer in Anchorage, Alaska -- turned into a successful career 28 years and counting. Today, Krieger is senior vice president of the Gulf of Mexico and Canada region for BP (formerly British Petroleum), one of the largest deep-water production businesses in the world. The region is an important part of BP’s hydrocarbons business, which is a key pillar in the company’s global production and operations.

Kim Krieger is a 1996 petroleum engineering graduate serving as vice president of midstream for BPX, BP’s onshore oil and gas business. BPX safely and sustainably gathers and processes over 350,000 barrels per day of equivalent production and over $1 billion in new infrastructure investment. As a part of the BPX executive team, Krieger is delivering on a shared vision to disrupt U.S. onshore operations with rapid innovation and game-changing technologies. Before moving to BPX, Krieger served in engineering and leadership roles for BP in Alaska, Trinidad and the Gulf of Mexico.

Pat Tyrrell earned a bachelor’s degree in mechanical engineering in 1979 and a master’s degree in civil engineering in 1982 from UW. After graduation, he worked for WWC Engineering, Wenck Associates, Arco Coal Co. at the Black Thunder Mine and States West Water Resources Corp.

In 2001, Tyrrell was appointed as Wyoming state engineer by Gov. Jim Geringer. In this role, he was the chief water official for the state of Wyoming, overseeing state compliance with interstate compacts and court decrees in addition to managing the permitting, use and adjudication of all of Wyoming’s surface and groundwater resources. Tyrrell served during the administrations of four governors and retired in 2019, the longest-serving state engineer in Wyoming history.

Outstanding Faculty Awards

Outstanding Undergraduate Teaching Award: Jorge Flores, assistant lecturer, Department of Mathematics and Statistics.

Sam D. Hakes Outstanding Graduate Research and Teaching: Morteza Dejam, associate professor, Department of Energy and Petroleum Engineering.

Outstanding Staff Awards

Tau Beta Pi Outstanding Staff: Jeremiah “Jerry” Schuchardt, senior office associate, Department of Chemical and Biomedical Engineering.

College of Engineering and Physical Sciences Outstanding Staff: Mēgan Barber, director of business operations, Dean’s Office.

Outstanding Student Awards

Joint Engineering and Physical Sciences Council Outstanding Senior: Alicia Thoney, Sheridan.

Wyoming Engineering Society Student Engineer of the Year: Hannah Hood, Cheyenne.

Tau Beta Pi Outstanding Member: Anna Steele, Cheyenne.