To my dear friends,
To my dear friends,
I cannot believe that my time here at University of Washington Bothell is coming to an end. It seems like yesterday that we were all so excited about starting college. I’ve learned so much in and out of school, during my times in China, and even before when I attended Seattle Pacific University. We’ve all come so far from where we first began, soon to become lawyer, nurse, and me, still not too sure who I’m becoming.
I thought I was so sure of what I wanted to be. From middle school, throughout high school, and even in my two years at SPU. I was so sure I wanted to pursue a career in designing, but that all came tumbling down when I didn’t get into the major that I wanted, or at least I thought I wanted. It shouldn’t have been a surprise that I didn't get in, because now that I look back I really did not try at all. But me being me, I didn’t know at that point what I had to do, or what else I could do, so I packed my bags and left to China. Yes, there is a whole story behind how I got the opportunity to go, but that’s not too important, other than the fact that God had it all under control.
In my 1 year and 8 months in China, I learned so many things that it would take a book to write it all, but to sum it up, I learned to become an adult, an adult who is now trilingual! I thought me being obedient to His plans would make me come out knowing what I want to do and who I want to be, instead it was more like who I did not want to be, or what I did not want to do. If I ever had a desire to teach before, it’s long gone now, because through my experience being an English teacher, the one thing I learned was that I am not gifted in teaching.
I did, however, learn that I enjoy learning about new culture, and living abroad suits me. Though teaching was not my gift, I gain experience in taking responsibility for people other than myself. To help someone grow, to help an institute grow. The school that I taught at was a small international school that taught English to Chinese students. Me being one of the two teachers actually from the States, it was hard to teach about the cultural aspect of America. I organized all holiday activities, like a Halloween costume party, thanksgiving dinner, and Christmas play, which helped me to realize that I enjoyed organizing and production work.
After coming back to the United States in 2014, things quickly came back to normal. Like the two years, which was the most significant moments of my life, never happened. I was back to where I was before the departure. The only thing that changed was that I transferred over to UWB. At first only because it was closer to home, and I didn’t want to commute or live out, but I learned about their media and communications major, and was instantly drawn into it, because I was looking into communications, and wanted to specialize in something related to broadcasting/ media. It felt like a calling, and I answered.
It started off great. The courses suited me very well, I tried taking course about various subjects learning about different way to work our creative minds, such as Introduction to Interactive Media, where we focused on video games and learned about ethnographic studies. I got to interview and observe gamers that I would have never encountered before. I took a course on advance media production, where I got to make a short travel essay film, traveling back in time to my childhood neighborhood. One course that I really enjoyed was Africa on Film. We looked at different films about Africa from colonization, genocide, revolutions, politics, etc. The contents of this course really helped me to develop the diversity aspect of IAS’ learning objective, and how to connect the media in learning about diversity. It was the spring quarter of 2015 that really took a turn in my college life. I took a course on Conservation and Sustainable development. Halfway through the course, I had an epiphany, a realization that this was something that I had to pursue further into.
Academically, I was almost done taking all the requirement courses for MCS major, and needed to take the 22 credits for general electives. I remember thinking that I had no idea of what kind of courses I wanted to take, especially to fill up the 22 credits of unending possibilities offered at UWB. I looked into the Ecological Restoration minor offered, but after comparing it to the Environmental Studies major, it had not much difference, in terms of the courses I would have to take. That’s how I decided to pursue double majoring in media and communication studies, and environmental studies. It seems pretty crazy now that I look back, especially because the subject of environmental issues was something that I’ve never had an interest in, but here I am majoring in it, but like above, it’s all in God’s plan.
The more I learned about it I was drawn in. The next three to four quarters were all about environmental issues. Somethings that I was more exposed in courses for environmental studies was collaboration and shared leadership. Unlike MCS courses, there were a lot more group work, sharing our thoughts about the environmental issues, brainstorming, working off of each other’s ideas in proposing our solutions to world’s environmental issues. I remember for Introduction to Environmental Issues course, each group had to proposal a solution to the agricultural issue within our community, and we suggested a student run garden to be placed on our campus. Each group members took responsibility in area that we were strong in, for example, we had two business majors that generated the basic proposal idea. I provided other institute’s practices that I got to be a part of through CBLR, a guy from interactive media design major constructed the powerpoint slide. A course on Urban Planning had a final project based on our proposal of implementation that the city of Seattle could take in making it a more sustainable city. We worked in groups, taking responsibilities in area that we were strongest in, and wrote a 10 page paper. It was one of the most professional piece of writing that I had ever wrote, with lots to research about the city of Seattle, and it was made to look like a real proposal for the city.
In pursuing both media and communication studies and environmental studies, by spectrum of interests has broadened very much. Though I’m far from where I first started, back in 2010, after 7 years of wandering, I have found the things that gives me meaning to my life by . Don't get me wrong, I’m still confused of what I’m supposed to do with these two major that seem like they have nothing in common, but I know that there is a path made for me, and if I just follow it I would eventually be doing the thing that I was created for. All I know right now is that I want to take the skills and knowledge that I have gained in the three years here at the University of Washington Bothell, and use it to make this world a better place.
Chung, Hakyung. Field Note Assignment. BIS 236. Winter, 2015
The Field note assignment by Hakyung Angela Chung from BIS 236: Introduction to Interactive Media is an organized field note of interviews and observation collected for the assignment. It is a very descriptive paper not just about what was interviewed, but also about the physical setting, the observed subjects, and the interaction with other people, physically and through the game. I remember this assignment to be very hard to work on, because first, it was very hard finding out who played the certain game that I was researching about, even though it was said to be the most popular. Second, to ask them if I can sit in and watch them play a game was not the easiest thing to do for someone that is an introvert. Third, I had no idea of what this game was about, how to play, and what the point of it was. However it was very intriguing to learn about the gaming world, and the different ways each person plays.
Chung, Hakyung. Reading Response. BIS 300. Spring 2015
This is a weekly reading response paper by Hakyung Angela Chung from BIS 300: Interdisciplinary Inquiry. The papers were to be written about the week’s reading that answers the question, “What is the most critical issue raised or point made by the author, and why it is the most critical.” The instructions were to make it short, 250 words maximum, to keep the paper concise and to the point. This paper was significant, because though it wasn’t the most perfect piece, I was able to use something that I’ve learned from my past experience, of living in China for two years before coming to UWB, and draw a connection to the course’s reading.
Chung, Hakyung. Travel Essay Film. BISMCS 472. Summer 2015
Travel Essay film for BISMCS 472 Advanced Media Production Workshop is a 5 minute video about the childhood story of Hakyung Angela Chung. She travels from the house she used to live in to the elementary school she attended and shares of some memories that she remembered. She also connected it to her past experience of living in Korea, her hometown, wondering what it would have been like if she never immigrated to the US. This was the first video that I’ve ever recorded and edited. It was fun, yet difficult. I knew what I wanted the video to be about, but didn’t really think of what shots I needed exactly when going to shoot, which made it hard at the end. It was a great experience, it brought back many good memories, and through this assignment, I was able to take time and make a connection between my life in Korea and my life here in the United States. A lot were different, and yet a lot was the same. I was able to express a bit of my history through the art of short video.
Chung, Hakyung. Restoration Ecology Poster. BES 362. Spring 2016
This was a final project poster by Hakyung Angela Chung from BES 362: Introductions to Restoration Ecology. The poster was created to show the land that each person chose to do their research throughout the quarter. They studied an area of land that was disturbed, degraded, and or damaged due to numerous reason, and learned about their restoration/conservation practices. It was a 24x36 poster, professionally printed at UW Seattle. I chose this poster, because it was the first time where I got to create a poster that looked more professional compared to previous print, cut, paste style of posters that I’ve been used to make. It also meant more to me, because the land that I studied belongs to our church, which I helped in the restoration process, making it more personal. I was able to take something that I learned from school and apply it to my personal life, which brought more meaning.
Chung, Hakyung, Barker, Adrienne, Jackson, Nikki, Allen, Daniel, Sangha Simran. uFarm Presentation. BIS 243. Autumn 2015
This piece is a power point presentation by Adrienne Barker, Nikki Jackson, Daniel Allen, Simran Sangha and Hakyung Angela Chung from BIS 243: Introduction to Environmental Issues. The assignment was to find an environmental issue that we saw in our local community, and come up with a proposal for a solution that we may take action. This group focused on food issue at the UWB campus, and proposed for a student-run garden that could provide more fresh produce to the student community. It provided successful examples from other institutions, and the physical and educational benefits that would come from creating a campus garden. This was a fun project to work on, because we got to learn about some of the issues that we faced on our own campus. Also, a faculty member sat in during the class presentations and noted on things that were actually getting implemented, and or had future plans. He also shared some similar proposals that actually happened, but did not succeed. Through this presentation I was able to learn that students can make a difference in our campus.
Chung, Hakyung. Discussion Leader Paper. BIS 406. Winter 2016
The discussion leader paper by Hakyung Angela Chung from BIS 406 Urban planning and geography is a paper that summarized the week’s reading, which she had to lead the class for discussion. It was made as a handout to pass to the classmates, which they would look at for the main ideas that the week’s reading was focused on. I chose this paper, because it was my first time leading an actual class for discussion. It was difficult, as an introvert to talk in front of the whole class. I had to study really hard of what the reading was talking about, and be fully understood of each point it was trying to make in order to lead the group in the conversation.
Chung, Hakyung. CBLR Reflection Paper. BIS 240. Spring 2016
The CBLR Reflection Paper from BIS 240 Introduction to Sustainable Practices summarizes the CBLR experience Hakyung Angela Chung had at 21 Acres. It shares a short paragraph about what the organization was about, where they were and what they did. It also captures what her role was, some of the things she worked on, and helped out with, along with her experience in what she learned. This was my favorite CBLR project that I took part in. I really enjoyed their practices and what they were doing for the community around them. I learned many different things from 21 Acres, from farming practices, to the fact that there are such things as composting toilets. Though I don’t keep personal touch with the people I worked for, I sometimes visit their farmers market and buy produce and or their delicious sandwich that I crave once in a while.
Chung, Hakyung, Jackson David, Wollebek, Marissa. Nutrient Cycling in the Western Hemlock Zone. BIS 390. Autumn 2016.
Nutrient Cycling in the Western Hemlock Zone by David Jackson, Marissa Wollebek, and Hakyung Angela Chung is the final paper for BIS390 Ecology and the Environment. They researched about the different ways nitrogen cycles throughout the Western Hemlock Zone forest. Each chose to study on different species that work to cycle nitrogen such as the Douglas-fir, Lobaria Oregana, and the Red Alder. I chose this paper, because it was one of the few group papers that I believe show great growth in my researching and writing skill. Finding sources to provide information specifically for the Western Hemlock Zone was difficult, but with the knowledge I’ve learned from other environmental courses, along with the information I gained from field trip from BIS 390 it was made much easier.
Chung, Hakyung. Article Photography. BIS 343. Winter 2017
This is an Article photography assignment from BIS 343. The assignment was to search different articles and choose one with a photograph that catches our eyes, and writes a short paragraph about why this photo was chosen, and why the photograph worked to capture our eyes. It was an interesting assignment, because it made me look twice of something that I used to just glance over, and really think about why it worked to capture our eyes. However the difficulty came where we had to explain why our eyes were drawn to the photo. I think this artifact represent my learning experience here at UWB, because I learned over and over again about taking a second look at things in my life that I would normally have glanced over, and put a meaning to it.
Critical and Creative Thinking Learning Objective
In critical and creative thinking, students develop skills to interpret, evaluate and analyze assumptions in multiple ways. Questioning and understanding of diverse perspectives is acquired, and through this, one develops their own positions in thinking. More in depth understanding is required, looking further into the questions, readings and or assignments, and show creativity in their interpretation by showing variety. Throughout the courses in IAS, we were encouraged to critically assess the texts and seek out the main ideas, the key concepts and to use our creativity to express our own interpretations.
The E-Assignment 1 from BIS 264: Africa on Film, demonstrates critical and creative thinking. The course learning objective was focused on critically assessing our views of Africa, from a North American perspective, and how colonialism affected the people of Africa through our interpretations of the films shown in class. The first assignment instructed students to search for connection between the week’s reading “How to write about Africa” that shared of the most stereotypical ways to write about the continent, and the film viewed, The Gods Must be Crazy, of how a Cola bottle fallen from the sky took influence of a town in Africa. If read without any critical thinking, the stereotypes that was mentioned would be something that could be read-over with no emotion, for it is something we have gotten numb to. However, simple descriptions such as the herds of animals are stereotypes that people in North America think of when we say Africa. It also requires creative thinking, because there are many symbolism portrayed in the film. The director of the film uses creativity in showing stereotypes of Africa, which calls for creativity of the viewers as well to point out these stereotypes such as the Coca-Cola bottle. The cola bottle dropped by a pilot passing by enters the African village, which ultimately bring disruption to once peaceful community. To me, the bottle represented a western influence, though no person came the bottle itself brought people of the town to become angry, jealous, and or hate on each other. All these interpretation of the film was connected back to the reading and how the film showed examples of what the author was saying to do to portray the perfect scene of Africa.
BIS 240: Introduction to Sustainable Practices aimed respond critically to readings, and understand the different solutions for environmental sustainability. The week 4 reading assignment reflects critical and creative thinking, by confronting the environmental problem related to the week’s reading, in this case waste management. The creativity is reflected in the suggested ideas of solution to the waste problem we face in today’s environment. From personal to campus wide implements, such as taking a reusable grocery bag to more strict waste policy different methods that could be taken, depending on the audience, is proposed. My reaction to the reading is also written to share what I think of the author’s practices of no waste lifestyle, and what my definition of zero waste is. The critical thinking aspect is shown by the realistic approaches suggested, because many times when suggesting a proposal on paper, it's easy to say things without thinking of the expenses, however this artifact also takes that into account and presents the hardships in the implements that is proposed to take place.
Diversity and Equity Learning Objective
Diversity and equity works to bring experiences, expressions and perspectives into learning about the distribution of power expressed from intersectional identities and different time periods. As a campus that brings together people of various intersectionalities, we learned about the distribution of power within race, gender and sexuality, and were encouraged to contribute to the diversity as we share our voice with one another.
The E-Assignment of BIS 246: Africa on Film, a review of the film that we saw each week about the different themes pertaining the continent of Africa and its culture. The inequity of power between the blacks and whites was shown through the film Cry, the Beloved Country. I learned of the imbalanced distribution of power within racial segregation. The apartheid, a system of segregation and discrimination of race, was shown through the portrayal of the whites in clean clothes, nice cars, and big houses in the city, compared to the blacks living in broken homes, dirty clothing, and the segregation from the whites. Even the choices of words mentioned, as they express people as whites and “Non-Europeans”, suggest the power difference between the two that will not recognize the blacks as their own race but a less version of themselves. This assignment works to emphasize the privileges of being white and the oppressions of the blacks through the way each race is portrayed in the film.
Another assignment that consisted of diversity and equity learning objective was the final paper in BISCLA 360 Literature, Film And Consumer Culture. The paper was about Hammett's The Maltese Falcon, and how the novel participated in the construction of the ideal of masculinity. It shows the power difference between genders through the film The Maltese Falcon by Hammett. The way that the main character is characterized is pointed out to show that he is the ideal male figure that the main audience, in the 1940s, would want to be like. The paper goes on explaining the different pleasures that the viewers are felt living through the character, such as intelligence of solving the mystery and finding the killer (who happened to be a woman). Sexual pleasure is of course not left out, with the main character surrounded by women who are all mesmerized by his masculinity, and even in times of what seem to be harassment, the women show no sign of disturbance. I was able to learn about the significance of the alpha male qualities through how distinctively it was portrayed in the film. It goes to say that the audience was most likely to be influenced by how this character released his masculinity, but also for the film to be produced this way, the cultural norm must have been somewhat similar to what was happening in the film. It is a film by a man for the men to see and gain more of their authoritativeness over anyone and everyone.
In terms of the diversity learning objective, I was able to express the diversity within myself from my personal learning in the weekly reading response from BIS 300: Interdisciplinary Inquiry. The reading responses required us to summarize the main points of the week’s reading, and explain what we think the author is trying to say and what our take on the reading is. In reading response 2, I disagreed with the author, through some experience that I encounter on daily basis, and shared what I’ve lived through and experienced. The author’s argument was that without a prior vocabulary, there would be no facts, however I argued that facts still exist, even if there is no word to describe the situation, because there are many words in English that I cannot express in Korean, and words in Korean that I’m not able to express in English. Similar to this situation, I was able to express something that I’ve learned in reading response three. In this response, the key point was using language as symbols. Lucky for me, I learned Chinese during my stay in Beijing where the characters of their language work as symbols for the word. Many of the Chinese characters are derived from the drawings of the word, simplified into a letter.
These artifacts allowed me to see the racial inequity that happened in Africa, and portrayed into a film, showing the power division with the oppression of the blacks, by the way they are shown to dress and live. The relationship of power in gender was also shown as they focus on the masculinity of the character that the audience is drawn to idealize. For diversity, since I myself partake in diversifying the campus, drew my own experience into my learning, sharing of the things that I have seen, felt and learned from my life.
Interdisciplinary Research and Inquiry Learning Objective
The learning objective for Interdisciplinary Research and Inquiry encourages students to experience various areas of knowledge, and in those areas learn to critically and creatively develop questions and further their understanding. One should be able to demonstrate their new found knowledge, and show their understanding by expressing their point of view in relation to other’s work. The artifacts that here show my development in this learning objective by showing my branching off to a new found knowledge in the environmental studies, and how I drew connection of my past experience to the knowledge that I am gaining now, and to the work I will be doing in the future.
The Sustainable Urbanization assignment from BIS 459: Conservation and Sustainable Development, shows a great example of how I developed the Interdisciplinary Research and Inquiry learning objective. This course was the starting point of my Environmental Studies major, for it was during this course, through this assignment, that I wanted to study further into environment and sustainability. Before this, I only had MCS in my mind as a major, but as I studied more about the environment, which was something that I had no interest at all before, I was drawn in which led me to apply for the major in the end. This assignment specifically opened my eye to relate the problems in the environmental world to my personal life, as I focused the project in South Korea, my home country.
We researched of a case study from anywhere around the world, and develop a post about how they enhanced sustainability in that country. I chose South Korea, because I it was my hometown and I visit every summer to see my family. It was interesting to learn about the practices that they were implementing, because even though I visit every year, I never stopped to see the environmental aspect of Korea and the things that they were doing. It was never in my interest to learn about their environment, and the great plan that they’ve set that included the area that I lived in Korea.
Lab 2 of BIS 342: Geographic Information System also demonstrates my new found knowledge. We learned to create a cartographic layout using online sources of GIS data. This was my first time learning about GIS and what it was used for, and surly gave me an experience in a new area of study. My critical and creative questioning came when I questioned myself of where I could use GIS in my field of study, and how I would use it to benefit in the areas that is needed. Lab 2, which is was an assignment to create a map of Seattle’s railroad system, is one of many lab projects that have provided me an experience of creating a report that I may actually use to support my study. It also taught me the areas online where I may search again to collect data in the future when needed.
Writing and Communication Learning Objective
The Writing and Communication learning objective works to develop one’s ability to communicate effectively by noticing all the different components of the situation, such as purpose, audience, author and the context. We learn to take all things into account, when producing a piece which anyone, anywhere can understand what the context of the writing is about, what our take as the reader is, and to write it expressing our thoughts clearly.
I would say that the Reading Response Four from BIS 300: Interdisciplinary Inquiry shows a good example of my writing and communication skill. As an introduction to advanced interdisciplinary studies, we worked to develop our skills in mastering the basics of academic writing, research and critical thinking, and used various reading materials to practice. Each week we were assigned a reading and a paper answering the question “What is the most critical issue raised or point made by the author, and why it is the most critical?” Everyone had a different answer, an answer with no right or wrong. It was kept short to keep it concise and focusing only on what is necessary. We were forced think of the one thing that the author was sharing with us, what his intentions were to the audience, what our take of the reading was, and how it related to our personal experience. The response four was written as a response to William James’ Varieties of Religious Experience, and I’ve titled my paper as the Institutional and Personal Religion. Titles of each response were to be given carefully and cleverly, giving a sense of what the paper would be about. The paper shared about what the author’s point on religion was, and connects it to a personal belief of that subject. The response assignment really forced me to understand the purpose of the text, from the author’s point of view, and to translate it into my words, interpreting it in my own ways, and to write it out in a concise, but to the point paper, I really had to think about what’s the most important key take away that I want to focus on.
Similar to the Reading Response, Seminar Paper 1 from BIS 466 Human Rights and Resistance shared of the week’s reading, but connecting it to the subject of human rights. The two courses were taught by the same professor, making the two assignment objective very similar. We were given a list of the universal declaration of human rights (UDHR) in the beginning of the quarter and for each reading, we connect it to which UDHR it is relating to. We first point out the main issue of the story, which part we want to focus our papers on, provide the context of which part of the story we are concentrating on, then connected it to a human right or in the case of paper 1, the idea of human rights as a whole. Likewise the seminar papers required us to seek out the main point that the author was making. Connecting it to the UDHR was our interpretation, and since there was not one “right” that was given, everyone’s connection might have been different.
For both of these papers, the whole class was assigned to the same reading. Yet, because all students are at different points in their lives, we each had a different take on the reading, found different connections, or even had different interpretations about the same subject. For both courses we were assigned “banned words” such as interesting, very, and any other words that were frequently used, to make us find new words, to explore the other vocabularies, and to try expressing a new way of our ideas. These two courses really helped me to learn how to express my understanding or my thoughts in short concise way that is still connected to the reading or the subject of learning.
Collaboration and Shared Learning Learning Objective
Through Collaboration and Shared Learning, we learned the importance of group work. As we work on a project together, we learn from each other, and encounter other perspectives people that may differ from your own. Though each group members would have their own responsibility, the final outcome would be a collaboration of all the group member’s work. It requires sharing your side of the story, and working together to make it into one whole; working off of one another to make it stronger.
The final paper for BIS 390 Ecology and the Environment shows a great example of collaboration and shared learning. The project was to choose a subject of our choice regarding the western hemlock zone (WHZ). I chose the nutrient cycling in the WHZ, and worked with David Jackson and Marissa Wollebek. For the most part there was no specific guide to how we could go about the paper, so with further discussion, we decided to focus on one specific nutrient, in this case Nitrogen. We each chose one species that work in the nutrient cycling of Nitrogen and wrote our individual part first. David focused on the Douglas fir species. He focused on how the Douglas firs work as a nursery log, where other plants take root in its log and live off of its nutrients stored inside. Marissa focused on Lobaria oregano a species we learned about in a field trip during the course, and how it takes part in the nutrient cycle after decomposing. My focus was on the Red Alder species. How they are nitrogen fixing species that takes nitrogen from the air down to the soil. After we finished our drafts, we took turns editing each other’s paper, provided feedback and worked off from the feedback received. There were other parts other than the paper itself, and so while Marissa took the responsibility of putting the whole paper together, David wrote the paper of how we divided up the group work, and I worked on creating a descriptive slide to show the class for a summary of our paper. We each went about in our own interest in the same topic, but working off of each other, sharing sources that could help one another really helped us to keep the harmony of the paper and not three separate papers. In the areas that we were more familiar, or had more knowledge than others, we shared some tips, and worked on the different parts of the project where we were more talented in, to produce a fine quality assignment.
Another example of collaboration and shared learning is the uFarm project from BES 243 Introduction to Environmental Issues. For this project we chose a subject of an environmental issue and worked to propose a solution that our campus can take. My group focused on the agricultural topic, specifically the food issue on our campus. We suggested a proposal of campus garden “uFarm,” a student run garden that provided fresh produce to the student community. We gathered information about other institutions that has done something similar to our proposed idea. I was able to contribute to the topic, because I had a CBLR experience in working at a farm that was run by Edmonds Community College. I shared my experience in how it worked, what it provided, and the educational benefits that the college received from the farm. Other members also had experience through learning about the garden in the Seattle Campus. The other students, who did not necessarily have a direct experience in this field, focused on their desired aspect of the problem; one student, who was working towards becoming a teacher, provided the educational courses that could partner up with the farm to build hands on curriculum. A business major focused about the feasibility and funding for the proposal, providing a realistic view of how it would benefit our community. By taking parts of the project that we were more passionate about, we were all able to enjoy the project though not everyone was really into agriculture, or even the environment in general. We brought our knowledge and talents into the work helping one another in areas needed truly sharing and collaborating with one another for this project.
These artifacts provide an idea of some of the collaboration and shared learning that I’ve experience here at UWB. Even while working on the same project, each individual has a specific area that we want to focus, one that pertains to our major and lifestyle a bit more than the other. While it may be hard to work in a diverse group, where everyone has a different idea of what they want to focus on, if we work to collaborate, we can make even stronger idea that touches upon various subjects.