Isabella Hankins

Individualized Study Plan

My Individualized Study Plan outlines the classes I took during my undergraduate education. My academic focus during my two years CEP centered equity, social justice, and public health.

Freshman Year, 2021-2022
  • ENGL 131 Composition: Exposition: Uses a variety of texts across genres to study writing as social action and language as tied to identity, culture, and power. Centers students’ language resources and goals in developing rhetorical and research skills for composing ethically and critically across different contexts and genres. Prepares students for writing to audiences both within and beyond the university.
  • GEN ST 199 The University Community: Introduces students to various aspects of the University of Washington community. Includes exploration of university resources and opportunities, and academically related skill development.
  • LING 200 Introduction to Linguistics: Language as the fundamental characteristic of the human species; diversity and complexity of human languages; phonological and grammatical analysis; dimensions of language use; and language acquisition and historical language change.
  • SOC 222 Sociology of Sport: Introduction to the sociological analysis of sport. Issues discussed include the history, definition, and functions of sport; role of sport in the socialization of children; the relationship between sport and values; athletics within the social organization of education; deviance, crime, and violence in sport; the business and economics of sport.
  • ANTH 377 Anthropology & International Health: Explores international health from medical anthropological perspective, focusing on serious health problems facing resource-poor societies around the globe and in the United States. Develops awareness on political, socio-economic, ecological, and cultural complexity of most health problems and anthropology’s consequent role in the field of international health.
  • BIOL 118 Survey of Physiology: Human physiology, for non-majors and health sciences students.
  • SOC WF 200 Introduction to Social Welfare Practice: Introduction to the field of social work, including the theoretical concepts and institutional framework that guide practice. Overview of social work profession and social welfare system within which it operates. Lectures supplemented by exercises, films, guest lectures, and class discussions.
  • ANTH 215 Medical Anthropology & Global Health: Explores influences of global processes on health of U.S. and other societies from a social-justice perspective. Emphasizes inter-relationships between cultural, environmental, social-economic, political, and medical systems that contribute to health status, outcomes, policies, and healthcare delivery. Focuses on health disparities within and between societies and communities around the world.
  • CHID 120 Yoga Past & Present: Studies yoga and its history, practice, literature, and politics. From the ancient past to modern yoga, studies essential texts and ideas, as well as the effects of class, religion, gender, nationalism, development, Marxism, colonialism, and physical culture on yoga.
  • STAT 220 Statistical Reasoning: Introduces statistical reasoning. Focuses primarily on the what and why rather than the how. Helps students gain an understanding of the rationale behind many statistical methods, as well as an appreciation of the use and misuse of statistics. Encourages and requires critical thinking.
Sophomore Year, 2022-2023
  • CHEM 120 Principles of Chemistry I: First course in a three-quarter overview of general chemistry, organic chemistry, and biochemistry. Includes matter and energy, chemical nomenclature, chemical reactions, stoichiometry, modern atomic theory, chemical bonding. Laboratory.
  • GH 101 Introduction to Global Health: Disparities, Determinants, Policies, and Outcomes: Provides an introduction to global health, including: the burden and distribution of disease and mortality; the determinants of global health disparities; the making of global health policies; and the outcomes of global health interventions.
  • SPHSC 250 Intro to Speech & Hearing Sciences: Introduction to the field of speech and hearing sciences and its associated professions. Provides broad overview of normal and impaired speech, language, swallowing, hearing, and balance disorders, and clinical practice settings. Discusses impact of social-cultural, ethical, and technological factors in diagnosis, treatment, and research.
  • ANTH 311 The Cultural Politics of Diet & Nutrition: Examines current debates within the United States about what dietary guidelines are optimal for human health; how changing conceptions of individual responsibility and political life are framing these debates; how social movements for food sovereignty are changing food practices: and how eaters define their ethics through food.
  • CEP 200 Introduction to Community, Environment, & Planning: Introduction to central themes of major. Opportunities to engage in community action and planning process, while developing ecological literacy. Lectures, discussions, and critical writing exercises combine to increase knowledge and interest in these fields. Emphasis on developing community of learners in and out of classroom setting.
  • NUTR 200 Nutrition for Today: Examines the role of nutrition in health, wellness, and prevention of chronic disease. Topics include nutrients and nutritional needs across the lifespan, food safety, food security, wellness, body weight regulation, eating disorders, sports nutrition, and prevention of chronic disease.
  • ANTH 411 Cultural Politics of Food in Italy: Study Abroad program at the UW Rome Center focusing on the organization, politics, economy, and culture of the local food system at increasing scales of analysis: the city of Rome, the region of Lazio, the nation of Italy, the European Union, and the world.
  • ANTH 499 Undergraduate Research: Independent study.
Junior Year, 2023-2024
  • CEP 301 The Idea of Community: Theories of community and communal rights and responsibilities. Experience building a learning community within major. Explores struggles for community in every sector of life.
    • I engaged with literature exploring different perspectives on community and the role of community in everyday life. I learned the responsibility of defining “community” and the nuances in meeting a community’s needs.
  • CEP 400 Governance Practicum: Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students’ personal skills as doers and leaders, while also learning how to form and function as effective groups.
    • I worked on CEP outreach for the upcoming application cycle. This included visiting classrooms, distributing posters, attending open houses, meeting with high schoolers, and tabling at the University District Farmers Market.
  • CEP 300 Retreat: Focuses on planning analysis assessment and development of the major. Opportunities for community building and all-major policy deliberation and decisions. Workshops for skill building in consensus, facilitation, and for major-specific activities such as developing individual study plans and study abroad experiences.
    • I connected with my CEP cohort and set goals for the year.
  • ANTH 323 Human Rights Law in Culture & Practice: Introduces the complexities of issues surrounding human rights. Examines human rights concerns through critical analyses, taking into account legal, social, economic, and historical variables.
    • This course allowed me to view medical anthropology through a different lens. The legal perspective it provided complicated my understanding of human rights, global health, and international politics, and offered insight into current political events.
  • CHID 335 Sex, Gender, and Disability: Examines ways that disability, sex, and gender are connected as socially constructed categories. Topics include the ways in which the sexuality of people with disabilities is experienced and represented, the intersection of disability and gender inequality, and how the field of disability studies relates to and can transform other theoretical approaches to gender and sex.
    • This course enhanced my understanding of the multiple marginalizations that people are subject to. I gained new knowledge on the HIV/AIDS epidemic, sex work, the intersection of gender and disability, and the injustices these groups have faced throughout history and in present day. I took this class as a supplement to the learning I am doing throughout my internship for the City’s Aging and Disability Services.
  • CEP 302 Environmental Response: Explores issues of environmental crisis and societal responses. Readings and reflective analysis from broad selection of authoritative sources to develop grounded perspective in ecological literacy and consciousness. Concurrently, experiential education in challenges and practical responses to building sustainable society through participation in community-based environmental effort.
    • I learned the significance of how we discuss climate change and environmental disasters, particularly in media and policy. I hope to take this knowledge with me as the climate disaster becomes increasingly imminent and explore its disproportionate impact on the marginalized groups.
  • CEP 400 Governance Practicum: Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students’ personal skills as doers and leaders, while also learning how to form and function as effective groups.  
    • I prepared for CEP admissions, was trained on how to conduct ethical, unbiased interviews, and interviewed two incoming CEPsters.
  • ARCHY 345 Global Ethnoarchaeology: Examines ethnoarchaeological techniques, practices and hands-on applications to understanding how humans create and occupy archaeological sites and make artifacts from across the world.
    • I diversified my anthropology experience and gained hands-on experience in archaeology. This course enriched my understanding of the role of the archaeological record, the unethical history of archaeology, and the discipline is being reclaimed by Indigenous archaeologists.
  • BIO A 201 Principles of Biological Anthropology: Examines ethnoarchaeological techniques, practices and hands-on applications to understanding how humans create and occupy archaeological sites and make artifacts from across the world.
    • I learned about the history of humanity and how to distinguish different hominid bones.
  • CEP 303 Social Structures and Processes: Investigates use of formal and informal social structures and processes within context of community and environment. Looks at patterns and institutions of social organization and relationships among different sectors. Issues of interrelatedness, citizenship, knowledge, and communication.
    • In a quarter-long project, I analyzed how urban design and planning in Northgate impacts the health of its residents and visitors.
  • CEP 400 Governance Practicum: Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students’ personal skills as doers and leaders, while also learning how to form and function as effective groups. 
    • I concluded the admissions process and began planning for the 2024-2025 outreach and admissions season.
  • CEP 300 Retreat: Focuses on planning analysis assessment and development of the major. Opportunities for community building and all-major policy deliberation and decisions. Workshops for skill building in consensus, facilitation, and for major-specific activities such as developing individual study plans and study abroad experiences. 
    • I connected with my cohort and reflected on the work that we have done in governance this year. We also planned for next year, in terms of personal and collective goals.
  • CEP 473 Digital Design Practicum: Uses digital technologies for mapping, drafting, modeling, and communication. Includes real-world case study projects that focus on urban design and planning issues.
    • I gained an overview of different planning and design programs, including SketchUp, Illustrator, and Photoshop. I created a portfolio and strengthened my ability to learn new technical skills efficiently.
  • URBDP 498 Community Inclusion & Equity in the Changing Public Realm: The course brings together small interdisciplinary teams of students from the fields of social work, design and planning, political science, engineering, etc. to conduct place-based research and create digital documentation of their findings into a series of Seattle and King County neighborhoods as they undergo intense development pressure and gentrification.
    • Working with peers across disciplines, I conducted a quarter-long project analyzing the impact of gentrification in the Rainier Beach neighborhood.
Senior Year, 2024-2025
  • CEP 460 Planning in Context: Examines theory against backdrop of practice for broad historical understanding of social, political, environmental planning. Critique from viewpoints, e.g., planning history, ethics, ecofeminism, environmental justice, class and capitalism, planning and global economy. Develop personalized history reflecting individual experience, professional experience, and philosophical heritage of the planning profession.
    • I practiced my public engagement, research, and survey formation skills through supporting the revision of the Parks, Recreation, Open Spaces, and Arts plan for the City of Mukilteo. I also explored urban planning philosophies more and read foundational planning theory.
  • CEP 400 Governance Practicum: Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students’ personal skills as doers and leaders, while also learning how to form and function as effective groups.
    • I conducted outreach for the 2025 application cycle, including visiting classrooms, distributing posters, hosting open houses, and tabling at other community events.
  • CEP 300 Retreat: Focuses on planning analysis assessment and development of the major. Opportunities for community building and all-major policy deliberation and decisions. Workshops for skill building in consensus, facilitation, and for major-specific activities such as developing individual study plans and study abroad experiences.
    • This was another opportunity to connect with my cohort and establish community and personal goals for our final year at the UW.
  • CEP 490 Senior Project Prep Seminar I: Research and Project Scoping: Supports the conceptualization and planning of senior project/capstone work. Focuses on selecting a project, beginning a literature review, finding a mentor, and developing a plan.
    • I began to conceptualize my senior project, connected with mentors, and developed my senior project proposal.
  • ARCHY 208 Introduction to Archaeological Data Science: Pyramids, Stonehenge, Nazi Death Camps: Pseudo-archaeology makes radical claims about such sites, but what do the data reveal? Tackles false claims about the human past using archaeological data. Hands-on experience of data analysis and visualization using the software program R in computing laboratories.
    • This was my final requirement for my medical anthropology major. Despite my apprehension about taking a coding course, I found this course extremely engaging and developed my R skills. This course also shaped my view the role of archaeology and data.
  • L ARCH 498 Sensory Design: An interdisciplinary seminar.
    • I learned about the foundations of sensory and therapeutic design. I developed a theoretical design proposal for a middle school cafeteria in Seattle that met the sensory needs of all students.
  • CEP 461 Ethics and Identity: Examination of personal, societal, vocational, environmental, planning ethics. Readings and discourse on ethical foundations for public life. Individual and group readings on values, human potential. Develops understanding of ecological context, moral responsibility, self-awareness. Constructs positive, diverse view of humanity, environment regardless of race, gender, ethnicity, beliefs.
    • I explored the ethics of urban planning and other “helping” professions that heavily influence people’s lives, reading philosophers like Neichze and Aristotle. I completed a project about the ethics and role of AI in current society.
  • CEP 400 Governance Practicum: Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students’ personal skills as doers and leaders, while also learning how to form and function as effective groups.
    • I coordinated and led the interview process with two interviewees.
  • CEP 491 Senior Project Prep Seminar II: Methods and Actualization: Focuses on implementing the senior project/capstone, including revisions and updates as seen fit.
    • I continued to develop my senior project, ironing out my methods and literature review. I distributed my survey and conducted my interviews.
  • SOC W 596 Psychology of Aging: Introduces and explores a specific area of social work, with specific focus on emerging methods of practice. Content varies according to recent developments in the field and the interests of the instructor.
    • I learned more about the field of gerontology and aging from a psychological perspective. This related to both my previous internship and my senior project.
  • URBDP 538 Public Health and the Built Environment: Examines how the design of communities and land use and transportation decisions have positive and adverse effects on health. Considers built environment impacts on physical activity, obesity, air quality, injuries, mental health, social capital, and environmental justice; and explores interventions to promote healthy community design.
    • This class was critical in bridging my understanding of public health as it pertains to the built environment, the intersection of both of my majors and a personal interest of mine.
  • CEP 462 Community and Environment: Capstone quarter merges core seminars, disciplinary courses in major, community field experiences for mastery of personal knowledge and skills. Reflection and synthesis of themes in major; engagement with contemporary issues. Compares theoretical definitions of community and environment with individual philosophies and knowledge within thoughtful, applied context.
    • This class was the culmination of my time in CEP. I completed my senior project and reflected on my time in the major.
  • CEP 400 Governance Practicum: Emphasizes personal and collective leadership, democratic decision making, and learning through direct action and reflection. Explores and develops students’ personal skills as doers and leaders, while also learning how to form and function as effective groups.
    • I concluded the admissions process and helped planning for next year’s outreach and admissions.
  • CEP 300 Retreat: Focuses on planning analysis assessment and development of the major. Opportunities for community building and all-major policy deliberation and decisions. Workshops for skill building in consensus, facilitation, and for major-specific activities such as developing individual study plans and study abroad experiences.
    • I reflected on my time in CEP and made future goals.
  • CEP 446 Internship: Connects core and individual courses with field work. Group and individual readings develop understanding of how students’ internships and field placements constitute particular element of community and environmental planning. Explores how what we do for a living is part of our lives as citizens and public service.
    • I revisited my resume and strenghthened my professional development skills. I synthesized my learnings from my current internship and learned how to ensure my values align with my work.