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according to the complex joys and troubles of living. I believe both art and artist fare better when we advance aesthetic choices together with questions about the philosophical implications behind our creative work. I also find that candor about my own failures and successes can help reframe the writing process on more accessible and therefore healthier terms. Through a combination of support, challenge, and surprise, writers should leave workshop with a renewed sense of reflection and feeling
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of Exploration, Trade, and Empires. ABC-CLIO, 2017. In 2016, with the support of a travel grant from the First Year Experience Program and a Wang Center for Global and Community Engaged Education grant she presented research on the pedagogy of teaching World History, at the World History Association Conference in Ghent, and also while in Europe completed research for her current book project through researching breweries in Belgium and champagne houses in France. She teaches a core course for the
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, Pathways to Culturally Sustaining STEM Teaching with Drs. Simic-Muller and Munro. In this grant they recruit, prepare, and support new teachers’ implementation of ambitious and equitable STEM teaching in Title 1 schools. Dr. Gardiner is also an active member in the American Educational Research Association (AERA), the Literacy Research Association (LRA), and the National Council of Teachers of English (NCTE).
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other narrative? How can this work that seems so different from what I want to do help me achieve my goals? In both workshops and mentorship settings I again stress the concept of community not only as etiquette that should be practiced out of respect within an academic environment, but also as a practice of a working writer. Nobody truly writes alone and nobody publishes alone. In addition to conversations about writing, I place a focus on how we should all strive to support writers and the larger
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my application for an extended deadline for that fall. As soon as I returned to Colorado, I rushed my application and was accepted the next week. I was fortunate at the University of Montana to have many supportive professors from whom I learned a great deal about teaching and research. I worked with Dr. Frances Hill on my dissertation who I consider to be both a mentor and dear friend. It is through her honesty, gentle encouragement and support that I am doing something I truly enjoy doing
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, explorers, and collaborators in the learning journey. What’s exciting about teaching in the PLU MSW program? It’s an honor to have the opportunity to teach MSW students. These are the people who will be serving and shaping all the systems that support people and our communities. When I work with our students, I have hope for a better world. What makes PLU’s MSW special? PLU is a special community, so being able to house an MSW program here is a privilege. Our students have unique opportunities to build
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multi-institutional study of novice debuggers." Computer Science Education Vol. 18:2, 2008: 93-116. Accolades PLU Faculty Excellence Award in Service, December 2022 Special Interest Group for Computer Science Education (ACM-SIGCSE) Board, At-Large Member: 2019-2022 Co Editor-In-Chief, Computer Science Education, Taylor & Francis publishers, 2007-2017 PLU Teaching and Learning with Technology (TLT) Grant to fund “Social Media and Video Podcasts to support a new course in Media Computation,” 2011-2012
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protein model with support vector machines." BMC Bioinformatics Vol. 15, 2014: 120. R. Cao, Z. Wang, J. Cheng. "Designing and evaluating the MULTICOM protein local and global model quality prediction methods in the CASP10 experiment." BMC Structural Biology Vol. 14, 2014: 13. Z. Wang, R. Cao, K. Taylor, A. Briley, C. Caldwell, J. Cheng. "The Properties of Genome Conformation and Spatial Gene Interaction and Regulation Networks of Normal and Malignant Human Cell Types." PLoS ONE Vol. 8(3), 2013: e58793
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