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monthly training for our staff around cultural competency. By providing training for faculty and staff around meeting students’ wellness needs inside and outside of the classroom. Also through the Student Life Division, by creating intentional places of connection, practice, and building of practical work and life skills in engagement with folks who reflect the diversity of our communities. PLU is leveraging the wisdom and expertise of student life professionals to create conversations with students
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spaces where we gain understanding about cultural diversity, we learn about the origins of injustice and what we can do to make the world a more just, equitable, and sustainable place. Students come away with a broader understanding and a keen sense of how they can join in the work. What class or program that you know of highlights these benefits? ENVT 350 is a really stellar course that exemplifies the interdisciplinary approach to learning. This course has been taught for decades–it’s been evolving
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. Thinking about how we engage and embrace religious and spiritual diversity. That’s really interesting. How do you differentiate between interfaith and religious and spiritual diversity? Interfaith assumes that someone has a tradition, and then they come together and communicate across religious and perhaps cultural differences. More and more, the reality seems to be that our students don’t have an established religious identity. This work isn’t necessarily about connecting a Buddhist, a Christian, a
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she left, she created a cultural-musical exchange program between Sunshine Private School’s All Girl Marimba Band and the PLU Percussion Ensemble. Once back at PLU, she created a multimedia exhibit featuring music and video from the marimba band and local batik art masks. Later that year, in October, the Percussion Ensemble played some of the Sunshine marimba band’s songs at its fall concert. When PLU’s Wang Center for Global Education told her about the Fulbright program in 2021, Larios saw the
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“promoting language immersion, cultural awareness, and global engagement in your community.” KGC RAs will work collaboratively with faculty to enhance learning in this community. Each wing of Kreidler houses a different language or academic focus. The following are the Learning Communities within Kreidler Global Community. Chinese Spanish French International Honors (IHON) Global Studies Native American & Indigenous Studies (NAIS) Additional Qualifications: Enrolled in IHON/Language courses throughout
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Scandinavian Cultural Center; his son, Tim Kittilsby ’84, and his wife, Lisa Kittilsby ’84, made a generous gift to PLU to install artificial turf on the baseball infield; and daughter-in-law Lisa serves on the Board of Regents. “When we put in a new press box this spring, it seemed like the perfect way to honor Jim Kittilsby and his family,” said Lauralee Hagen, Senior Advancement Officer at PLU and dedication organizer, who has known Kittilsby since the 1970s. “Jim was quite well thought of while at PLU
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will look at school funding, applying an equity and instructional lens, to help prioritize and guide district level funding. Particular emphasis will be placed on the role of the superintendent or program leader in advocating for students and programs. (2) EDUC 744 : Community & Family Engagement The primary goal of this course is to assist district leaders in developing the knowledge, skills, and cultural understanding to improve learning and achievement by collaborating with families and
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and defined to include race, ethnicity, culture, nationality, religion, sexual orientation, gender identity and expression, and ability. The course content looks critically at privilege and the ways in which a society’s cultural practices and structure may oppress, marginalize, and alienate some while enhancing power and privilege of others. Students will explore how awareness of these factors influences delivery of social work practice in healthcare and mental healthcare settings. SOCW 532
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involved was key. We never said no to an opportunity to work with another cultural club because we were all in the same boat. We had very strong ties with other like-minded clubs such as B.L.A.C.K.@PLU, Feminist Student Union, Puentes, Harmony and of course, ASPLU’s Diversity Coalition. We learned from each other, supported each other and became one big family. We respected each other’s missions and goals, but coming together allowed us to be bigger, louder and stronger. Our collective challenge was to
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animals seriously is pervasive, and not always subtle. To study nonhuman animals in ways that try to accord them value and dignity is still likely to strike most academics as quaintly marginal, even risible, an easily dismissed sentimentality. Shortly after returning from Mexico, for example, I participated in a conference on animals and representation. Attended mostly by professors in the humanities and in cultural studies, the conference drove home to me the difference between my experience of
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