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workshop and clubhouse where students drop in and test out ideas, improvise and hone their craft. It is evident, too, when speaking with PLU Assistant Professor of Theater Amanda Sweger, who begins her second year at PLU teaching theater lighting and design. It is clear she looks at this type of collaboration in the same way a natural science professor in Rieke Science Center might look at a student–faculty research project. It is for this reason Sweger is so quick to let the students learn the light
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(2) SPED 580: Foundations and Instructional Strategies for Students with Disabilities (2) Fall Semester EDUC 562: Schools and Society (2) EDUC 563A: Integrating Seminar: Technology Embedded Instructional Design (2) EDUC 565: Elementary Reading, Language Arts, and Social Studies (2) EDUC 566: Elementary Math and Science (4) SPED 520: Teaching Students with Special Needs (2) J-Term EDUC 528: Reading and Writing Across the K-8 Curriculum (2) EDUC 564: The Arts, Mind, and Body (2) Spring Semester
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be writing?” (76.82). This is a poignant statement that provides insight into his state of mind. That said, why do these men write? How might documenting the public and graphic effects of their society’s disease or plague assist them internally (spiritually, emotionally or mentally) as they are situated as leaders during a traumatic moment? October 7 What Can the K’iche’ Creation Stories Teach Us About How to Live with the Existence of Plagues and Disease? Dr. Carmiña Palerm, Associate Professor
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: stories of American soldiers with traumatic brain injury and PTSD. Casemate. Read Previous On Exhibit: LGBTQ+ Authors and their Works Read Next Black History Month: Black Art Matters Exhibit LATEST POSTS On Exhibit: LGBTQ+ Authors and their Works October 5, 2022 On Exhibit: Graphic Novels January 6, 2022 Black History Month: Seeking (a Supreme Court) Justice February 2, 2022 Mortvedt Library materials for HEALING: PATHWAYS FOR RESTORATION AND RENEWAL symposium February 16, 2022
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students avoid difficult or challenging courses with this design? We do not feel that an effective course is necessarily one that is “difficult.” We do, however, think an effective course will always be intellectually challenging. The courses in our current general education program are intellectually challenging and hold students to high standards. These same courses will meet the requirements for the proposed revision. What are we losing without disciplines? The model does not eliminate disciplines
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risks, benefits, ethical concerns, and food security issues.IHON 259: Starship DesignIn this course, we will explore ecology by designing a hypothetical starship to bring humans to another star, probably Proxima Centauri, our nearest interstellar neighbor. This class will culminate with an actual starship design. Importantly, this is a course about asking big questions and pursuing insightful answers. Although we will be using some scientific methods of inquiry and exploring scientific ideas, this
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the craft of the 21st century composer/arranger, including counterpoint, orchestration, and the development of thematic material into a composition. Prerequisite: MUSI 235 or consent of department chair. (4) MUSI 240 : Introduction to Music Education Introduction to the profession. History and philosophy of music education. Developmental characteristics of students and learning styles. Introduction to national and state standards. Lesson design with emphasis on writing objectives. 15 hour
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, and design better healthcare delivery systems. Interested in getting a DNP? Connect with PLU today!Attend Info SessionSign up for an info session to see if the DNP program is right for you. Sign up for info sessionRequest InformationContact us to get more information about the DNP program. Request more informationStart ApplicationApply for admission to the DNP program to reach your career goals. Apply Now Read Previous Why Should I Get a Doctor of Nursing Practice (DNP)? Read Next Providing
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if students are struggling with either course content or procedural issues. CATs or classroom assessment techniques work well for this purpose. Note student interests and concerns. When students provide feedback, consider how you might integrate interests and concerns into lecture and discussion. Personalization of learning is a strong motivator for students. Opt for meaningful icebreakers. When icebreakers are used in a course, try to design activities to have value in addition to getting to
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practice of historiography). 3. Design and prepare a substantial research project (typically 15-pages in length) based on primary and secondary sources, written with a clear thesis, supporting evidence, and appropriate citations. 4. Practice ethical and responsible historical scholarship, including proper citations. 5. Prepare an oral presentation of the research project and deliver it to an audience of peers and faculty. 6. Review, critique, and provide helpful feedback on other students’ drafts and
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