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learned at PLU? Knapp: One of the things that we’ve talked about in a lot of political science classes is different theories on messaging and things like that. I feel like a lot of (lessons) end up reflecting what it’s like at the legislature. PLU: What made you want to study political science in the first place? Knapp: My motivation is definitely improving people’s lives and making a better world. It’s super cliché and I hate it, but that’s ultimately what’s motivated me into politics. PLU: Will we

objects. I am still teaching at BC, taking classes and researching. I am taking part in a Holocaust seminar this semester with Professor Herzog, and am working on an independent study with Joan Scott.” If anyone wants to reach out to Carli with questions about grad school or the application process, please feel free to contact me at csnyder1@gradschool.cuny.eduand please reach out to Beth Kraig (kraigbm@plu.edu) if you have an alumni story of your own to share with us! We can add your story to our

taste it and feel it on our eyes.” Eldon Sorensen ’19 was struck by the discipline and professionalism exercised by law enforcement officers to manage and contain the protests. “The stuff that the riot police had to endure was really intense,” Sorensen said. “There were people throwing rocks and bricks, people shouting all sorts of things, cars getting smashed. It gave me a deeper appreciation for the people who put their lives in danger to do that work.” The wide variety of political ideologies

appreciation for the wonders of animals and their complex behaviors. Also, the new field of cognitive ethology, which studies animal mentality as a kind of behavior, is changing our view of the animal mind. While it is a field with many challenges and controversies, we seem to be in the process of an almost revolutionary advance in our understanding of animal intelligence. Photo taken during a J-term course in Ecuador in 2015 by Quinn Huelsbeck (‘16) A good overview to this field can be found in Colin Allen

stand and accept our welcome. Finally, a special word of welcome is due a remarkable leader who is joining our team, dean of the School of Arts and Communication, Cameron Bennett. A chamber musician and soloist, Cameron has had an active and varied career as an administrator, accomplished pianist and educator. He comes to us from Ohio Wesleyan University where he was professor of music and chair of one of the most respected liberal arts music programs in the country. Cameron would you please stand

your application. For example, if the program emphasizes diversity and inclusion, it might help to research what the school’s stance on diversity is, and how it can and will shape your academic and personal experiences, both past and future ones. Demonstrate your knowledge about the program by using keywords from the learning outcomes and curriculum as published by the institution/program website. Provide examples of which classes or other parts of the program you are most excited to explore. 5

program.Master of Arts in Education: 1 Year Teaching Certification One year full time program, 12 months coursework, begins each summer in mid-June Supportive cohort model: 25-30 students all taking the same classes and receiving face-to-face support from expert faculty Full-year internship in an elementary or secondary school More than 800 hours in a placement shaped by the student’s desired subject to teach Master of Arts in Education: Alternative Routes to Certification Ideal for career changers from high

outcomes below! Flexible Program – may be completed in as few as 14 months, or over the course of 26 months. Classes occur in the evenings and are a mix of traditional and hybrid in design. Theory to Practice Focus – coursework focuses on building an evidence-based practice through rigorous coursework applied to real world situations. All students complete an applied project as part of the program. Mentorship – all students are assigned a faculty mentor who also serves as lead advisor for the applied

the microbial communities that live in the tree canopies of local Pacific Northwest forests. Soils collect in the small nooks high above the ground, and she’s conducting genetic analysis of the microbes that live in those soils. She, too, works closely with student researchers on the project – she finds essential the work they do as part of a team. At the same time, she also knows that her work entails more than simply conducting research or teaching classes. “In the lab, as I see it, I have two

, challenging and rewarding things they will do at the university. It will combine just about everything they have learned over their time at PLU – and then some. “Actually, a lot of the stuff we are encountering we never even learned in class,” said Ellison, a computer science and computer engineering major from Gig Harbor, Wash. That is no reflection of the classes Ellison took. Instead, it shows that the students are building upon their class lessons as they embark on their capstone. George Hauser