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Universal Design for Learning (UDL) Sakai PageClick this button to be added to the Universal Design for Learning (UDL) Sakai Page. Click HereFaculty and Disability Support Services: A Collaborative ApproachOffice of Accessibility & Accommodation seeks to partner with faculty to provide equitable access to course materials to students with disabilities. Our goal is to provide accommodations with respect to your pedagogy. The accommodations we authorize are for students who have met the
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have a weekly organ seminar and plenty of performance opportunities both as a soloist and accompanist. Paul TegelsPaul Tegels, a native of the Netherlands, is Associate Professor of Music, and serves as University Organist at PLU. He received his Doctor of Musical Arts Degree in Organ Performance and Pedagogy and his Master of Arts Degree in Choral Conducting from the University of Iowa, where he studied organ with Delores Bruch, and choral conducting with William Hatcher.Learn More Read Previous
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biases, the effects of racial discrimination on development, and antiracist parenting and policy practices. Prerequisites: PSYC 101. (4) PSYC 351 : Minds, Brains, and Computers: Introduction to Cognitive Science An introduction to the interdisciplinary study of the mind. Students will explore how the mind works through the lenses of philosophy, psychology, linguistics, neuroscience, and computer science. This course is the equivalent of PSYC 148. Students may not take both PSYC 148 and PSYC 351 for
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421: Functional Piano for the Professional Musician (2) MUSI 445: Conducting III (1) MUSI 453: Vocal Pedagogy (2) MUSI 460: Elementary Music Methods (3) MUSI 462: Choral Repertoire and Rehearsal (3) Choose five credits from the following: MUSI 241: String Lab I (1) or MUSI 242: String Lab II (1) MUSI 243: Woodwind Lab I (1) or MUSI 244: Woodwind Lab II (1) MUSI 245: Brass Lab I (1) or MUSI 246: Brass Lab II (1) MUSI 247: Percussion Lab (1) MUSI 321: Guitar Lab (1) MUSI 325: Class Composition I (2
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in poetry, fiction, and nonfiction. Classes are also offered on issues of pedagogy, and how to build and maintain a writing practice and community beyond the MFA. Each participant is free to create their own menu of classes during the residency, regardless of the participant’s primary genre. A participant who is primarily a poet, for example, may opt to take classes in nonfiction, while a participant involved with writing a memoir project may choose to take classes in fiction. During the
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of Vocal Studies, Teaches Applied Voice Lessons, Vocal Pedagogy, Solo Vocal Literature, Diction, Directs Opera Production/Workshop Accolades Production Grant from the Kurt Weill Foundation for Music in New York, NY Regency Scholarship Grant, Pacific Lutheran University Biography James L. Brown maintains an eclectic career as a tenor, conductor and stage director. James is the Coordinator of Vocal Studies at Pacific Lutheran University in Tacoma, WA where he oversees a large and diverse voice
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meaningful living, and to discuss ways to mentor students to live into the PLU mission. Each seminar group will meet to study and discuss a variety of matters vital to their profession as faculty at PLU. They will discuss some important historical materials and debates about vocation, various contemporary issues in pedagogy and higher education, and related controversies in contemporary society and academic disciplines. These discussions will intersect with consideration of PLU’s mission and individual
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Dr. Zachary LymanZachary Lyman is Professor of Music at Pacific Lutheran University (PLU), where he teaches classroom music, directs the trumpet ensemble, coaches chamber music, and performs with the Lyric Brass Quintet, and was the 2017 recipient of the Faculty Excellence Award in Teaching. He holds the Doctor of Musical Arts degree in Trumpet Performance and Pedagogy from the University of Iowa where he was the recipient of the prestigious Iowa Performance Fellowship, the highest award for
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when I interviewed,” Ariella remembered. “Everyone seemed eager to engage in meaningful conversation, and seemed generally interested in growing the dance program. There was also so much kindness and passion, which are two qualities I strive for in my pedagogy.” In addition to the community, the location was a strong draw. Brown’s friends and family are in the area and the PNW is in her blood. She even labels herself as a bit of Pacific Northwest “snob.” “I am in love with the Pacific Northwest. I
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event organizer for students, but as a former educator Johnson saw it could be much more. She saw her office embrace concepts like pedagogy and assessment in the educational context, as well as expanding access and support through places like the opening of the university’s Diversity Center. “It seemed like a no-brainer to me,” she said. “We are partners in the educational experience.” With that in mind supporting programs such as Wild Hope, the First Year Common Reading Program just made sense
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