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college; you can do this! #2 – you can do this, but you don’t have to do it alone. PLU professors are well-known for their deep care for their students and have office hours throughout the week, so you can connect with questions and concerns or just chat. And our Center for Student Success offers (free!) tutoring, studying resources, and professional academic advisors to help you navigate your college academics. 6. Join a learning community Whether you live on- or off-campus, you’ll have the
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. One seminar course on Saturdays. Please consult the spring schedule for specific times. SPED 520: Teaching Students with Special Needs (2) EDUC 563B: Integrating Seminar: Internship (2) EDUC 568: Internship in Teaching (6) Remaining coursework is to be finished within 3 years of the start of the program EDUC 510: Teaching Reading and Language Arts (3) EDUC 562: Schools and Society (2) EDUC 563A: Application of Technology Tools for Teachers (2) EPSY 566: Advanced Cognition, Development, & Learning
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while they said no students, you know, allowed. So things like this where a student can spend seven hours giving shots and learning about the logistics of how do you set up a vaccination clinic like this [video: Prof. Guerrero’s voice continues over a close up of a student drawing a dose of the Moderna vaccine from a vial to a syringe.] Prof. Guerrero: for my community students, I know that this has been really experiences that they’re not going to have in their lifetime again. Or at least I hope
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recent changes to the first-year curriculum and revisions to program learning outcomes for 2nd- and 3rd-year courses, and share best practices for teaching IHON 200-level courses. The goal of this workshop is to deepen the coherence of the IHON curriculum and share ideas about how best to teach honors courses. All faculty who are interested in teaching in IHON (even if you’ve never taught an IHON course). Faculty slated to teach IHON courses in the next 2 years are especially encouraged to attend
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over a clip of a student checking the pulse of another student, who rides a stationary bike in the lab.] Paphawee: I’ve been learning hands-on stuff that [video: Return to Paphawee in the lab.] Paphawee: I’ve been learning from class I love being here because it emphasized on the knowledge that I’m learning in class [video: Paphawee’s voice continues over a photo of a group of kinesiology students dressed as bowling pins in white shirts with red stripes. In front of them, they hold a sign with a
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Mark Mulder, Ph.D. Dean Phone: 253-535-7258 Email: muldermr@plu.edu Office Location: Morken Center for Learning & Technology - 171 Curriculum Vitae: View my CV Professional Biography Additional Titles/Roles Associate Professor School of Business Education Ph.D., Marketing & Consumer Behavior, Washington State University, 2012 Management Development Program, Harvard University, 2002 M.B.A., Technology & Innovation Management, Pacific Lutheran University, 2000 B.B.A., Human Resources and Total
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Mark Mulder, Ph.D. Associate Professor School of Business Phone: 253-535-7258 Email: muldermr@plu.edu Office Location: Morken Center for Learning & Technology - 171 Curriculum Vitae: View my CV Professional Biography Additional Titles/Roles Dean of School of Business Education Ph.D., Marketing & Consumer Behavior, Washington State University, 2012 Management Development Program, Harvard University, 2002 M.B.A., Technology & Innovation Management, Pacific Lutheran University, 2000 B.B.A., Human
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and learning. We define diversity and sustainability broadly; we engage diversity of race, gender, ethnicity, sexual orientation, but also diversity of world-view, religion, national origin, age, learning style, and even political philosophy. We see sustainability as environmental stewardship but also as a commitment to ecological, social and economic justice aimed at creating a culture of sustainable and responsible citizenship on campus and in our surrounding communities. We pursue Diversity
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and learning led to a deep and abiding belief in the importance of education for all people (not just Lutherans!) at all levels—from preschool to graduate education—that Lutherans have been justly famous for throughout our 500-year history. Pacific Lutheran University is an expression of that Lutheran commitment to education and learning. But take it a step further. For Luther, learning was never an end in itself. It was always learning for the sake of serving our neighbor who, as Jesus taught us
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understand the tradition that guides the heart of the institution. It’s about service, not individual gain. It’s about how to serve at home, in the broader community and in the world. How do you live side-by-side with others of varying perspectives and beliefs, and learn and serve together? It’s complex, it’s messy and it’s the essence of our PLU learning community. This is a deeper look at how Lutheran higher education fuels critical questioning and learning in community, the purposeful work of
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