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the secondary level, and see where that path leads me. Chelsea Paulsen, Bachelor of Arts in communication with a concentration in conflict and global peace building Chelsea Paulsen ’13 is from Tumwater, Wash. Why PLU? I chose PLU because of all the possibilities it gave me. I wanted to see the world, get to know my professors, explore my spirituality, and be a part of something much larger than myself. I knew I wanted to attend a university that cared about me as an individual and I knew PLU was

promote understanding of diverse cultural practices being taught originate in the developing world and/or are perceived as ethnically or racially distinct. In this case, a critical assessment of sexist practices in the target culture, combined with an unexamined student perception of racial or ethnic stereotypes that lead to a view of the foreign culture as “barbaric” and “exotic,” can unwillingly sustain an insidious form of cultural imperialism. Classroom Dynamics In addition to the customary issues

looking at history through visual documentation (paintings, posters, and newspaper advertisings) when researching The Battle of Chattanooga during the American Civil War my junior year and saw how children were depicted and remembered when battles were fought literally in their own backyards. This research was the catalyst that made me switch to Art History. I am continually drawn to the question on why and when children were depicted in art throughout times of conflict. Children have been perceived

types of housing, expectations of residents, ethnic & socio-economic makeup of the community. This research examines the development of community in New Salishan and utilizes partnership with community members, soliciting their input in research design. The primary methodology utilizes focus groups co-facilitated by Community Health Advocates and university research team. The goal of the research is to provide feedback to community residents and leaders and in partnership, guide next steps in

students will not change dramatically, but their composition will, as the new cohort becomes more diverse in learning experience and style, in economic situation, in their ethnic heritage and in their educational expectations. I believe that both more non-traditional age students and more first generation students are headed our way. The implications for the schedule and the calendar, as well as the campus and the classroom, are many fold. Second, the wise and effective use of technology in education

with a concentration in conflict and global peace building Chelsea Paulsen ’13 is from Tumwater, Wash. Why PLU? I chose PLU because of all the possibilities it gave me. I wanted to see the world, get to know my professors, explore my spirituality, and be a part of something much larger than myself. I knew I wanted to attend a university that cared about me as an individual and I knew PLU was the right choice when they asked me: “What do you want to do with your one wild and precious life?” This