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with primarily students with learning disabilities. He came to Pacific Lutheran University in the summer of 2011 from Seattle Pacific University where he had served 15 years. In 1991, Dr. Kline began his full-time service in higher education at Wichita State University where he served as an assistant professor of special education and chair of the Special Education program. This is also the time in which he began a migration from special education teacher preparation to general education teacher

with primarily students with learning disabilities. He came to Pacific Lutheran University in the summer of 2011 from Seattle Pacific University where he had served 15 years. In 1991, Dr. Kline began his full-time service in higher education at Wichita State University where he served as an assistant professor of special education and chair of the Special Education program. This is also the time in which he began a migration from special education teacher preparation to general education teacher

with primarily students with learning disabilities. He came to Pacific Lutheran University in the summer of 2011 from Seattle Pacific University where he had served 15 years. In 1991, Dr. Kline began his full-time service in higher education at Wichita State University where he served as an assistant professor of special education and chair of the Special Education program. This is also the time in which he began a migration from special education teacher preparation to general education teacher

with primarily students with learning disabilities. He came to Pacific Lutheran University in the summer of 2011 from Seattle Pacific University where he had served 15 years. In 1991, Dr. Kline began his full-time service in higher education at Wichita State University where he served as an assistant professor of special education and chair of the Special Education program. This is also the time in which he began a migration from special education teacher preparation to general education teacher

: Be able to work with abstract mathematical structures, and to generalize from the concrete to the abstract. Additional Learning Outcomes for BS in Mathematics Education (BSME) (Adapted from Association of Mathematics Teacher Educators’ 2017 Standards for Preparing Teachers of Mathematics.) Demonstrate the belief that all people are capable of thinking mathematically and are able to solve sophisticated mathematical problems with effort. Demonstrate understanding that the social, historical, and

Education with Teacher Certification Master of Arts in Education: Alternative Routes to Certification Master of Arts in Education: Non-Certification Complete all required application questions. Step Two: Submit all required supporting items belowApplication essay In an essay of 500-750 words (double spaced, 12 point font) please respond to the following questions: Share with us why you want to be a teacher and what you hope to accomplish as a teacher. What do you want to teach and why? When you picture

Burien. “Mr. Wade! Mr. Wade! I need your help,” a few chimed in from different corners of the room. Wade, alongside longtime teacher Darrell Chase, calmly commanded the classroom as though he had done it for years. Yet, the 38-year-old is in his second year of teaching, and he credits his immediate success to the intense preparation at Pacific Lutheran University through the Alternative Routes to Certification (ARC) program. The intensive, primarily field-based program within the School of Education

also given honorary memberships in professional associations.Careers for Mathematics MajorsThere are a variety of satisfying occupations that require substantial mathematical preparation. Some of these are: Actuary Cryptographer/Cryptanalyst (code maker and breaker) Economist Operations Research Analyst Research Mathematician in Industry or Academia Statistician or Biostatistician Systems Analyst Secondary School or College Teacher Many students use a mathematics major as a springboard for graduate