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. Professor Chavez’s presentation topic is a part of the Race & Identity series and is titled, “How Latina/Latino Representation Can Improve Democracy”.  Professor Chavez draws from interviews, policy analysis, and personal experience, investigating the obstacles contributing to this underrepresentation and explores ideas for how to move toward a more inclusive society and a healthier multiracial democracy. https://www.humanities.org/speaker/maria-chavez/ Learn More For more information on how to book a

. “It’s comprehensively helping students take on the identity of a college student and understanding what that means,” says Dr. Eva Frey, PLU’s Dean of Students and the PLUS 100 instructor teaching McAdam’s first-year cohort. “PLUS 100 is the only class (at PLU) that explicitly talks about the behaviors needed to be successful in and outside of a college classroom.”McAdams, who just completed his first season at the helm of PLU’s football program, saw first-hand the kind of impact college skills

hatred and prejudice, including direct statements disavowing racism, anti-Semitism and discrimination in law or policy related to sexual orientation or gender identity. In 1993, the ELCA published a call to confront racism, to engage in public leadership and to advocate for justice. In 1994, the ELCA Churchwide Assembly adopted the “Declaration of ELCA to Jewish Community,” which repudiates anti-Judaism and its modern successor, anti-Semitism. A policy resolution, adopted by the Churchwide Assembly

experience going to the barber shop instead of a beauty parlor for hair care, and how that choice influenced their hair journey and gender identity. A different participant discussed being called a boy by her family members after cutting her hair short and embracing her femininity in a new way through that experience. The third theme concerned hair and body health and the return to identity. “For a lot (of the women), it was a personal health choice,” Taiwo said. “Both thinking about the strength of hair

liberal arts and professional undergraduate education pragmatic or even possible? And though clearly honed in response to consumer demand, is it in fact serving the best interest of PLU, in terms of our endowment and identity, and for that matter, of the minds and careers of our students?  And finally, does it uphold, in practice, the tenets of our mission statement? In particular, does it allow a student’s undergraduate education to provide “the necessary and essential foundation for the technical