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Lark Powers Associate Professor of Music - Piano; Advising Associate for Music Phone: 253-535-7647 Email: powerslm@plu.edu Office Location: Mary Baker Russell Music Center - 115 Office Hours: (On Campus) Mon - Fri: By Appointment Professional Biography Education D.M.A., Piano, University of Colorado Boulder M.M., Piano Performance, Peabody Institute M.M., Harpsichord Performance, Peabody Institute M.M., Theory Pedagogy, Peabody Institute G.P.D., Peabody Institute D.E.M., Conservatoire National
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Lark Powers Associate Professor of Music - Piano; Advising Associate for Music Phone: 253-535-7647 Email: powerslm@plu.edu Office Location: Mary Baker Russell Music Center - 115 Office Hours: (On Campus) Mon - Fri: By Appointment Professional Biography Education D.M.A., Piano, University of Colorado Boulder M.M., Piano Performance, Peabody Institute M.M., Harpsichord Performance, Peabody Institute M.M., Theory Pedagogy, Peabody Institute G.P.D., Peabody Institute D.E.M., Conservatoire National
Office HoursMon - Fri: -Area of Emphasis/Expertise -
Jennifer Rhyne Associate Professor of Flute and Music Theory Full Profile 253-535-7058 rhynejl@plu.edu
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Jennifer Rhyne Associate Professor of Flute and Music Theory Full Profile 253-535-7058 rhynejl@plu.edu
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ValuesWho we are We value a caring, diverse, and inclusive community that fosters a sense of belonging for all students, staff, and faculty. As a community of scholars we work together to solve problems, produce knowledge, and collaborate on research endeavors to enhance learning and prepare students for future vocations. How we teach We value student-centered, evidence-based teaching. Using multiple means of engagement, we encourage our students’ intellectual curiosity and critical thinking
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Bogomil Gerganov Associate Professor of Physics he/him/his Phone: 253-535-7774 Email: beg@plu.edu Office Location: Rieke Science Center - 252 Professional Additional Titles/Roles Engineering Dual-Degree Program Director Education Ph.D., Physics, Cornell University, 2000 M.S., Cornell University, 1997 B.S., Sofia University (Sofia, Bulgaria), 1993 Areas of Emphasis or Expertise Non-Linear Cardiac Dynamics Integrable Systems Quantum Field Theory Spin-spin Interactions of Magnetic Molecules
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. Use historical perspective as central to active citizenship. Learning Outcomes for Lower-Division CoursesThe History Department has structured all 100-200-level courses to create the following learning outcomes for students who complete them successfully. Students will: 1. Learn and practice the evaluation of historical evidence by identifying and explaining specific claims or ideas in primary and secondary sources. 2. Practice skills of oral expression and dialogue through interpreting and
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of jargon, effectiveness of arguments, inclusion of evidence, quality of the evidence cited, etc, etc), point out examples of each type of error, point out the applicable sections of the APA manual, provide examples of corrections, and instruct the student to make necessary corrections. – Examples of excellent writing should be made available to the students. – Students who need further assistance should be referred to the PLU writing center. – When final versions are submitted, if significant
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outcome. Students may represent this as a journey from point A at the start of the program to point B at the end of the program. Students should demonstrate improvement in skills, knowledge, and abilities related to each piece of the program outcome. Explanation of only the highlights and best moments of the program demonstrates achievement but not growth or reflective practice of the overall nursing school experience. Evidence: Students should discuss assignments and personal work from each course
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each program outcome. Students may represent this as a journey from point A at the start of the program to point B at the end of the program. Students should demonstrate improvement in skills, knowledge, and abilities related to each piece of the program outcome. Explanation of only the highlights and best moments of the program demonstrates achievement but not growth or reflective practice of the overall nursing school experience. Evidence: Students should discuss assignments and personal work
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