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credit transfer policy Earn a direct transfer associate degree from Green River (AA-DTA and AS-T), enter PLU with automatic junior standing * If you do not complete a degree, you can still transfer Green River credits to PLU, which will be reviewed on a class by class basis.Transfer GuidesFor a number of PLU majors, we have put together a degree plan combining the classes you should take at Green River College and the classes you’ll take at PLU. These guides will not only help you plan your time at
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credit transfer policy Earn a direct transfer associate degree from Pierce College (AA-DTA and AS-T), enter PLU with automatic junior standing * If you do not complete a degree, you can still transfer Pierce credits to PLU, which will be reviewed on a course by course basis.Transfer GuidesFor a number of PLU majors, we have put together a degree plan combining the classes you should take at Pierce College and the classes you’ll take at PLU. These guides will not only help you plan your time at Pierce
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credit transfer policy Earn a direct transfer associate degree from South Seattle College (AA-DTA and AS-T), enter PLU with automatic junior standing * If you do not complete a degree, you can still transfer South Seattle credits to PLU, which will be reviewed on a course by course basis.Transfer GuidesFor a number of PLU majors, we have put together a degree plan combining the classes you should take at South Seattle College and the classes you’ll take at PLU. These guides will not only help you
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Generous credit transfer policy Earn a direct transfer associate degree from TCC (AA-DTA and AS-T), enter PLU with automatic junior standing * If you do not complete a degree, you can still transfer TCC credits to PLU, which will be reviewed on a class by class basis.Transfer GuidesFor a number of PLU majors, we have put together a degree plan combining the classes you should take at TCC and the classes you’ll take at PLU. These guides will not only help you plan your time at TCC but show you how you
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classes I took when I was in junior high, and so the inspiration of having great teachers made me want to be one, so that’s the goal. What moment at that age made you passionate about teaching? Just the little things — the community I experienced there was great, and it was my first step toward freedom being able to pick my own classes. The teachers I had really worked on connecting with students and making the school a safe space where students could express themselves, find friendships and make
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physics major. He knew how to succeed in college since he’d taken prerequisite classes and knew the difficulty of a STEM-focused schedule.Kop set his focus on mastering his physics and STEM courses. But he also needed other classes to fill out his schedule. “I chose Introduction to Latino Studies,” he said. “My mom and her side of the family are Mexican American, and I wanted to learn more about my background.” These courses truly altered Kop’s path. “Learning about my culture and my history was so
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graduates are not ready for college level math, only 44 percent of them are willing to take what most likely will be basic college algebra. The number of students willing to take on a college science class is even more disturbing. A mere 36 percent of students will be ready to take basic science classes in college after high school.”With this in mind, let’s discuss the significant demand for STEM teachers in the field of education today.Tip: Passionate about the sphere of education? Download PLU’s
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backbone. Tell me about your two majors. I first started as just a biology major. I pursued pre-med classes. In my junior year, I took analytical chemistry, and the professor [Brian Naasz] said, “You are pretty good at this. Why don’t you take that plus year and stick around for next year and get the major too?” Who are your mentors? I would say Dr. [Tina] Saxowsky, she sparked what I was most interested in. Dr. [Matt] Smith was my first biology professor. Dr. [Andrea] Munro helped me get the classes
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division physics major. He knew how to succeed in college, since he’d taken prerequisite classes and was aware of the difficulty of a STEM-focused schedule.Kop set his focus on mastering his physics and STEM courses. But he also needed other classes to fill out his schedule. “I chose Introduction to Latino Studies,” he said. “My mom and her side of the family are Mexican American, and I wanted to learn more about my background.” These courses truly altered Kop’s path. “Learning about my culture and my
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challenged and changed her and expanded her worldview in ways she never before considered on her way to becoming a math teacher. “Math is kind of what I expected it to be,” says Clark. “I like math and the discipline of working with students. That’s where my passion is.” But it’s her other major, GSRS, that opened doors Clark didn’t know were there. “It’s just so different. It’s cross-disciplinary, so I’m taking classes from all over the university, and that’s been really valuable.” Clark’s taken
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