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her responsibilities at home — helping with bills, working multiple jobs — with the high expectations she sets for herself academically. “We’re all having this kind of unique, shared experience not only being first-generation, but also being Latina women and trying to get our education,” Rojas Apodaca said of her all-female class this semester. “And not having that define us, but having it be a part of us.” Despite the challenges, Rojas Apodaca stresses the strengths she’s gained from her

staff and community members, readings and reflections, develop an understanding of the meaning of service in another culture and deepen one's own ethic of meaningful service. (4) SOCW 350 : Social Policy II: Social Policy Analysis Students develop legislative policy practice and advocacy skills, and examine the impact of policy implementation, administration, and governmental structure on services to vulnerable populations. Critical thinking is used to analyze contemporary global and local policy in

students who are not interested in DJS to care about the FYEP 102/DJS Seminar? Many PLU students are seeking additional opportunities to engage with DJS in the curriculum, but there will be some that are less interested. We hope the course will be attractive for these students because it will offer them experience developing skills that are highly valued in the contemporary professional marketplace (NACE 2021). Increasingly, employers want soft skills that prepare students to work in dynamic, diverse

regulations consider children, prisoners, the mentally disabled, and pregnant women to be “special populations,” and as such, are entitled to extra protection under the law. Vulnerable Populations Other groups, such as racial minorities, the elderly, substance abusers, the economically disadvantaged, the very sick, and the institutionalized are described as “vulnerable populations” and are extended similar protection as research participants. + Conducting the study in another country or in a language

had never occurred to her, and she felt herself to be a sensitive, forward-looking, compassionate person. Our campus race chats have yielded many such stories.  Black women and men have remarked on how often white people will touch their hair or skin.  Or how often police cars slow down whenever they pass by them.  Or even how emotionally draining it is for faculty of color to be the de facto advisors for virtually every student of color on campus—because they naturally seek out people whose life

women who face the effects of systemic racism, and are made to feel like their lives are disposable.” Clinton’s words echo the goal of PLU’s Listen campaign — confronting the important question, “what happens after laying out the welcome mat?” CREATING A SENSE OF BELONGING The difference between welcoming and belonging is distinct. It’s the difference between being invited into someone’s home and feeling comfortable enough to walk into the kitchen and pour a glass of water, in the words of Rose

. AthleticsPacific Lutheran University and the Department of Athletics and Recreation prohibits discrimination on the basis of gender identity and gender expression. See the On-Campus Resources section for full details Jennifer Childress-White, Assistant Athletic Director (253) 535-7361 childrjl@plu.eduOn-Campus ResourcesPLU Athletics – The Pacific Lutheran Athletics Department is dedicated to providing a broad-based, quality program and experience for men and women who strive to achieve academic and athletic

PLU to teach math, working part time for 13 years while raising kids. Like Jim, who briefly taught at Franklin Pierce after graduation, she’d always considered teaching, though she’d been raised to assume working outside the home was a fallback option for women. Instead, she had a long teaching career, with stops at Fife High School and Highline Community College, and another long career as a financial advisor — “teaching one-on-one, instead of a class,” as she puts it. “I didn’t set out with a