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Helping Students in Distress – A Guide for Faculty and Staff (Rev. 2021) https://www.plu.edu/wsr/documents/helping-students-in-distress-a-guide-for-faculty-and-staff/

Student Immunization History and Emergency Information 2023-24 (pdf) view download

Student-Faculty Research Celebration https://www.plu.edu/news/archive/2014/05/05/student-faculty-research-celebration/

that are unique to Asyneuma, including multiple duplications of trnL-UAG in the small single copy region, the loss of infA and the presence of an ndhF pseudogene. Additionally, we note a shared disruption of the psbB operon (with different outcomes) in both Asyneuma and Trachelium. The present comparison further sheds light on the evolutionary history of the Campanulaceae and contributes to a larger effort to elucidate the location of destabilization and rearrangement events in the Campanulaceae

You Ask, We Answer: Do I have to live on-campus? https://www.plu.edu/admission/blog/do-i-have-to-live-on-campus/

college experience. Residential students are supported academically and socially where they make their home on-campus so they can thrive holistically while at PLU. Furthermore, at PLU, every residential student (including first-year, new transfer, returning, and upper division) is part of a Learning Community. Learning communities are specifically designed to give students the opportunity to develop relationships with other students who are living on-campus. Students may participate in co-curricular

Student Wellbeing Toolkit https://www.plu.edu/srr/student-wellbeing-toolkit/

, pointing to how we engage with learning (such as ability uncertainty, or social support).Impacts of Wellbeing on LearningWhile instructors are not clinicians, student wellbeing impacts learning, and it supports our goal as educators to design with it in mind. As we consider students who score unfavorably on constructs of wellbeing, we want to be explicit that this is not due to a lack in individual students or in students who are members of particular groups but a complex interplay between individuals

Learning Outcomes https://www.plu.edu/history/learning-outcomes/

History Learning OutcomesAll history majors must develop a breadth of historical knowledge that represents awareness of the diversity of world civilizations. This is now assessed through the requirement that students take at least one class in each of three geographic areas (non-west, European, and U.S.). Our new requirements are thematically structured and the revised outcome will address the importance of having students learn to compare and connect historical inquiries that reflect a range

Building Community: A PLU Special Education Major Discovers the Beauty of Returning to His Childhood https://www.plu.edu/news/archive/2023/03/19/gavin-knapp/

unified sports in high school. Although his former high school teachers and university classes profoundly impacted him, supporting students in their element on the field made him fall in love with special education.Later, valuable lessons in the classroom and on the football field propelled him toward his goal of becoming a teacher. Originally attending PLU with aspirations to play football, Knapp shifted focus away from sports in his senior year to delve deeper into his future profession. Knapp grew

Communication, Media, & Design Arts https://www.plu.edu/catalog-2023-2024/undergraduate-program/program-curriculum-information/communication-media-design-arts/

major students with research into a particular aspect of art history or theory. May be repeated for credit. Prerequisites: senior status, consent of instructor and program approval by department faculty. (1 to 4) ARTD 487 : Special Topics in Art This course is intended for unique opportunities to explore artistic expression provided by visiting artists or artists in residence who intend to focus on a particular style, element, or technique used in creative and artistic expression. (1 to 4) ARTD 488

You Ask, We Answer: I’m undecided on my major, so should I even go to college? https://www.plu.edu/admission/blog/you-ask-we-answer-im-undecided-on-my-major-so-should-i-even-go-to-college/

knew exactly what they wanted to do. I entered college undecided because I knew that I had time to explore and change my mind. I wanted to leave college with a major that allowed me to help others on a daily basis, but I was unsure about what that major would or could be. In my first year seminar class, our TA spoke about a friend who came into college undecided. After multiple major changes, she ended up getting a sociology major; something she hadn’t even heard of prior to entering college. Funny

Claim: You shouldn’t judge a book by its cover https://www.plu.edu/news/archive/2010/04/19/claim-you-shouldnt-judge-a-book-by-its-cover/

read. The type, texture, size and visuals all play a part in whether I will thumb through the book or read the back cover. “It’s important,” I tell my students, “that you are engaging the user with the data.” In picking a book, the cover design should be expressive of the content, it’s a very interactive experience and one that we should not forget, especially when living in an über-dynamic user experience world. Bottom line: A book cover should tell you something about the content you are going to

President Belton, Provost Gregson appear on PLU’s ‘Because We’re Lutheran’ podcast https://www.plu.edu/news/archive/2018/09/17/belton-gregson-appear-on-bwl/

. (Sept. 17, 2018) — PLU's latest podcast series, ``Because We're Lutheran,`` featured two exciting guests in its fourth episode: Acting President Allan Belton and Provost Joanna Gregson.Pastor Jen Rude engaged in a conversation with the pair about the university’s Lutheran identity, their experiences serving in leadership at an institute of Lutheran higher education and their own spiritual backgrounds. Later in the podcast, Belton discussed the origins of his now-famous catchphrase “because the world