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desperately wanted to be one of the cool kids. Jazz to me seemed like the quintessential combination of smarts, coolness, and artistic expression. What do you hope your students take away from your classes/lessons? I hope they get the sense that they can do anything as long as they put in the work. And I hope they believe that they can improve and become great musicians, no matter where they start. Favorite way to unwind after a long week of teaching and performing? I’m a biker and a runner, and I like

position. The Powell and Heller families have been committed to teaching the lessons of the Holocaust. That commitment is evident in the $1.5 million they have helped raise to create a chair position for the program. Two million dollars more is needed, but the drive and desire to never forget the lessons history can teach people are there, Powell said. “I believe everyone can make a difference,” she said. “I have witnessed this here at PLU.” The Holocaust is forever engrained in the life of Harry

Monty, and Clapp said it will provide audiences with singing, dancing, acting and fun. “This is your traditional American musical,” Clapp said. “It’s really underpinned to what’s happening right now with the economy.” Although he didn’t want to give away too much of the surprise, Clapp said there will be portions of the play with “suggested nudity.”Clapp, who started teaching and directing at PLU in 1995, is no stranger to productions such as this one. He estimates that in the last 16 years he has

North Carolina-Chapel Hill, North Carolina, began his academic career in 1974 at PLU, offering the university’s first college-level Holocaust course. Dr. Browning’s research and teaching excellence put PLU on the academic landscape of Holocaust and Genocide Studies. His work continues to influence the field of Holocaust scholarship worldwide. The Powell-Heller Conference for Holocaust Education is made possible by the Powell Family Foundation, with special thanks to Nancy Powell and Carol Heller. We

world, passionately engaging research, and teaching diligently.  The stories in this issue were written by students in Professor Scott Rogers’s January course on “Writing for Professional and Public Settings” (ENGL 323). Each took on a writing assignment, interviewed subjects, and crafted a great article. This website was then designed by our Digital Humanities Lab Tutor, Sami Hoskins, a graduating senior. Their work demonstrates the amazing capacity of PLU students.  It’s an honor to present to you

the University’s request for review with respect to both issues.  On February 10, 2014, the Board issued a notice and invitation to file briefs in this case to the parties as well as the general public.  The board decision can be found here. Background on PLU Contingent Faculty Unlike many universities where part-time faculty members do most of the teaching, at PLU the vast majority of student credit hours are taught by tenure-line faculty and full-time contingents with full benefits.  In recent

field. It creates this positive cycle where they feel empowered.” Oliver-Chandler and their fellow Lutes are sharing a diverse view of music through the type of songs they have chosen for the students to learn. In the camp choir rehearsals, Oliver-Chandler is teaching the students the Polynesian folk song “Tongo.” They say the campers have been enjoying the lesson and learning the song. “A lot of music being taught is very western,” Oliver-Chandler says. “I think learning from different cultures

Jarvis) behavior after a ball at the Uppercross Great House and exclaims “Love me you idiot! Love me or kill me now! I can’t bear it!”. Mary overhears her, and Anne explains it away as a Shakespeare recitation. This shows that Mary is oblivious, but it also complicates the role of Anne’s private conversations with the audience. The scene highlights how the breaking of the fourth wall in Persuasion is merely a gesture. To contrast this, in Fleabag, the Hot Priest (Andrew Scott) is the only one who can

Summer Sessions: On-Budget, On-Time, Online Posted by: bodewedl / March 1, 2017 March 1, 2017 By Dan

on one document. It also seems that for the strategy to work well, the instructor must be involved to some extent. Even though faculty bemoan teaching study skills, I see real value in the instructor providing some resources or guidance for effective note taking. This may be simply sharing a handout or video found online. Or, faculty might use the first day of class to establish the practice, model it, and briefly discuss effective strategies. There are several ways to effectively utilize