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, in order to provide feedback that speaks to a student’s term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider blind grading.ReferencesNicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19. Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement
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550 : Curriculum, Instruction, & Evaluation Examination of the theory and practice of curriculum planning, development, implementation, and evaluation. Theoretical and philosophical principles of the teaching/learning process. Analysis of adult teaching strategies and the process of self and student evaluations. (3) (3 credits didactic) GNUR 587 : Special Topics in Nursing To provide graduate students with new, one-time, and developing courses not yet available in the regular curriculum. The title
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entry-level MSN students pass the NCLEX-RN on their first attempt. The Doctor of Nursing Practice (DNP)The doctor of nursing practice degree (DNP) is designed for students who are seeking a degree at the highest level of nursing practice. While it is possible to get a Ph.D. in Nursing, a Ph.D. is for those who are interested in academia, research, and theory, while DNP graduates serve as leaders in the health profession and implement the best, most recent research into the practice of nursing to
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and teaches math, science, technology integration, educational psychology, and multicultural education courses. Publications include a chapter for an American Educational Research Association (AERA) special interest group on Community Engaged Learning (CEL) and the application of ideation to deepening teacher technology integration in the Journal of Higher Education Theory and Practice. She works with universities across the state in NextGen-WA [NSF grant, Next Generation of STEM Teacher
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. & Buchholz, K. (2016). Treatment for sexual assault victims at university counseling centers. College Student Psychotherapy, 30, 252-261. doi: 10.1080/87568225.2016.1219610 Artime, T.M. & Peterson, Z.D. (2015). Feelings of wantedness and consent during nonconsensual sex: Implications for posttraumatic cognitions. Psychological Trauma: Theory, Research, Practice, and Policy, 7, 570-577. doi: 10.1037/tra0000047 Artime, T.M., McCallum, E.B. & Peterson, Z.D. (2014). Acknowledgment of sexual victimization
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unique stressors." CFLE Network Vol. 33.3, 2020: 14-20. Accolades Best Poster Award, Intervention Research in Systemic Family Therapy Annual Conference 2022 Association of Marriage and Family Therapy Minority Fellow 2022 Clinical Excellence Award – Theory and Cultural Responsivity, UI 2022 Thesis of the Year, ACU 2019 Professional Memberships/Organizations American Association for Marriage and Family Therapy (AAMFT) National Counsel on Family Relations (NCFR) Texas Association for Marriage and Family
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David Deacon-Joyner Professor Emeritus Professional Biography Video Additional Titles/Roles Term of Service: 2000-2018 Education Ph.D., Ethnomusicology, University of Memphis, 1986 M.M., Composition, University of Cincinnati College-Conservatory of Music, 1980 B.M., Composition, University of Memphis, 1978 Areas of Emphasis or Expertise Combos Jazz Theory Jazz History Jazz Piano Jazz Voice Jazz Arranging Responsibilities Jazz Studies, University Jazz Ensemble, Jazz Combos, Jazz Piano and Vocal
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Weathermon ’50, Jeff Coffin will visit the PLU campus April 18-19 as part of the Richard and Helen Weathermon Joyful Noise Endowment for Jazz Studies at PLU. Mr. Coffin he will spend an evening working with the Rogers High School Jazz Band (Puyallup) and a day with PLU students in Jazz Theory Labs, a masterclass setting, and rehearsals with the University Jazz Ensemble. Jeff Coffin’s appearance is possible thanks to the generosity of Dr. Richard Weathermon ’50. His visit to PLU is part of the Richard and
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David L. Deacon-Joyner Professor Emeritus Professional Biography Video Additional Titles/Roles Term of Service: 2000-2018 Education Ph.D., Ethnomusicology, University of Memphis, 1986 M.M., Composition, University of Cincinnati College-Conservatory of Music, 1980 B.M., Composition, University of Memphis, 1978 Areas of Emphasis or Expertise Combos Jazz Theory Jazz History Jazz Piano Jazz Voice Jazz Arranging Responsibilities Jazz Studies, University Jazz Ensemble, Jazz Combos, Jazz Piano and
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, K. (2016). Treatment for sexual assault victims at university counseling centers. College Student Psychotherapy, 30, 252-261. doi: 10.1080/87568225.2016.1219610 Artime, T.M. & Peterson, Z.D. (2015). Feelings of wantedness and consent during nonconsensual sex: Implications for posttraumatic cognitions. Psychological Trauma: Theory, Research, Practice, and Policy, 7, 570-577. doi: 10.1037/tra0000047 Artime, T.M., McCallum, E.B. & Peterson, Z.D. (2014). Acknowledgment of sexual victimization among
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