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about the current mentoring programs that we offer, read each description below. College of Natural Sciences Mentoring ProgramThis mentoring program connects undergraduate students in the College of Natural Sciences with dedicated alumni mentors. This unparalleled opportunity is specifically tailored for students majoring in biology, chemistry, computer science, earth science, engineering dual degree, environmental studies, mathematics, physics, and psychology. Students who join this program gain
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their roles, level of influence, agency, and how they can make a difference,” she says. Over the course of her employment with the City of Tacoma, Woods has facilitated many such meetings, workshops, conversations, and trainings. Cross-functional, cross-organizational teams allow learning more about your organization, she notes. This teamwork boosts personal development—your leadership and what you bring to the conversation. “Being intentional about looking for those opportunities has been probably
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a lot of creative conversations this year, thinking about how programs can join together to offer more integrated curricula, where we can collaborate on senior capstone projects, and how we can make it more possible for students to double-major. Many of our degrees complement work that students are doing elsewhere, and we want to do what we can to make that holistic, integrative learning a possibility. How has the pandemic and social unrest impacted our academic programs? The most immediate
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Sapsik’ʷałá (Teacher) Education Program in the Department of Education Studies at University of Oregon. Dr. Jacob is dedicated to teaching and researching in ways that empower communities by working towards social justice. Prior to joining the faculty at U of O, Dr. Jacob served as Founding Director of the Center for Native Health & Culture at Heritage University on the Yakama Reservation, and as Professor of Ethnic Studies at the University of San Diego. Michelle is a member of the Yakama Nation. Her
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For TeachersWorkshop Resources Link to resources for specific workshops offered by the Confucius Institute. Books List of Chinese Textbooks Recommended Dictionaries Apply Free Books from Hanban Curriculum Classroom Debate Procedures Kuaile Hanyu Chinese Film Lesson Plans Ohio Chinese Curriculum Chinese Literacy Project Teaching Tools Arch Chinese Online Character Learning Hanlexon Homework and Worksheet Generator Global Language Online Support System (GLOSS) Mandarin Tools Websites Arch Chinese
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Resources for Vocational DiscernmentBelow you will find some resources for PLU students interested in vocational discernment. As an institution, PLU strives to incorporate vocation into its curriculum and offer resources outside of the classroom to support students in this work. Network for Vocation in Undergraduate Education (NetVUE)The Network for Vocation in Undergraduate Education (NetVue) is a network of colleges and universities across the U.S. that aims to foster the exploration of
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Curriculum Mapping Definitions (pdf) view download
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planning for initiatives. The 2022 - 2023 & 2023 - 2024 DJS Fee PrioritiesDJS Leadership Development: Workshops, dialogues, and training that cultivate leaders invested in the values and intersections of diversity justice and sustainability. (Center for DJS, Campus Life, International Student Services, Athletics) New Student DJS Onboarding: Onboarding that promoted diversity justice and sustainability as a core value at PLU. (Center for DJS, Campus Life) Culture of Sustainability: Projects that
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Emily Peterson ’14 : Global policy, politics and partnerships Posted by: Zach Powers / September 8, 2023 Image: Emily Peterson ’14 majored in global studies and economics at PLU. She is now a senior program manager at Edelman Global Advisory. (Photo by Sy Bean/PLU) September 8, 2023 By Lora ShinnResoLute Guest WriterLike many students, Emily Peterson ’14 began her time at PLU unsure of what, exactly, she wanted to do. “I wanted to work for the United Nations,” she says. “Although at the time, I
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Does Anyone Oppose Charity?I first met Claire in 2003 when she was a student in my course on the history of early Christianity (50-600 C.E.). She was married, a mother, and worked twenty hours a week, in addition to carrying a full load of courses at PLU. One claim I make in the course is that early Christian communities promoted social initiatives that benefitted the hungry, the impoverished, women, children, and the chronically sick and that, from a sociological perspective, these initiatives
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