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to change two or three times in a day. One time, it changed 12 times in one day, Lynam said. “It’s a quick learning curve. There were definitely those deer-in-the-headlights times,” Cooper said of the internship that spans from January to April. Cooper said this experience has prepared her for that first job out of college. Eventually, she hopes to return to Olympia as a session aide for a legislator. Lynam said his time at the capitol has sparked interest in pursuing a post-graduate degree
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Measurement of Student LearningThe resources for this section offer strategies for measuring student learning in an individual classroom and/or across multiple courses in a program.Assessing Significant LearningClick here to viewFormative & Summative AssessmentClick here to viewLearning Assessment TechniquesClick here to viewThe below quick links will direct you to other PLU or external websites. Right click to open links in a new tab or use the browser back arrow to return to the Assessment
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community organizations interested in historical topics supported by Archives and Special Collections holdings. Teaching Philosophy The Archives and Special Collections instruction program draws on the Guidelines for Primary Source Literacy. We believe that our collections exist to be used in teaching and learning and seek to facilitate productive and transformative encounters between students and archival materials. These encounters are designed around the following learning outcomes. By engaging with
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BBA Curriculum Overview for Students - New Gen Ed (pdf) view download
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History Program at PLUThrough the study of history at Pacific Lutheran University students gain an understanding and appreciation of the historical perspective. Opportunities for developing analytical and interpretative skills are provided through research and writing projects, internships, class presentations, and study tours. The practice of the historical method leads students off campus to their hometowns, to Europe, China or the American West, and to community institutions, both private
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Learning Outcomes at PLU - Graduate ProgramsLearning Outcomes at PLU are designed to provide students with a clear outline of the key concepts, ideas, and skills they should learn during their time of study. Students in each degree program should have a firm understanding of these outcomes upon completion of their course of study. Learning Outcomes also provide an opportunity for programs to clearly communicate those values they feel are most important for students within the program to learn
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Learning With Our Neighbors“I’ve never been here before,” a student told me in June 2014 as my Christian Ethics class walked to the community garden at Trinity Lutheran Church. I asked what she meant — the garden or the church? Both, it turned out. Indeed, she had never set foot in a garden in her life, and while she’d walked by the church across the street from campus a number of times, she’d never been inside or on the grounds. This experience and many others like it have convinced me that
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CCC May Memo Learning Outcomes-Focused Realignment (pdf) view download
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CCC May Memo Learning Outcomes-Focused Realignment (pdf) view download
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teach Chinese language and its pre-modern literature excited Zhu, as the two subjects need one another. “Usually with language courses you have to teach what is right and what is wrong. You have to do it this way. It is a language.” Learning a language requires a lot of memorization and repetition, with little room for one’s subjective or imaginative opinion about the language. On the other hand, teaching a literature course requires a type of analytical and discussion-based methodology not foreign
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