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know you have it.) Take some time to Adult Actually read your insurance policy Balance your checkbook (if you even have one) Create a budget Update/Create/Organize important life documents (Personal Property Inventories, Will, SSN Card/Birth Certificate) Have you kept up on your car maintenance? How to Have Some Fun!Social distancing doesn’t mean we can’t still have fun! 10 Movies About Social Distancing to Watch While Social Distancing Visit a Museum Virtually Play a board game Finally do that

doctoral project at my place of work, so I could find a problem that I had identified and then create my project around that problem.” The practice-improvement or program-development projects offer practical and immediate application. They must aim to improve patient care. “This group has done amazing work on their projects,” Woo said. “Their projects have had or will have positive impacts on patient outcomes.” Collectively, the cohort worked closely with three heavy-hitter medical organizations in the

basis. We’ll share more information as soon as we have it. What faculty development opportunities will we provide for faculty who wish to teach FYEP/DJS 102? How do we honor the time it will take to develop this course? We are currently in discussions about how to support faculty who want to teach the FYEP 102/DJS course. We are considering a stipend support model, as well as a “DJS fellows” program that would recruit cohorts each year to develop the 102 course. Regardless, there will be robust

season, as they would a TV series. While the iterations of podcast assignments that we present here are generally limited to a single installment, they nevertheless allow teachers and students to benefit from the best aspects of podcasting, which include: the exploration of an idea or a question or the development of an argument or story from multiple perspectives; the integration of evidence; the development of a line of argument or narrative; the creative and intentional integration of sound

Psychology from Fuller Graduate School of Psychology, and an MA in Theology from Fuller Seminary.  While she has worked in a variety of mental health settings, doing wellbeing work with college students and investing in the development, training, and mentoring of the next generation of deeply human and present clinicians have been her passions.  Dr. Barton has served in university counseling centers at Fuller Seminary, Azusa Pacific University, Central Washington University, and Pacific Lutheran

-oriented way. Rigorous coursework and clinical experiences lead to the development of a Culminating Professional Portfolio which includes practical performance-based documentation of candidates’ knowledge, skills, dispositions and professional behaviors. This practitioner focused program is lead in a cohort-based model by knowledgeable faculty and local practitioners. It connects theory, research and practice in an intertwined and interdependent web. Program Highlights: Instructional Leadership – With

Dr. Oliver E. and Pamela J. CobbIn summer 2007, Dr. Oliver (Ollie) Cobb, a retired Seattle physician, approached PLU expressing the wish to give the university a piece of African art (Accession no. 2007.02.001) in memory of the Lehmanns, who had been friends and fellow collectors, and who had given a number of pieces to PLU. Not knowing much about African art, the (then-)Development Office reached out to Prof. Neal Sobania, a historian of Africa on

Annual Reports serve as a means to educate the community about PLU’s climate and encourage healthy discourse. As such, the report will be shared online as well as with the University Diversity Committee and with President’s Council in order to provide an opportunity for response and to engage with the BIRT on determining educational and professional development priorities and resources.