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Marylene Cloitre, Ph.D. (National Center for PTSD Dissemination and Training Division), will refine a culturally-informed adaptation of STAIR for implementation in UCCs which was developed during a previous engagement project. The project plans to train 345 University Counseling Center (UCC) providers in 31 centers, providing STAIR to an estimated 6,540 student clients, using an approach accommodating to the academic schedule and responsive to the unique contextual and developmental aspects of college

Georgia and Alabama. This trip was an opportunity to immerse myself in both the history and continued Civil Rights work. How did your PLU experience prepare you in ways you did and didn’t expect? My coursework and opportunities at PLU helped me to better understand my own identities and different structural injustices that impact our world. Because of the comprehensive and engaging curriculum I received, I knew that to be an effective educator I must work toward culturally responsive and equitable

organization that’s culturally responsive to the people it serves.” Read Previous Attaway: Athletics staff member overcomes ‘soul-crushing trifecta’ to complete the Boston Marathon Read Next #BlackGirlMagic: PLU administrators uplift experiences of black students’ natural-hair journeys COMMENTS*Note: All comments are moderated If the comments don't appear for you, you might have ad blocker enabled or are currently browsing in a "private" window. LATEST POSTS Three students share how scholarships support

Sustaining STEM Teacher ProgramThe CS-STEM Teacher program provides forgivable loans from the National Science Foundation’s Robert Noyce Teacher Scholarship Program. The program aims to increase the number of teachers prepared to teach in engaging, intellectually and culturally responsive ways; connect STEM content to students’ lives, communities, and the world; and are committed to equitable teaching in high-need schools. Attend Info SessionSign up for an info session to see if the MAE program is right

systems to be mobile, adaptable, and culturally responsive. Thanks to earlier investments by donors in our nursing facilities, faculty, and students, we were ready to respond when our community needed us most.  We often ask our students and alumni to share #WhyPLU, so my last question to you is #WhyPLU to take on this challenge of envisioning how a university can anchor community-wide, systemic transformation? Because our democracy depends on institutions like PLU showing up. Fully showing up. Not a

interested in the learning and teaching of secondary mathematics. Participants explore the Hungarian pedagogy, in which a strong and explicit emphasis is placed on problem solving, mathematical creativity, and communication. Why Summer@BSME? Today’s teachers are expected to provide students with opportunities to struggle productively towards understanding, and the Hungarian pedagogy has the potential to play a critical role in this endeavor. At Summer@BSME, we are excited for our participants to develop

Indigenizing the Academy Posted by: alex.reed / May 25, 2022 May 25, 2022 By Troy StorfjellOriginally published in 2014One of the things that studying Indigenous stories and situations has shown me is that knowledge isn’t neutral. Our systems of knowledge grow out of our ways of being in the world and are all culturally-specific—that is, they are all created by particular cultures. The modern university system, with its distinct disciplines and its emphasis on empiricism and objectivity, is a

university, and that’s been really valuable.” Clark’s taken English and political science classes, and those have given her new perspectives. “The GSRS major really gets you in everywhere and gets you to do everything.” Clark is also Robert Noyce Teacher Scholarship recipient. Known as the Culturally Sustaining STEM (CS-STEM) Teaching Program at PLU, the scholarship is awarded to students of different backgrounds in their senior and graduate years who want to teach STEM subjects. “There are six of us

.”Clark is also Robert Noyce Teacher Scholarship recipient. Known as the Culturally Sustaining STEM (CS-STEM) Teaching Program at PLU, the scholarship is awarded to students of different backgrounds in their senior and graduate years who want to teach STEM subjects. “There are six of us, two undergrads and four in the graduate program,” says Clark. “We meet once a month to talk about different concepts, from deficit-based mindsets, implicit biases, culturally relevant content, and things like that

systems into sharp relief. “The longer I’m here, the more I realize how I’ve been impacted,” said senior JoAnne Thaves. “I appreciate what we have, but at the same time, I realize it’s just stuff.” Her time in Namibia showed it’s the relationships with her colleagues and students that are really important, Thaves said. “I learned about being culturally sensitive and culturally competent,” Miles said. “I didn’t know or understand why it was important before. “In Africa, I realized how significant it is