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during instruction, Takekawa noted as one example of the students’ cultural differences. In contrast, Japanese students sit silently and listen intently. Putting those two groups together quiets the American students, she said. Additionally, Japanese students prefer group work, while Americans often vie for solos – mirroring their respective collectivist and individualist cultures. After working alongside the American students, Tamana girls were more confident taking on solo performances, Takekawa

chance to earn a certification: “This is providing a way to increase diversity and provide a pipeline of people who aren’t on the traditional route.” According to a survey conducted by the state Office of Superintendent of Public Instruction last year, 45 percent of principals say they weren’t able to fill all of their teaching jobs with fully certified candidates. More than 80 percent were required to employ teachers with emergency certificates or as long-term substitutes, and 93 percent indicated

. Instead, the hardships he endured were his instruction. “I was first educated in the adult world,” Cushman said, adding that domestic violence, drug abuse and gang violence were his teachers. “These experiences taught me that unless I worked as hard as I could to get out of where I was, I would only repeat what was being shown to me.” Determined to break the cycle, Cushman thus motivated himself to earn his diploma from Lincoln High School and pursue a degree in English from Pacific Lutheran

final handbook. “Many of them had never ridden public transit at all,” Kraig said of her students. The bus passes were free for students; some of the proceeds came from the provost’s Innovative Teaching Grant, reserved for faculty members with spur-of-the-moment ideas or out-of-the-ordinary methods that promise improved instruction. The rest came out of Kraig’s own pocket. The class and partnership were brand new, and Kraig said she couldn’t have done it without the four teaching assistants. The

would move on to compete among the other 11 store winners throughout our region, which is a huge deal! Our team created the concept of an alteration tracker, which would allow the customer to remain informed about the process of his alteration, and notify him of when and where to pick up his tailored garments. Out of five teams, my team received high marks and was honored with second place. Wow, congratulations! What, perhaps in addition to that experience, has been the highlight of your internship

table to table, stopping periodically to answer a question, assist with tying on a bracelet, or simply chat about the music being played as the kids assemble their crafts. In fact, the majority of the kids sing along loudly as they work on their jewelry. “This song is ‘House of Memories’ by Panic at the Disco,” says Kaila Harris ’24, AMP student director and elementary education major. “We were surprised the kids knew it — it’s an older song.” This is what an average morning at the AMP Camp looks

Pacific Lutheran University students.This morning, the PLU counselors move from table to table, stopping periodically to answer a question, assist with tying on a bracelet, or simply chat about the music being played as the kids assemble their crafts. In fact, the majority of the kids sing along loudly as they work on their jewelry. “This song is ‘House of Memories’ by Panic at the Disco,” says Kaila Harris ’24, AMP student director and elementary education major. “We were surprised the kids knew it

was where I wanted to be.” Since arriving at PLU in 2019, Harris has not only immersed herself in the on-campus community but has also become a leader and change-maker in Parkland. In addition to being a member of six of PLU’s musical ensembles, as well as three student-led clubs, Harris is also the Student Director of PLU’s Artist Mentoring Program (AMP) and an Assistant Director at the Parkland Literacy Center. The Artist Mentoring Program has been around PLU for some time but fell by the

was in high school. Through my relationship with Mrs. Dietz and getting to know the school before even applying, I knew PLU was where I wanted to be.” Since arriving at PLU in 2019, Harris has not only immersed herself in the on-campus community but has also become a leader and change-maker in Parkland. In addition to being a member of six of PLU’s musical ensembles, as well as three student-led clubs, Harris is also the Student Director of PLU’s Artist Mentoring Program (AMP) and an Assistant

between support and graduation rates for teens experiencing homelessness. “I found that implementing trauma-informed practices, developing awareness, attending to basic needs, creating a supportive environment, and having community partners can create a positive impact on homeless students,” Reyes said. This past spring, Reyes graduated with her B.A. in social work and is now enrolled in the University of Washington’s MSW Advanced Standing Program. Reyes has come a long way from her time drifting from