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the Native American & Indigenous Studies Program by offering introductory level courses in Southern Lushootseed. In addition to counting towards majors and/or minors in these fields of study, our courses can fulfill General Education Requirements, such as the Cross Cultural Perspectives (C) requirement, the Literature requirement (LT), and in some cases, the Alternative Perspectives in Diversity requirement (A). If you intend to major or minor in one of our programs, the sooner your start, the
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Justice Economics English French & Francophone Studies Gender, Sexuality and Race Studies Global Studies Hispanic & Latino Studies History Holocaust & Genocide Studies Individualized Majors Languages and Literatures Master of Fine Arts Native American & Indigenous Studies Philosophy Political Science Publishing & Printing Arts Religion Sociology STEM Education Minor College of Natural Sciences Biology Chemistry Computer Science Dual Degree Engineering Earth Science Environmental Studies Geosciences
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of another’s, and some very fine ones … have subjected Austen’s work to any number of cultural, temporal, geographical and vernacular liberties.” Definitely okay with an up-to-the-minute Austen; the LA Times has company on just this score—many of the elements here are present in other reviews. Some sort of explicit “of course I like modernizations” is a signal feature. I myself profess a wish, if we’re going on about twists on Austen’s novels, that American reviewers could find it within
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plates. You get the chance to do everything from good old American diner food to five-star food.” PLU cook Chuck Blessum boils noodles for dinner in the University Commons. Balancing quality and quantity Along with the assembly-style serving lines, PLU ditched the traditional “cafeteria food” and mystery meat long ago. The menu in the Commons reads like one you’d see at a fancy restaurant: Pozole with pork or beans, sopapillas, Steakman Jack soup with cornbread muffins, sweet potato fries, and
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abroad: PLU is a national top 10 university in the percentage of undergraduates who study away, nearly 50% last year alone compared to 3% nationally. In fact, PLU was the first American university to have study away classes on all seven continents at the same time. But it’s not just THAT we study away, it’s HOW we study away that makes PLU distinctive. These are not quasi-vacation trips to museums and scenic destinations. These are purposeful, immersive learning opportunities where students are
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eradicating racism in the U.S. Armed Forces. My father had helped found the Army Community Service, which included many resources for combating racism and helping the Armed Forces become the first major American institution to desegregate.And my father, with my mother’s important help, founded the Defense Race Relations Institute to train professionals to deal with racism and bias. As a child, I remember protesters waving the Confederate flag and spitting invective at my parents and their coworkers. The
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question that my generation asked in the classroom was this: ‘Is our study politically and socially relevant?’ ” Torvend said. “Today, I find a good number of students wondering if the courses I teach will be ‘fun’ while some students, aware of global warming, American racism, and income disparity, are really searching for ways to engage in the work of social justice.” The most significant part of his PLU education involved working with his professors. “They turned out to be remarkable mentors who
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his colleague to engage the official in conversation while Foege secretly loaded their truck with the supplies. Not a prank, per se, but definitely a trickster move. “I never told (the colleague) what I had done,” Foege recalled with a chuckle. Another time, when he was at the CDC getting grilled by a member of Congress who was hostile to spending American taxpayer money on foreigners, Foege asked him whether he had received a flu shot that year. Yes, the Congressman replied. “I told him about how
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significance of race: Anti-Black discrimination in public places. American Sociological Review, 56, 101–116. Settling into campus life Fischer, M. J. (2007). Settling into campus life: Differences in race/ethnicity in college involvement and outcomes. Journal of Higher Education, 78, 125–161. Classroom belonging Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationship to motivation and achievement. Journal of Early Adolescence,13, 21–43. Nine themes in campus racial climates
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, and through his work tries to validate and affirm all kids from all backgrounds at all times. “Many students are not engaged with caring adults who value their experiences and who validate them as well,” Cushman said. “I feel honored to be the teacher/mentor/coach of similar students because…they will be the future leaders of our communities.” In particular, Cushman concentrates his efforts on nurturing young African-American and Latino men. It is them, Cushman says, who perhaps face some of the
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