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Committee shall determine the precise nature of the challenge and establish guidelines delineating the appropriate processes and responsibilities for the president, provost, and the Faculty Joint Committee. These guidelines shall be recorded in the Faculty Joint Committee’s minutes. The provost and Faculty Joint Committee, will request the development of proposals concerning the reduction of faculty positions from each of the university’s academic units and sub-units. Each academic unit and sub-unit

successfully completed. Traditional B.S.N. Sequence: Students must successfully complete Biology 201, 205, and 206, Chemistry 105 , Statistics 231, Psychology 320 (Development Across the Lifespan), and Nutrition (NURS 120 or equivalent) before beginning the nursing program. (See Admission Criteria for GPA requirements in prerequisite and corequisite courses.) RN-with non-nursing baccalaureate degree or higher to M.S.N. Program. See options for registered nurses in the Master of Science in Nursing section

students to assist them in their employment endeavors– whether through work-study or on-campus employment. Have a question about work study or finding a job? You’ve come to the right place! Questions contact: 253-535-8786 or to browse current jobs, please visit our website at: https://www.plu.edu/studentemployment/STUDENT ENGAGEMENTAcademics and student activities go hand in hand at PLU, enhancing student and leadership development. Whatever your interests, PLU has a wide array of programs

annotations on website text and online hosted PDF documents. The annotations can be viewed, shared, and commented on by all Hypothesis users, a specified group of people, or kept personally. Annotations can be shared via a direct link to point other users to exact locations of websites to assist with collaboration, website development, and information sharing. This tool might be a good fit for anyone engaged in web research and could be a game changer for group research projects. If you have questions

national tournament four straight years. Van Beek averaged a career-best 16.8 points per game as a senior and in the 1959 championship game against Tennessee State, Van Beek led the Lutes with a team-high 24 points. Van Beek also worked at the university for 50 years, serving as dean of admissions and financial aid, and ending his career in development. “I still feel like I’m working for PLU,” he says. “It’s part of who I am.” His connection took root early. At elementary school in Parkland, and as a

any safeguard, notice, or warning provided to make the workplace safe. Not interfering with the use of any work practice designed to protect you from injuries. Doing everything reasonably necessary to protect the life and safety of others. Participating in safety training programs. Environmental Health & Safety Manager ResponsibilitiesThe Environmental Health & Safety Manager is responsible for the development and administration of the Occupational Safety, Health, & Accident Prevention Program

amount of time. “It was one frame. I took a couple dozen others that weren’t as good.” Ebi’s job is to capture nature and build a catalog of his adventures. His photographs have been published in magazines, travel guides and lots of textbooks. He’s even been featured in books published by National Geographic. The former radio anchor studied journalism and economics at PLU. He spent time working in newspapers and financial reporting, and had a schedule that was conducive for outdoor play. “You worked

www.plu.edu/summer/registration. Transfer and Equivalency GuidesWhat are the Equivalency Guides and the credits that normally transfer into PLU?PLU awards credit for college-level courses that are equivalent to PLU courses or requirements. Vocational or technical courses, such as office technology, fashion, or career development, although valuable, are not considered transferable because there is no equivalent coursework at PLU. Equivalency Guides are found on the Office of the Registrar website. How are

inclusive of a wide array of Latino/a identities, a model rejected by our own communities when we went to statewide conferences. Finally, the interests of the Spanish club model did not always align with the needs of Latino/a students in the group, who were dealing with racism or feelings of invisibility on campus, identity-development issues, and the larger political struggles of the era. Xochilt Coca ‘13: Some of the challenges we faced as an organization included learning the fine line between