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cultural values that are different from their own, and learn to recognize when they are acting/reacting on the assumption that their values are “right.” (In other words, to recognize when they are being ethnocentric.) These anthropological learning objectives are congruent with PLU’s Wild Hope Project, in that they give students the chance to discover the kind of “big enough questions” that will continue to have an impact in the student’s life beyond the classroom, today and in the future. Both courses
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March 5, 2013 Students get a view of job and internship opportunities from the ground floor – at Alaska Airlines. (Photos by Jesse Major ’14) Learning about the next step By Jesse Major ’14 Career Connections hosted its first On-The-Road Experience for students Feb. 22. Students had the choice of touring Alaska Airlines or World Vision. Afterward, they attended an alumni networking event. Three van loads of students toured Alaska Airlines where they were greeted by two alumni, including CEO
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The PLU Anthropology Department is dedicated to understanding the nature and variety of all humanity. Humankind has great cultural diversity, significant biological uniformity and an undeniable
“educate for lives of service” by offering courses that focus on the use and usefulness of our skills and knowledge. We infuse all our courses with intercultural skills that we encourage students to apply in a wide range of endeavors. Anthropology, more than any other program, seeks to heighten awareness of nature and strengths of a culturally plural society and a global community. Teaching from the MissionThe core lessons in recognizing ethnocentrism and using the concept of cultural relativity to
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Integrated Learning Outcomes Documentation 2016-2020 (pdf) view download
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Integrated Learning Outcomes Documentation 2016-2020 (pdf) view download
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Integrated Learning Outcomes Documentation 2016-2020 (pdf) view download
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PLU’s Theatre & Dance Department prides itself on our dynamic and challenging curriculum supported by a season of up to 10 productions each year.
of TheatreKathleen Anderson, Resident Assistant Professor of Theatre, Costume DesignerKeenan Minogue, Resident Assistant Professor of Theatre, Technical DirectorSarah Seder, Resident Assistant Professor of Dance MEET THE FACULTY Theatre and Dance faculty are engaged, passionate, and eager to help launch the next generation of theatre artists. They are actively involved in their profession outside of the classroom, are published authors, and strive for excellence in their teaching. Students will
Office HoursMonday: 8:00am-4:00pmTuesday: 8:00am-4:00pmWednesday: 8:00am-4:00pmThursday: 8:00am-4:00pmFriday: 8:00am-4:00pmPLU Theatre & DanceKaren Hille Phillips Center for the Performing Arts 12180 Park Ave S Tacoma, WA 98447 -
Acting Provost Joanna Gregson discusses how PLU faculty members embrace their identity as teacher-scholars, and the value of “learning by doing” for students who engage in collaborative research
Welcome Welcome https://www.plu.edu/resolute/fall-2017/wp-content/uploads/sites/19/2017/01/undergrad-research-symposium-1024x427.jpg 1024 427 Joanna Gregson Joanna Gregson https://www.plu.edu/resolute/fall-2017/wp-content/uploads/sites/19/2017/09/joanna-gregson.jpg January 20, 2017 September 25, 2017 University professors often describe themselves as “teacher-scholars.” The hyphenated identity reflects the two fundamental dimensions of a professor’s work: teaching students and engaging in
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time here. Why did you choose a reading endorsement for your degree? Everyone who studies education at PLU chooses an endorsement, either special education or reading. Growing up, I was a bookworm. I would sneak books to read late at night. That is why I chose the reading endorsement. I didn’t know what teaching literacy would encompass at all. I have been learning the stages of reading and language acquisition, learning to teach phonics, and learning to inspire interest in reading in kids. That’s
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Third Rail Inquiry: Learning, In, Through, and For Community, Part II The Conversation in Action The Conversation has expanded my understanding of third rail inquiry. First, this group values the story as a way of knowing. Each week we begin with a ten-minute personal anecdote. Often our stories disclose the psychological burden of living the color line, but they can capture any dimension of our experience, any encounter or event that shapes how we see the world. Narratives highlight
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