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torrin a. greathouse Poetry Biography Biography torrin a. greathouse is a transgender cripple-punk poet and essayist. She received her MFA in creative writing from the University of Minnesota. Her work has been featured in Poetry Magazine, The Rumpus, the New York Times Magazine, Ploughshares, and The Kenyon Review. She has received fellowships from the National Endowment for the Arts, the Effing Foundation for Sex Positivity, The Ragdale Foundation, and the University of Arizona Poetry Center

for examining gender differences in children’s books; guided undergraduates in independent study and as paid research assistants for this project; presented poster at Western Psychological Association Conference 2019 Selected Presentations Society for Research in Child Development, Creating a Gender Neutral Character, Salt Lake City, UT (March 2023) Society for Research in Child Development, Male Default: When Neutral Characters are not so Neutral, Salt Lake City, UT (March 2023) Western

any writing workshop, my goal is to help participants figure out how to engage in a practice, and how to live like writers in a daily and sustaining way. The bracing thrill of sensing a real, live temperament / disposition / sensibility on the page is what I long for (and fall for!) as a reader, and so, as a mentor, I look forward to finding those moments in my students’ work, studying them, marveling at them—and then, working to refine or reposition the whole, in whatever way the poem or essay

-hundred-year-old wheat farm in Nebraska, and the changing role of food, God, science, race and agriculture in society, and was a finalist for the Lukas Prize, awarded by Columbia and Harvard University’s Schools of Journalism.  She lives in San Francisco. Mentor. Workshops and classes in fiction and nonfiction. Statement:  I think of writing as intimately connected to seeing. I ask myself–and students–“What do you see that other people are missing?” As artists, we want to entertain and we want to be

sought-after chamber musician and teacher, and a gifted composer and arranger. Ms. Fujiwara is Professor of violin and viola at Pacific Lutheran University in Tacoma, Washington. She served for many years on the music faculty of Ohio Wesleyan University and is in great demand for master classes and clinics throughout the United States. Korine’s students have been accepted into the performance programs of such institutions as Indiana University, Cincinnati College Conservatory, and Northwestern

Jennifer Bolin Graduate Student Clinical Placement Coordinator Email: bolinj@plu.edu

Ralph Flick, JD, MBA Associate Professor Phone: 253-535-7306 Email: flickrw@plu.edu Office Location: Morken Center for Learning & Technology - 322 Curriculum Vitae: View my CV Biography Biography Professor Flick teaches undergraduate and graduate level courses in business law and ethics at Pacific Lutheran University School of Business. Licensed to practice law in California since 1995 and in Washington since 2009, Professor Flick has an undergraduate degree in economics from California State

., Magura, B., Pratt-Sitaula, B., Thompson, D., and Whitman, J.. "Teachers on the Leading Edge: An Earth Science Teacher Professional Development Program Featuring Pacific Northwest Geologic Hazards." Geological Society of America Abstracts with Programs - Annual Meeting Vol. 41, 2009: p. 195. Butler, R.F., Granshaw, F.D., Groom, R., Hedeen, C., Johnson, J., Magura, B., Pratt-Sitaula, B., Thompson, D., and Whitman, J.. "Translating Earth-Scope Science for Middle School Teachers and Students in the

 Best American Short Stories and Best American Essays.  Winner of the Oregon Book Award, the Great Lakes Colleges New Writers Award, and the Reform Judaism Fiction Prize, he teaches at Willamette University and lives in Salem, Oregon. Mentor. Workshops and classes in fiction. Statement: “As a writer, I am endlessly surprised and fascinated by the possibilities offered by narrative and by language; as a teacher, I try to get students excited about those possibilities by sharing my discoveries and

more affirming spaces of belonging for students, families, and communities who identify as members of groups of people who have and continue to be marginalized by the school system.