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Faculty Learning Communities What are faculty learning communities (FLCs)? Faculty Learning Communities (FLCs) are collaborative groups of educators who come together to enhance their teaching practices and foster professional growth. In these vibrant communities, members engage in shared inquiry, explore innovative pedagogical strategies, and support one another in their quest for excellence. By focusing on common interests and goals, FLCs create a space for meaningful dialogue and collective

Teaching with Sakai at PLU By Dana Bodewes, Instructional Designer The Office of the Provost’s Faculty Resources website has a new webpage dedicated to Teaching and Learning with Sakai . Here faculty can learn more about how Sakai is being used across campus. View Real PLU Sakai Sites Ever wondered… August 22, 2018

Holocaust and Genocide Studies Learning Outcomes 1. Students will locate the Holocaust and other genocides in their historical and cultural contexts. 2. Students will identify and critically reflect on moral, spiritual, and ethical issues that are central to learning about, and from, the Holocaust and other genocides,  including dehumanization, complicity, and resistance. 3. Through engaging with and analyzing written texts, images, monuments, and other cultural and artistic phenomena students

Marriage and Family Therapy Program GoalsPLU MFT Students and graduates will be: Systemically-oriented MFT Professionals Contextually sensitive MFT Professionals committed to diversity and inclusion Ethical and effective MFT Professionals in the community mental health context Professionals who identify as Marriage and Family Therapists Student Learning Outcomes associated with Program Goals (with measurable outcomes and targets/benchmarks) 1. Students and graduates will understand and practice

and develop and implements developmentally appropriate and challenging learning experiences in a supportive learning environment. The teacher candidate uses the central concepts, tools of inquiry, structures of the discipline(s) and differing perspectives to create accessible and meaningful learning experiences. The teacher candidate uses multiple methods of assessment to guide teaching and learning. The teacher candidate plans instruction that supports every student in meeting rigorous learning

) course design.Learn MoreThe below quick links will redirect you to other PLU or external websites. Right click to open links in a new tab or use the browser back arrow to return to the Teaching & Learning website. Additional Learning Resources Career Services Experiential Learning Resources Instructional Technologies Military Support Faculty Resources Wang Center for Global and Community Engaged EducationStudent Care and Support Resources Faculty and Staff Guide to Helping Students in Distress

institutional contexts of mathematics affect teaching and learning, and show commitment to their critical roles as advocates for each and every student. Learning Outcomes for BS in Applied Mathematics (BSAM) (Developed with reference to the MAA’s 2015 Curriculum Guide to Majors in the Mathematical Sciences.) Communication: Be able to read, interpret, write about, and talk about mathematics. Computation: Develop computational, algorithmic, and technological problem-solving fluency. Disciplinary Citizenship

Experiential Learning Requirement Enrolling in the Experiential Learning Course Enrolling in any one of these courses obtaining a registration override from the instructor of the course and completing your registration via Banner Self Service.  Students must be able to meet at the designated time (if any) as noted in the class registration schedule. 495 Internship A practicum experience in the community in the clinical, social, and/or experimental areas.  Classroom focus on case