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Example #1 As your instructor, it is my goal that you feel able to share information related to your life experiences in classroom discussions, written work, and our one-on-one meetings.
trigger warnings with respect to potentially challenging or distressing content, for several reasons. I do not presume in advance to know what content or discussions may cause you distress; trauma is a deeply complex and personal experience. Instead, I will provide context for materials that feature content generally found to be challenging and make it clear why I am showing particular images or we are reading particular texts. If you ever feel unable to continue to participate in a particular class
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The Holocaust and Genocide Studies program is strongly grounded in PLU’s forty-year dedication to Holocaust Studies and the University’s educational commitment to helping its students develop as
The Holocaust and Genocide Studies MinorThe Holocaust and Genocide Studies program is strongly grounded in PLU’s forty-year dedication to Holocaust Studies and the University’s educational commitment to helping its students develop as global citizens, future leaders, and whole, richly informed persons. As the University’s statement on General Education notes, PLU offers an education not only in values, but in valuing, and asserts strongly that “life gains meaning when dedicated to a good larger
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1. Students will locate the Holocaust and other genocides in their historical and cultural contexts. 2.
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
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Following PLU’s annual University Conference kick-off, our faculty members attended a number of breakout sessions, one of which was led by Teresa Ciabattari, chair of Women’s and Gender Studies and associate professor of Sociology. Here, Dr. Ciabattari helps us understand what we can do to…
Students of Color at PLU: Belonging and Persistence Posted by: Lace M. Smith / September 11, 2015 Image: Outdoor class at PLU on Monday, April 20, 2015. (Photo: John Froschauer/PLU) September 11, 2015 Following PLU’s annual University Conference kick-off, our faculty members attended a number of breakout sessions, one of which was led by Teresa Ciabattari, chair of Women’s and Gender Studies and associate professor of Sociology. Here, Dr. Ciabattari helps us understand what we can do to help
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TACOMA, Wash. (March 31, 2015)—Pacific Lutheran University students interested in creative media such as film and television no longer will have to wait for “the real world” to start learning about those industries, or how to generate content for their portfolios. Through the Center for…
Center for Media Studies to Offer New Creative Media Course in Fall ’15 Posted by: Sandy Dunham / March 31, 2015 Image: The cast and crew of the CMS student television show “Dear Emily” take the stage at a January kickoff party in The Cave. (Photo: Center for Media Studies) March 31, 2015 By Natalie DeFord ‘16For PLU Marketing & CommunicationsTACOMA, Wash. (March 31, 2015)—Pacific Lutheran University students interested in creative media such as film and television no longer will have to wait
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In Times Challenging and Uncertain: Plans Change – Values and Mission Endure By President Loren J. Anderson Welcome to our 2009 University Fall Conference. This morning we gather and prepare to launch the 120th year in the life of Pacific Lutheran University. We do so with…
support to these able and dedicated leaders. PLU is blessed in a special way each year by the work of our remarkable cadre of academic program leaders and deans. This year we will be searching for new deans for the School of Arts and Communication and the School of Education and Movement Studies. During these important transitions, Professor John Hallam from art, along with associate professors Mike Hillis from education and Karen McConnell from movement studies will be serving as acting deans. We
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Global & Cultural Studies faculty and staff.
Lise Mba Ekani Assistant Professor of French & Francophone Studies and Global Studies Full Profile 253-535-8340 lekani@plu.edu
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From 1965 until his death in 1974, Edward Kennedy “Duke” Ellington reformed both his worldview and his music. With his advancing age, failing health, and the death in of his beloved co-composer Billy Strayhorn, Ellington came to realize the impermanence of life and rekindled the…
Duke Steps Out’ Read Previous Army, PLU team up for free concert in honor of Music in our Schools Month Read Next New work celebrates the 500th anniversary of the Reformation LATEST POSTS PLU’s Director of Jazz Studies, Cassio Vianna, receives grant from the City of Tacoma to write and perform genre-bending composition April 18, 2024 PLU Music Announces Inaugural Paul Fritts Endowed Chair in Organ Studies and Performance January 29, 2024 PLU’s Weathermon Jazz Festival to Feature Acclaimed Musician
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In September of 2019, the SCC opened a new exhibit “Living History and Nordic Identity: Bringing the Past to Life in the Present” based on KD Williams’ capstone project for her BA in
Bringing the Past to Life in the PresentIn September of 2019, the SCC opened a new exhibit “Living History and Nordic Identity: Bringing the Past to Life in the Present” based on KD Williams’ capstone project for her BA in Scandinavian Area Studies, which Dr. Schroeder supervised. The exhibit encouraged visitors to interact with conceptions of the past and Nordic identities by presenting KD Williams’ fieldwork with Viking Age and medievalist re-enactors. Groups that were featured in particular
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The following terms are used to describe academic standing at PLU; separate progression and retention policies may be in place in individual programs; please see the individual program section of the
: students who have met first-year entrance requirements Sophomore: students who have satisfactorily completed 30 semester hours Junior: students who have satisfactorily completed 60 semester hours Senior: students who have satisfactorily completed 90 semester hours Graduate: students who have met graduate entrance requirements and have been accepted into the Division of Graduate Studies Non-Matriculated Students Note: Students who are not officially admitted to the University may accrue a maximum of
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