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  • FAQs https://www.plu.edu/honors/faqs/

    General Education program. Please see the IHON Director for the proper paperwork to execute such a change. At that meeting, the director will determine exactly where to place your IHON credits within the General Education program.

  • Parkland Literacy Center https://www.plu.edu/liberal-studies/parkland-literacy-center/

    make or change my volunteer schedule? Contact the PLC staff using the literacy@plu.edu email address or speak directly with one of the Directors or Assistant Directors. Staff Assistant Director Lydia Downs lydia.downs@plu.edu Lydia is in her second year at PLU, majoring in elementary education and minoring in Peace Corps Preparation. Lydia is from Portland, OR. Education is something Lydia is very passionate about. She has been a camp counselor, teaches swim lessons, and coaches swim team every

  • Internship Sites https://www.plu.edu/mft/internship-sites/

    group of dedicated therapists passionate in helping others feel the power of hope and how it can change their life for the best. Visit Hope Development WebsiteIntegrated Therapy Services NW, University Place, WA Integrated Therapy Services, located approximately 13 miles from the PLU Campus, offers a unique internship experience for therapists-in-training. They work with diverse clients in a private practice setting, supported by a community of systems-trained therapists. Committed to innovative and

  • Program Cost & Financial Aid https://www.plu.edu/msw/financial-aid/

    , & Equity in Social Work Practice (4)* -------------------------------------- SOCW 535: Advanced Social Work Foundations (4)** ($3,440)$10,320 Totals36 credits **(40 credits - See Notes below)$30,960 *($34,400) *Subject to Change: SOCW 525 may be offered in the J-term. **Notes: Students who earned their BSW degrees 8 or more years ago upon the time of applying for the MSW degree, and who have not been working at least part-time in a social services-related field for every year since earning the BSW

  • Lute paddles with fellow Samish tribal members for first locally hosted canoe journey in 20 years https://www.plu.edu/news/archive/2018/08/07/canoe-journey/

    language on the water, it brings life into (our canoe and paddles) and carries us safely to our next stop.” Canoe journey is one of many ways Hall helps with the cultural resurgence for the Samish and other indigenous groups. This spring, she represented her tribe as part of a delegation that traveled to Russia. The cultural exchange with the Nenets people included staying in the traditional homes of reindeer herders in the tundra and discussing concerns of climate change, among other important issues

  • Notes’ Coffee Company: A coffee house seeking community on Garfield https://www.plu.edu/news/archive/2018/12/07/notes-coffee-company/

    .”Notes’ Coffee House is open 8 a.m. to 3 p.m., seven days a week. Hours are subject to change.  A customer leaves Notes' Coffee Company after a purchase and conversation with owner John Gore. Read Previous Diversity Center Alums podcast discusses PLU’s Trinidad and Tobago exchange program Read Next PLU School of Business renames its Marketing Analytics graduate program COMMENTS*Note: All comments are moderated If the comments don't appear for you, you might have ad blocker enabled or are currently

  • Shoebox Sharing: how one PLU alumna comforts those in need https://www.plu.edu/news/archive/2019/12/23/shoebox-sharing/

    Shoebox Sharing: how one PLU alumna comforts those in need Posted by: Thomas Kyle-Milward / December 23, 2019 Image: Kristina Garabedian ’08 is the founder of Shoebox Sharing — a nonprofit that donates fleece blankets, scarves and school supply packs to children in need around the globe. December 23, 2019 By Lora ShinnMarketing & Communications Guest WriterWhat if, by donating just an hour of your time, you could change someone’s life.Twenty years ago, while still attending her Central

  • Questioning Barriers: Angela Pierce-Ngo ’12 understands post-secondary success requires questions https://www.plu.edu/news/archive/2022/11/03/questioning-barriers/

    normalize a “nontraditional timeline” and education at any age. “As we continue to explore, we figure out our goals, but even those change. If students don’t graduate from a traditional school setting, what alternatives and approaches can we offer?” Read Previous International Complexities: Mycal Ford ’12 discusses how he thinks about global policy Read Next Asking Historic Questions: Beth Griech-Polelle, PLU Kurt Mayer Chair of Holocaust Studies COMMENTS*Note: All comments are moderated If the comments

  • Alumni https://www.plu.edu/peace-scholars/summer-school-peace-scholar-blogs/alumni/

    revolutionary, albeit simple, change in mentality that would make such efforts more sustainable, equitable, and just. I learned that my own projections of “peace” and “success” are shaped by my personal cultural understanding of such ideals and in order to be successful in this work, I must take a step back and embrace my role as merely a moderator and conduit for connections between the conflicted parties.  I was also impressed by the Nansen commitment to the “1,000 cups of coffee” rule which implies that

  • Capstones 2021 https://www.plu.edu/political-science/capstones-2021/

    :                                                                                                                                The focus of this essay is to examine the effects that the United States’ population has on foreign policy issues made by the executive branch as their opinions and attitudes change during ongoing international issues. Previous literature have not come to a clear conclusion on whether public opinion matters in international relations. Two time periods were chosen to examine which were the Vietnam War, specifically 1964-1972, and the September 11, 2001 terrorist attacks. What was found through this