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cultures. It is one of the big reasons why she enjoys taking students to India as part of her J-Term course “Comparative Education in India.” Some of the students who took part in the J-Term course in the past years have become, or will someday, be teaching in the classroom. And every opportunity to be exposed to different cultural practices can help make students better teachers. “It changes their perception of the world,” she said. And that’s a good thing. As a teacher, she’s also the first to admit

London next week for Tyson Bendzak ’10. Bendzak clowning around on a unicycle before graduating from PLU in 2010. (Photo by Jordan Hartman) As he was preparing to leave this week for the 2012 Olympic Games to cover the events for Nike, Inc. employees world wide, Bendzak still couldn’t quite believe it.“This is such a big surprise, “ said Bendzak, 24, who works as a teacher in Nike’s early childhood education program for its employees in Beaverton, Ore. “I’ve never been out of the U.S. before

to stay legally in the U.S. Her father works as a caretaker of a property, and her mother at a restaurant. This summer, Jimenez will be working at Centro Cultural of Washington County in Cornelius, Ore., as a summer program supervisor and possibly an ESL teacher. She eventually plans to go to law school, with the aim of specializing in immigration law.  Jimenez arrived in the U.S. at age 7, her entire family coming north at the urging of an uncle, she remembers. She grew up as a typical American

reality with a bit of magic to create literature that is both cerebral and earthy,” say Zitron. “Her characters are complex and challenge readers to think about them beyond ‘I liked or didn’t like them.’” While Walton’s vocational focus at PLU was preparing to become a teacher, she recalls that she also discovered her confidence and passion for fiction writing as an undergraduate. “I wasn’t counting on was how much PLU would help foster my future in writing as well as teaching,” she says. “It wasn’t

goal is not only to do what I can to provide access to education for everyone, but to make sure that the community knows that there are resources available to them,” Harris said. “I recently had a job shadowing experience in a local fifth grade classroom where the teacher told me that his students openly spoke about college not feeling like an option to them.” Harris explained that this could have also been her reality if it weren’t for one of her middle school teachers explaining to her family

to serve on a special panel. Funds would also go toward an in-person breakfast and trophies. Learn more: DataFest Read Previous Music professor Gina Gillie discussed her new composition and short film Read Next PLU’s culturally sustaining STEM program helped prepare Becca Anderson to be a dynamic teacher COMMENTS*Note: All comments are moderated If the comments don't appear for you, you might have ad blocker enabled or are currently browsing in a "private" window. LATEST POSTS Three students

also do some work in the K-12 system, including teacher discipline litigation.What might an average week in the office for you include? Hmm, it varies. There really is no average week for me. Large institutions deal with a variety of problems and they have varied calendars throughout the year, so my average week is about as varied as the average week at a college campus. All the different things that are happening on college campuses are coming through my office, but it’s multiple campuses, as well

.” Her mentor agreed. “In terms of my 25 years in academia, she’s in the top tier of student performance,” Grahe said. “I could see her at a Tier 1 research-focused school where she teaches maybe two classes a year, and the rest of the time does research. I could see her running a nursing ward as an administrator someday, or running a school where other people are learning how to be a teacher. She’s brilliant to start with. Wherever she goes, I think she’ll be successful.” Read Previous J-Term 2020

percentage of today’s students will spend the majority of their careers doing jobs that currently don’t exist. We also know that a mere 27 percent of bachelor degree holders serve in positions related to the field they studied and that 26 percent of college graduates change careers within five years of graduating. For those to whom job preparation is paramount, there should be no greater realization than the importance of illustrating the value of widely transferable knowledge and interdisciplinary

celebrate a new year and the beginning of life at PLU for you, our new students. A teacher of mine liked to remark that ceremonies such as this one today are the way we act out what we cannot say. She was right about that. Many of the elements of our ceremony of installation today stretch back to our founding in 1890. They are things we have not said but they are things that have symbolic meaning—using historic ceremony to pledge our collective support for the institution and its mission in a new period