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specifically for students beyond their first year as they transition through PLU, addressing questions relating to choosing a major, vocational discernment, and place at PLU. These communities are staffed by returning student leaders who want to help you navigate resources, deepen your involvement on-campus, and continue to build your home at PLU. While new transfer and returning student have a similar experience all across campus, each these communities intersect with other Learning Community themes to

://sites.google.com/site/spschinesereading/ Other Resources: Asia Society’s Chinese Early Language and Immersion Network (CELIN) has published a series of briefs on Chinese Language Learning and Teaching some of which relate specifically to literacy development in Chinese. The CELIN Briefs provide a synthesis of research, experience, and strategies in a specific topic area, with available references and resources. The authors of the briefs are scholars and experienced educators who are recognized experts in the

. Paul Manfredi (Chinese) participated in the cohort for developing fully online courses. Dr. Yaden, who was already experienced with online instruction, revised her Introduction to Spanish (HISP 101) to a blended format, which she taught in J-Term 2015.  Blended, or hybrid, courses mix traditional face-to-face instruction with online learning, with the total workload for students equal to that of a traditional course.  In a blended course, students have increased control over the pace, time, mode

Asian Pacific Islanders Club or the Key Society. PLU’s Center for Diversity, Justice, and Sustainability is a leader in connecting students with clubs that focus on exploring diverse cultures. Many PLU students also get involved in student media opportunities, such as the weekly student newspaper The Mast (which regularly wins awards for excellence), as well as the student radio and television stations. No experience necessary – just a willingness to learn and the urge to express yourself. PLU Clubs

The Wild Hope Center for Vocation is excited to offer opportunities for alumni and friends of PLU to consider our common vocation to promote human and ecological flourishing, especially in a time of increasing polarization and environmental degradation. These presentations focus on the core of PLU’s mission to link learning with care for others, their communities, and the Earth. As a university committed to life-long learning, we are eager to welcome thoughtful discussion among our alumni and

increase their enrollment rate. Phase 1 of the research included a three-part qualitative investigation that A) utilized in-depth interviews, B) collected 101 email interviews from PLU and UW students, and C) conducted a focus group with PLU juniors. The phase 2 qualitative piece surveyed 93 respondents in the Business, STEM, and Social Arts/Sciences conducive to running a logistic regression to see which items could predict intent to enroll in graduate school. Conclusions: The researchers were able to

the rigorous portion of the program. During the MSN portion, it is recommended to begin working as a RN no more than 0.5 FTE. The DNP program is rigorous and requires clinical hours each semester starting in the second year. It is recommended students work no more than 0.5 FTE during the last two years of the program. Many students will drop to per-diem to allow sufficient time to focus on academic requirements.

Applying for Graduate schoolTips for the Graduate School Search Process Talk with your professors and find out where they went to graduate school, ask if there are particular graduate programs in their field they would recommend. Research Professional Associations in your field of interest. Many associations will provide information about accredited graduate programs in their field. Identify application requirements for your graduate program of interest, including: any required undergraduate