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Natural Sciences Courses The following courses are required by most programs: BIOL 205: Human Anatomy and Physiology I BIOL 206: Human Anatomy and Physiology II Additional courses in the sciences
requirements vary from one school to the next. Prerequisites for grad schools in Washington: University of Washington University of Puget Sound Eastern Washington University The American Occupational Therapy Association also provides a list of accredited OT programs available in the United States.Natural Sciences Courses The following courses are required by most programs: BIOL 205: Human Anatomy and Physiology I BIOL 206: Human Anatomy and Physiology II Additional courses in the sciences are recommended
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Natural Sciences Courses The following courses are required by most programs: BIOL 205: Human Anatomy and Physiology I BIOL 206: Human Anatomy and Physiology II Additional courses in the sciences
requirements vary from one school to the next. Prerequisites for grad schools in Washington: University of Washington University of Puget Sound Eastern Washington University The American Occupational Therapy Association also provides a list of accredited OT programs available in the United States.Natural Sciences Courses The following courses are required by most programs: BIOL 205: Human Anatomy and Physiology I BIOL 206: Human Anatomy and Physiology II Additional courses in the sciences are recommended
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Alternative Route (Elementary) Program CostApply to the MAE Education – Master of Arts in Education Alternative Route (Secondary)Program CostApply to the MAE Marriage and Family Therapy – Master of Arts in Marriage and Family TherapyProgram CostApply to the MFT Nursing – Master of Science in Nursing (Entry-Level) Program CostApply to the MSN Nursing – Master of Science in Nursing (BSN to MSN) Program CostApply to the MSN Nursing – Doctor of Nursing Practice [Family] (BSN-DNP)Program CostApply to the DNP
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Professor of Hispanic and Latino Studies | Hispanic and Latino Studies | urdangga@plu.edu | 253-535-7240
Ancient and Modern Language Association (PAMLA), Whose Trauma, What Memory? O Ano em Que Meus Pais Saíram de Férias” by Cao Hamburger (2006), Seattle University, Seattle (October 19-21, 2012) Xenographies II: The Representation of Foreigners in Literature, Travel Writing and Other Discourses, sponsored by Sociedad Española de Literatura General y Comparada (SELGYC), the British Comparative Literature Association (BCLA), and the Centre for Transnational and Transcultural Research, “¿Hermandad genérica
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Professor of Hispanic and Latino Studies | Gender, Sexuality, and Race Studies | urdangga@plu.edu | 253-535-7240
(April 4-7, 2013) 110th Annual Conference of the Pacific Ancient and Modern Language Association (PAMLA), Whose Trauma, What Memory? O Ano em Que Meus Pais Saíram de Férias” by Cao Hamburger (2006), Seattle University, Seattle (October 19-21, 2012) Xenographies II: The Representation of Foreigners in Literature, Travel Writing and Other Discourses, sponsored by Sociedad Española de Literatura General y Comparada (SELGYC), the British Comparative Literature Association (BCLA), and the Centre for
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Professor of Hispanic and Latino Studies | Holocaust and Genocide Studies Programs | urdangga@plu.edu | 253-535-7240
Ancient and Modern Language Association (PAMLA), Whose Trauma, What Memory? O Ano em Que Meus Pais Saíram de Férias” by Cao Hamburger (2006), Seattle University, Seattle (October 19-21, 2012) Xenographies II: The Representation of Foreigners in Literature, Travel Writing and Other Discourses, sponsored by Sociedad Española de Literatura General y Comparada (SELGYC), the British Comparative Literature Association (BCLA), and the Centre for Transnational and Transcultural Research, “¿Hermandad genérica
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If you have any questions or would like to consult regarding the process or opportunities, please reach out to AVP for Campus Life Tom Huelsbeck (tom.huelsbeck@plu.edu) directly.
Evaluating the Merits of a Request Include: Scope of impact on the student body Number and diversity of students directly and indirectly impacted Duration of impact on students Plan for actively sharing information/opportunities with student body (advertising and reporting) Scope of request Larger requests will be expected to demonstrate broader student impact Alignment with the mission of PLU and/or the University values of Diversity, social Justice, and Sustainability Level of student engagement in the
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In the summer of 2016, Rev. Jen Rude and her spouse Deb packed their things and drove two thousand miles West on Interstate 90 to a new home and a new call. Six-and-half years later, Rude is no longer PLU’s “new pastor from Chicago.” Now…
leadership and finding ways to collaborate. When I started here I also felt like I needed to be really student-centered. Many students were ready to embrace me in this role as soon as I was introduced as the campus pastor. It took faculty and staff a bit longer to build a comfort level. Now I’ve been here long enough that hopefully I’ve earned some credibility and trust. Now I have rich relationships with faculty and staff members and I think of this as part of my role as pastor. I feel like my role is
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Dear PLU Community, As we continue to engage in the long game of responding as a community to multiple coexisting public health concerns, I am writing to update you on two specific concerns that may be on your mind: COVID-19 variants and the emergence of…
the current level. Monkeypox is transmitted primarily by skin-to-skin and sexual contact (though it is not classified as a sexually transmitted infection). The current outbreak in the US is presenting with symptoms that include a rash of small lesions that grow in size; fatigue; and swollen lymph nodes. This CDC resource provides further detail with additional links. Monkeypox FAQs: We have gathered some FAQs from various websites that will provide further helpful information on monkeypox risk
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Two PLU professors were recently invited to teach a summer intensive course at Sichuan University, a 70,000-student public university in Chengdu, China. PLU and Sichuan have a decades-long relationship that dates back to the 1980s. PLU faculty visits took place in 2023, and in summer…
high school and only for a few years. In China, and most of the rest of the world, they take language classes early on because they see the value of bilingualism. How was it different from teaching at PLU? Auman: We met for three to four hours each day, for five days. It was kind of like teaching a week of J-term at PLU. I broke the class into small groups, but I felt like they did not have a lot of experience with that. Students all spoke English, but their skills and comfort level varied
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