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I mean this was the real world. It gets wooly.” It was on this stretch that Youtz began discovering a compassion towards the global circumstance that would one day become manifest in the body of his work. In Katmandu, Youtz and Unsoeld landed a gig housesitting for John Seidensticker who was, at the time, conducting post-doctoral research on tigers and jaguars in the Tibetan backcountry. Seidensticker, who is now the head of the Conservation Ecology Center at the Smithsonian’s National
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Washington, all of our students, regardless of their immigration status, are invaluable to the teaching we provide in our classrooms, the research we perform in our labs, and the discoveries we make in medicine. These students and those who came before them are not strangers on our campuses, in our communities, and in our homes. They are our [children], our neighbors, our co-workers, our friends and our family. They are us.” At PLU, it’s ingrained in our mission to educate and sustain communities through
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education, who serves as campus coordinator for Teach 253. As the nation’s public schools grow more racially diverse, it’s important that the teaching force follow. A growing body of educational research shows that students of color flourish when they learn from teachers who reflect their culture and experience. The most recent figures published by Washington state show that while 45 percent of the state’s public school students are children of color, the teaching force is nearly 90 percent white. And
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competitive advantage when entering the workforce, but research from 2019, shows that 43 percent of internships at for-profit companies often go unpaid. This creates an advantage for students from privileged backgrounds as they are more likely to accept these positions while getting financial assistance from family. Meanwhile, students from lower-income communities can find experiences like these far out of reach. With the students’ recommendation, PLU launched the Student Ambassador Program to educate
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Jewish concept called tikkun olam, which refers to actions one takes to repair and improve the world, the final unit of the course is centered around the question “What Can We Do?” which asks students to think about interventions and repair work that take place in the post-genocide context. Students conduct research and create a poster and presentation about an organization of their choice that works to repair the atrocities of genocide. Past projects have highlighted people working to destroy
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biologist for the state Department of Fish and Wildlife. As he rose through the ranks, his tasks became more and more sequestered. “The idea of working for the sake of working has never been appealing to me,” Larsen said. “I came to a realization that there wasn’t a whole lot of making a difference, it was a whole lot of trying.” While he hesitates to say he hit the cliché midlife crisis, “I was at midlife and it was a crisis,” he said, chuckling. After a lot of research and exhausting career
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Tacoma Public Schools. She joined PLU in 2019. Reach her at dcafazzo@plu.edu. Thomas Kyle-Milward, Assistant Director of Media and Content Thomas has worked at both The Oregonian and Tacoma’s The News Tribune over the past five years, specializing in copy editing, design, research, proofing and the occasional spot of writing. A journalism graduate of the University of Oregon, he also ran The Daily Emerald copy desk and was recognized as a 2012 Dow Jones News Fund intern. Josh Wiersma, videographer
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they select you for the scholarship? By learning about your audience and what they want, you can better tailor your scholarship application to the prompt. This will immediately set you apart from the students who did not bother doing the preliminary research. Time Take off: Start working on your application early. Do not procrastinate and wait till the last minute. Timeline: Create one with milestones for completing different sections of the application. Take time: Do not rush. Essays take time and
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work in the two remarkable faculty-student research projects in the Department of Languages and Literatures, “Chai-na” and “Jean-Jacques Rousseau, Reader of Gabrielle Suchon?”, which have been generously funded by Kelmer-Roe fellowships and the Wang Center for Global Education. And what about you? Has the learning of a language somehow surprised and changed your life? Perhaps learning a language changed the way you understood your own past, culture, or ideas. Perhaps it provided the means to bring
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specific title designated by the student. (1 to 4) EDUC 495 : Internship To permit undergraduate students to relate theory and practice in a work situation. The title will be listed on the student term-based record as Intern: followed by the specific title designated by the instructor in consultation with the student. (1 to 12) EDUC 497 : Special Project Individual study and research on education problems or additional laboratory experience in public school classrooms. Prerequisite: consent of the dean
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