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Section 1. The interpretation of the Constitution, Bylaws, and faculty legislation shall in the first instance be entrusted to the Governance Committee. The membership of the Governance Committee shall consist of three members elected from the faculty for three-year overlapping terms. The president of the university shall be an advisory member of the committee. Cases shall be brought to the Governance Committee when an opinion is necessary to resolve a bona fide dispute. The president of the

The provost and senior vice president for academic affairs is the chief academic officer of the university. The provost serves on the university’s leadership team and works with the president, the vice presidents, the deans of the academic programs, and various university councils and committees to carry out the mission of the university. The provost represents the university to external constituencies in a manner determined by the president. The provost also represents the academic division to

Holocaust Studies Newsletter - Spring 2014March 12-14 Seventh Annual Powell-Heller Conference: Survivors and RescuersThis year’s Powell-Heller Conference for Holocaust Education will emphasize stories of survivors and the role of rescuers during WWII. Pierre Sauvage, a child survivor and child of survivors, will present works based on his feature documentary, Weapons of the Spirit, which begins the program on March 12. Members of the Brill family, survivors of Exodus 1947 will discuss the ship

2016 Lemkin Lecturer Dr. Gerhard WeinbergDr. Gerhard Weinberg, Professor Emeritus of University of North Carolina, Chapel Hill, will be speaking at PLU on Thursday, April 7, 2016 at 7:00 pm in the Regency Room. Dr. Weinberg is a leading world scholar on the topics of Nazi Germany, WWII, foreign policy, and the Holocaust. He was born in Nazi Germany into a family of German Jews, he and his family escaped to London. Later, Dr. Weinberg joined the U.S Military. He earned his Ph.D. in 1951 at the

2017 Lemkin Lecturer Robert P. EricksenRobert P. Ericksen, Kurt Mayer Chair in Holocaust Studies Emeritus, joined the PLU History Department in 1999 as successor to Christopher Browning. In 2007 he helped found the endowed Holocaust Studies Program at PLU, including the Kurt Mayer Chair and the Powell and Heller Annual Holocaust Conference. He also helped establish the Holocaust and Genocide Studies Program in 2013, which now offers a minor. Ericksen, a graduate of PLU, completed his Ph.D. in

Holocaust Studies Newsletter - Spring 2014March 12-14 Seventh Annual Powell-Heller Conference: Survivors and RescuersThis year’s Powell-Heller Conference for Holocaust Education will emphasize stories of survivors and the role of rescuers during WWII. Pierre Sauvage, a child survivor and child of survivors, will present works based on his feature documentary, Weapons of the Spirit, which begins the program on March 12. Members of the Brill family, survivors of Exodus 1947 will discuss the ship

Effective Date September 25, 2017 I understand that in my Pacific Lutheran University nursing education I will have the opportunity to practice specific invasive procedures on manikins and/or consenting nursing students. The invasive procedures that may be practiced on consenting nursing students are limited to intradermal, intramuscular, subcutaneous injections of normal saline, venipuncture and venipuncture with catheter insertion, and/or fingersticks using sterile equipment and appropriate

A Performance Progression Alert may be issued to students who are not performing at a satisfactory level in the classroom or in clinical, who are at risk for unsatisfactory performance, who are not meeting the Essential Qualifications, or not performing to academic, clinical, lab, or professional standards at any point in the academic term and program of study. The Performance Progression Alert will specify the nature of the performance concern, criteria for satisfactory performance, the

Attendance Policy for Clinical Courses  The Pacific Lutheran University School of Nursing believes that clinical learning experiences are instrumental to the training and education of the professional nurse. Student participation in the clinical learning environment is required for students to develop practice competencies and expertise. These learning experiences provide faculty the opportunity to evaluate if a student is able to think critically, maintain an appropriate demeanor, interact

All students will receive feedback (written and oral; formative and summative) from faculty regarding their performance during the clinical rotation (Clinical Evaluation Tool and Criteria for Satisfactory Performance) found in your Learning Management System. The length of a clinical rotation will dictate the frequency of formal evaluation sessions. In all clinicals, students are evaluated at least twice – at the middle and end of the course. Students should be aware that evaluation of clinical