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The university is concerned about students and their total physical, mental, and emotional well-being. The university recognizes that a complex cluster of student and social issues surround the use of alcohol in society and that student views concerning its use vary widely. The following policy has been established in recognition of Washington State law and out of desire to create a living/learning environment consistent with the university goals and mission. Community members participating in

were offered in the past, such as the J-Term course in Uruguay, will be necessarily available again in the future. Each January, the list of study away courses for J-Term of the following year is announced. HISP 201 (C) or HISP 202 (C) or HISP 301 (C) or HISP 403 (C): Intensive Spanish and Culture in Uruguay (4 credits) The Uruguay Program provides an academic experience that links language study with learning about Uruguayan culture and society, preparing students to meet the Hispanic Studies

schedule and availability. If, for some reason, there is a conflict in preceptor availability and scheduled class times, the student should discuss this issue with the clinical faculty to seek resolution. Clinical placement is based upon student learning needs and clinical site/preceptor availability. Students may be required to travel to their clinical site and transportation to and from the clinical site is the responsibility of the student. At times, based upon student learning needs and clinical

students find a place in the world that is both meaningful and makes excellent use of their talents and education. In this issue of ResoLute, we meet Lutes who have experienced success on their own terms. We highlight some of the ways our community designs extraordinary learning opportunities and we explore how Lutes find meaning after graduation, measured not only by traditional forms of success, but in lives well lived. You’ll see how Tarra Simmons ’00 was determined to shape her future and leave a

dedicated to ensuring that our students find a place in the world that is both meaningful and makes excellent use of their talents and education. In this issue of ResoLute, we meet Lutes who have experienced success on their own terms. We highlight some of the ways our community designs extraordinary learning opportunities and we explore how Lutes find meaning after graduation, measured not only by traditional forms of success, but in lives well lived. You’ll see how Tarra Simmons ’00 was determined to