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hours) CHEM 115, 116 (8 semester hours) ENGR 131 (2 semester hours) DATA 133 or CSCI 144 (4 semester hours) Completion of the General Education Program element requirements as specified in the catalog, except that the following general requirements are waived for all dual-degree (3-2) students: Completion of a minimum of 128 semester hours on the PLU transcript; Completion of a minimum of 40 semester hours from courses numbered 300 and above; The requirement that at least 20 of the minimum 40
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Craig Fryhle, Ph.D. Professor of Chemistry* Phone: 253-535-7530 Email: fryhlecb@plu.edu Status:Phased Retirement Website: http://www.chem.plu.edu/node/503 Professional Biography Personal Education Postdoctoral Research, Organic Chemistry, University of Washington, 1985-1986 Ph.D., Organic Chemistry, Brown University, 1985 B.A., Chemistry, Gettysburg College, 1979 Areas of Emphasis or Expertise Organic Chemistry Responsibilities Teaching Responsibilities: Organic Chemistry I and II lecture and
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together to explore the theme of Re-forming, as we celebrate the 500th Anniversary of the Reformation and honor the core tenets of Lutheran higher education – critical questioning, freedom for expression, foundation in the liberal arts, learning and research within community, intrinsic value of educating the whole person, discerning one’s vocation in the world, and service to the advancement of life, health, and wholeness. Read Previous PLU places in English and Spanish Worlds at Mark O. Hatfield
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. – OTHER PERSONNEL Part V. – FACULTY ELECTIONS Part VI. – VOTING ELIGIBILITY Part VII. – FACULTY STANDING COMMITTEES Part VIII. – UNIVERSITY STANDING COMMITTEES Part IX. – FACULTY REPRESENTATIVES TO THE BOARD OF REGENTS Part X. – COUNCILS SECTION III: ACADEMIC POLICIES, PROCEDURES, AND SERVICES Part I. – ACADEMIC ADVISING Part II. – CONTINUING EDUCATION Part III. – ACADEMIC INTEGRITY Part IV. – PROVOST Part V. – COLLEGE, SCHOOL, DEPARTMENT, AND PROGRAM ADMINISTRATORS Part VI. – EDUCATIONAL POLICIES
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Part VI. – VOTING ELIGIBILITY Part VII. – FACULTY STANDING COMMITTEES Part VIII. – UNIVERSITY STANDING COMMITTEES Part IX. – FACULTY REPRESENTATIVES TO THE BOARD OF REGENTS Part X. – COUNCILS SECTION III: ACADEMIC POLICIES, PROCEDURES, AND SERVICES Part I. – ACADEMIC ADVISING Part II. – CONTINUING EDUCATION Part III. – ACADEMIC INTEGRITY Part IV. – PROVOST Part V. – COLLEGE, SCHOOL, DEPARTMENT, AND PROGRAM ADMINISTRATORS Part VI. – EDUCATIONAL POLICIES COMMITTEE MANUAL Part VII. – OTHER POLICIES
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PERSONNEL Part V. – FACULTY ELECTIONS Part VI. – VOTING ELIGIBILITY Part VII. – FACULTY STANDING COMMITTEES Part VIII. – UNIVERSITY STANDING COMMITTEES Part IX. – FACULTY REPRESENTATIVES TO THE BOARD OF REGENTS Part X. – COUNCILS SECTION III: ACADEMIC POLICIES, PROCEDURES, AND SERVICES Part I. – ACADEMIC ADVISING Part II. – CONTINUING EDUCATION Part III. – ACADEMIC INTEGRITY Part IV. – PROVOST Part V. – COLLEGE, SCHOOL, DEPARTMENT, AND PROGRAM ADMINISTRATORS Part VI. – EDUCATIONAL POLICIES COMMITTEE
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PERSONNEL Part V. – FACULTY ELECTIONS Part VI. – VOTING ELIGIBILITY Part VII. – FACULTY STANDING COMMITTEES Part VIII. – UNIVERSITY STANDING COMMITTEES Part IX. – FACULTY REPRESENTATIVES TO THE BOARD OF REGENTS Part X. – COUNCILS SECTION III: ACADEMIC POLICIES, PROCEDURES, AND SERVICES Part I. – ACADEMIC ADVISING Part II. – CONTINUING EDUCATION Part III. – ACADEMIC INTEGRITY Part IV. – PROVOST Part V. – COLLEGE, SCHOOL, DEPARTMENT, AND PROGRAM ADMINISTRATORS Part VI. – EDUCATIONAL POLICIES COMMITTEE
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ELECTIONS Part VI. – VOTING ELIGIBILITY Part VII. – FACULTY STANDING COMMITTEES Part VIII. – UNIVERSITY STANDING COMMITTEES Part IX. – FACULTY REPRESENTATIVES TO THE BOARD OF REGENTS Part X. – COUNCILS SECTION III: ACADEMIC POLICIES, PROCEDURES, AND SERVICES Part I. – ACADEMIC ADVISING Part II. – CONTINUING EDUCATION Part III. – ACADEMIC INTEGRITY Part IV. – PROVOST Part V. – COLLEGE, SCHOOL, DEPARTMENT, AND PROGRAM ADMINISTRATORS Part VI. – EDUCATIONAL POLICIES COMMITTEE MANUAL Part VII. – OTHER
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young adults in higher education settings, consult the excellent, large-scale projects available from Project Information Literacy. All of this got us thinking about our first year students. Anecdotally, we see them struggle with the expectations of college level research. We also believe that many of their high school experiences have not prepared them for academics at PLU. In an effort to gather baseline information on the new FY cohort, we collected data at New Student Registration from 154 new
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class activities, including good for discussions and quizzes) Web Article: Promoting Academic Integrity in the Online Classroom (Faculty Focus article providing simple suggestions for promoting academic integrity) Document: WCET Best Practices for Academic Integrity (Handout from WCET sharing best practices for promoting academic integrity, organized by different institutional categories) Article: Promoting Academic Integrity in Online Education (Collection of nine short essays on the topic of
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