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Lutes on their confidence level and high school experiences in conducting research tasks. Like their upper class peers, the majority of New Lutes rated themselves as Confident or Very Confident in performing the various steps in the research process (e.g. choosing a topic, searching databases, evaluating sources). In spite of their high reports of confidence, few of the first year students we have seen during library sessions this fall know how to tell if a source is scholarly and have limited

participants in the learning process Within a Sakai Lessons page, instructors can add an interactive checklist that details all of the things students need to complete. This is a great organizational tool that helps students understand expectations, stay on task, and track their progress. A quick video check-in with students at the beginning of the week can help to maintain a feeling of connection. Videos can be recorded on your phone, laptop, or tablet and shared on a Sakai lesson page for the week

, Help Desk, and Design Lab. In total, 7 conference rooms were set-up, 23 computers and 8 staff laptops were deployed, and the Design Lab podium and control system was installed. John Struzenberg with a bouquet of cabling. The following staff provided key contributions to the process and project: Travis Pagel, John Struzenberg, and Amy Robbins – Planned, designed, ordered, and installed meeting space and classroom technology for the Design Lab, four meeting spaces, a consultation room, and two

Barnes, a senior vocal performance major. Each director gets to do what they do best, Barnes handles all the musical aspects of the production while Clapp pays attention to the script and the technical side. There are around 38 students that make up the cast, which is equally split between theatre and music students. Around 20 more students are involved with costume, set and light construction. The entire process has been enriching for the actors and Clapp. “As the actor becomes more familiar with

PLU. I was excited about the position from her account, but I was also drawn to the mission statement. I fully support PLU’s emphasis on caring for others, communities, and the earth, as well as the focus on respecting people with differing perspectives. So, after I finished my degree at Smith College, I applied for the position.What's your experience been like so far at PLU?I had only one gathering with students as a part of the interview process, and it left a significant impact on me. I was

competent musicians; professionals who can express themselves musically in addition to all the other ways that they have to communicate.In your time at PLU, what have you learned from your students? To listen; not just to the words that they are using, but to the needs that stand behind those words. All of them want to succeed. Often they need more guidance than they think in the process. But that’s true for me too. I need their guidance—and learning to listen to them has been important. Why did you

, serving as the president of the local honor society and working at the local radio station. When she came to PLU, there was never any question that she’d get involved, simply where. Her advisor suggested she consider student leadership with ASPLU. The next day, Relfe was running for an off-campus transfer senator position – which she won. The experience gave Relfe her cause: improving the orientation process to make transfer students feel more comfortable. “It can be hard, especially at first, to make

your high-end digital SLR and send it to SIL. This is not a partisan effort or a group supporting any one issue. This is a crucial election year and it’s time again for the PLU community to make it clear that they have a say in the process. Email your “I Will Vote” photo along with your name and ZIP code where you are registered to vote to clubs@plu.edu. You can do this from your cell phone too. Yes, there are a few guidelines: Only submit a picture if you’re actually able to vote. That means, if

process, resulting in high costs and lapses in care quality. There are numerous causes of this fragmentation. Number one on the list is the framework used to administer a fee-for-service payment system whereby health care encounters are unbundled and separate charges are billed for each individual aspect of care. This system encourages misalignment of incentives and, even under the best of circumstances, does not create strong, systematic incentives to deliver efficient high quality care. Disjointed

composition and ask questions like “How does Ola want this to sound?” Powell said the experience of working with a composer gives the students a first-hand experience unlike any other. “It gives insight to the creative process and that’s a very important thing to do and in provides depth,” Powell said. “That’s what we do here.” A student even commented that the sound is similar to the band Coldplay, Powell said.  When that observation was relayed to Gjeilo, he agreed: The piece does have the same vibe as