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– Alternative Routes to Certification School of Education – Non-CertificationSchool of Education – Principal PreparationSchool of Education Master of Fine Arts in Creative WritingCollege of Liberal Studies Master of Social WorkCollege of Health Professions Master of Arts in Marriage and Family TherapyCollege of Health Professions Master of Science in NursingSchool of Nursing Doctor of Education in Educational LeadershipSchool of Education Doctor of Nursing PracticeSchool of Nursing Post Graduate Nurse

& Creative Interest Meeting Times & Places (Subject to Change): When: Every second Saturday from 10am-11am Where: PHLC Black Box Theatre Club Email: apo@plu.eduAmerican Choral Directors Association (ACDA)Description: Welcome to PLU ACDA! We are a passionate community of choral music enthusiasts dedicated to nurturing the growth and development of future choral music educators. Our chapter provides a range of valuable opportunities, including regular seminars and workshops designed to enhance your

players works well with others/independently Take direction well Consistently meet deadlines Professional demeanor Respectful of others Interested and willing to learn and develop new skills in all facets of media, including: Public Relations Photography Mass Communication Writing Videography and Video Editing Marketing Graphic Design Web Design MediaLab will not accept applications past April 17th. How to ApplyPlease upload the following materials to a Google Drive folder and share to ml@plu.edu

certainly one of the most satisfying events I could ever imagine, but the real gift wasn’t to celebrate the glory of getting here,” Moderow said. “It was to be able to look back over the struggles along the way and realize that, in the messy side of success, that’s what really matters.” Moderow jumped into writing her memoir shortly after running the Iditarod races. But five years in, she realized that she needed to refine her writing skills and go back to school. She studied creative nonfiction in

Major Minute: Environmental StudiesClick the image below to read this year's newsletter Videos from Prof. op de Beeck's Environmental Literature course (ENGL 234).To conclude our Spring 2022 course in “Whose Nature? Diverse Perspectives on the Outdoors” (ENGL 234), environmental literature students composed creative nonfiction essays and crafted video presentations. They modeled their talks on the research-informed essays in Aimee Nezhukumatathil’s book World of Wonders.  Each student chose an

, May 1, 2021 1:30-4:30 Why: To acquaint teachers and pre-service teachers of the new OSPI regulation and how to apply it to classroom teaching and learning. Co-sponsors: CIWA, WAFLT Clock Hours: 3 Registration link: https://forms.gle/65KnJefqLprQHcfx8 For more information, contact Dr. Marge Chow, mchow@cityu.edu CHONG WA EDUCATION SOCIETY WEST B READING AND WRITING WORKSHOP Worried about the WEST B Writing test? Need help with reading speed and comprehension? Don’t know the difference between

Teaching HILARY VO (2018) 10th Grade English Teacher and Mentor Summit Public Schools: Tamalpais High School, Richmond, CA Majors: English (Writing Concentration) and Classics Graduate Degree: Masters of Education, University of the Pacific (2019) How did your English major establish a foundation for your career path? If you ask any of the hundreds of students I have taught over the last five years what my “jam” is, they would all say: poetry. Or they would say some variation of reading

Substantive knowledge in the central theories and concepts to self-directed work. Demonstrate a Competence in Writing.Demonstrate competence in reading and understanding elite political analysis.Demonstrate writing competence with respect to assigned topics.Demonstrate research and writing competence in independent research. Demonstrate research and writing competence in self-directed original research and convey substantive knowledge using research, writing, and oral communication. Methods: exhibit

Third Rail Inquiry: Learning, In, Through, and For CommunityThe field of rhetoric and composition is sometimes misunderstood as one centered on teaching writers how to “fix” texts once ideas have been selected, produced, or discovered: first we think, then we write, then we revise. Once we have a moderately readable draft, our inquiry has come to an end.  We just need to “clean it up”—and at this point, the writing teacher steps up with resources, strategies, and rules. In contrast to this