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unified sports in high school. Although his former high school teachers and university classes profoundly impacted him, supporting students in their element on the field made him fall in love with special education.Later, valuable lessons in the classroom and on the football field propelled him toward his goal of becoming a teacher. Originally attending PLU with aspirations to play football, Knapp shifted focus away from sports in his senior year to delve deeper into his future profession. Knapp grew

Namibia, where she essentially built her classroom—from the daily lessons to the posters on the walls.  “I learned what it was like to kickstart a music classroom from nothing,” Jessa says. “I created my own safe space, and that was really fun.” Read Previous Inspired by Women: Cora Beeson’s research in Indonesia began with her Taiwanese Grandmother’s caretaker Read Next Creative Community: Autumn Thompson ’24 reimagines PLU spaces—in the art gallery and the residence halls COMMENTS*Note: All comments

January term in Uruguay, spring semester in Granada, Spain, and then for a fall semester I was in London. I was aware of study away in high school, and I was going to make it happen no matter where I went to college, but I really liked the idea of J-term at PLU, that there were so many options, and that study away was such a priority here.  Studying away my first year: I did Uruguay my first year, and there were a lot of good lessons to learn. I had different expectations based on a couple of trips I

have helped greatly in medical school. Dave Harvey is one of the biggest reasons I loved rowing at PLU. His coaching helped me develop confidence and approach challenges with an energy that I didn’t know I had. I still frequently apply lessons in grit and teamwork to my daily life in medical school that Dave taught during rowing practice.Do you have any advice for current PLU students interested in attending medical school after PLU?IB: I am happy to talk with anyone at PLU who is interested in

for you to record and easier for students to watch. I recommend sharing recordings with students on Sakai Lessons pages. Recordings can be shared as links, files, or embedded in players on a lesson page. When possible, avoid uploading large files to Sakai,  which imposes restrictions on the size of individual uploads and resources storage for an individual course site. Large files can be also difficult for students to download if they are using a phone data plan. Below is an example of screencast

make and use, and the rates of their production and use. We grow our phytoplankton cultures under various conditions that are representative of present and future ocean ecosystems to try to understand the implications these microbial activities have for our planet.” Lydia Flaspohler ’25 Biology major “One of the most valuable lessons I learned this summer from participating in the NSSURP research program was that failure is not only expected, it is a critical part of the research experience