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to better understand what sorts of strategies immigrants living on the US/Mexico border have developed to determine their own circumstances, often in the context of injustice, social inequality, geographical displacement, and human rights violations. Our program also included visits with Kate Pritchard (PLU ’14) and Brian Erickson (PLU ’09), two PLU Hispanic Studies alumni who are currently working on supporting and advocating for immigrant communities on the US/Mexico Border. Border Patrol

about this Lute poet who acquired more than a master’s during her MFA studies. Read More MBA to CFO Anna Loomis ’14 spent the past 15 years with MultiCare, the largest community-based, locally governed health system in Washington state. She wore many hats, culminating in her role as CFO the last four years of her tenure. Read about her decision to enter PLU’s MBA program and the skills she gained en route to senior leadership. Read More 'Building Humans' Teaching can be the toughest job you’ll ever

power of global travel to inform and illuminate as we make our way in a troubled world. Read More Power Paddle to Puyallup Kelly Hall ’16 found a new connection to her native Samish tribal culture through her studies at PLU, then gave voice to her people as part of the revival of this traditional Northwest canoe journey. Read More Strong Link of Three People remember Panago Horton ’12 for his quiet leadership, devotion to family and passion for access to education for marginalized students. His

possibility of later being accepted to the program. Priority will be given to applicants: Who submit strong applications (see below) Who haven’t studied away for a semester before For Semester rather than full Academic Year Whose academic interests align with the program’s academic themes and opportunities With Major/Minor that requires study away (Global Studies) Of language immersion programs For Gateway over Featured and Approved Semester programs Qualities demonstrated by strong applicants: Academic

Chile’s school of architecture, urban studies, and geography. Through interviewing thirteen students and a professor, I found that in addition to mobilizing to universalize access to education by redefining it as a social right, students have appropriated their campuses as a way of questioning the production of knowledge. Inspired by Paulo Freire, students are asking what do we learn, how, and why? They desire to build a critical pedagogy that converts education from a method of reproducing the status