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learned in these early stages of the competition is that everything depends on everything else. This has made me understand the complexity of the business environment and how a team of executives truly manages a business.” —Iren Atemad There are two more student groups that will be participating in competitions this spring: The G.A.M.E (Global Asset Management Education) Forum, and the CFA Institute Research Challenge. This past spring, Boeh and five members of the Student Investment Club traveled to

. (Photo courtesy of Andrew Croft) With family and friends, the couple founded PlayUp, and with the board ran a weeklong soccer-empowerment program for 200 children in Namuwongo in Kampala, Uganda. (Before running out of funding, PlayUp also ran a supplemental education program in Namuwongo elementary schools for two years.) “I fell in love with the game again—and with why I fell in love with it,” Croft said. Back in the states, in the winter of 2012, Croft accepted an offer to train with the Tacoma

the child-welfare system. The topic is a natural fit for PLU—even beyond the Spring Spotlight Series theme. PLU Benson Family Chair in History and Professor of History E. Wayne Carp is a noted historian of adoption and residents in the area whose lives were affected by post-WWII adoption practices pertinent to indigenous children, and Jacobs’ lecture also ties in with the 2015 Powell-Heller Conference for Holocaust Education, held on campus March 4-6, whose topic is “Children’s Voices.” “Up until

students nationwide, and it’s our duty to stand up for these indispensable members of our classrooms and communities. The statement reads, in part: “These young [people] are some of the finest and most resilient students at our colleges and universities, often exhibiting unique character forged in the fire of adversity. They overcome major obstacles just to gain and retain eligibility without access to the federal financial assistance needed by so many to help make a college education attainable. In

sitting in his first few classes.“Professors were encouraging students to expand our worldviews, take all sorts of different prospectives into account, and challenge what we previously held to be true,” he says. “I was into it from the start.” Wright has successfully embarked on a career at the nexus of the two driving interests with which he arrived at PLU. After graduating magnum cum laude six years ago, he’s worked for an education foundation and an environmental advocacy organization, and now

we learned not just how to use the technology but also what is best for learning. The PLUTO workshops provided in-depth learning on pedagogy, accessibility and thoughtful course design. PLUTO has us all set up for success in this unique situation because they have developed the infrastructure for instructional technology support. In addition to teaching fully online and asynchronous language courses in the summers, I’ve taught synchronous courses through the School of Education online for years

support and friendship. During a semester abroad in Oaxaca, Mexico, the two often Skyped, with Urdangarain providing feedback and guidance on Benge’s capstone project, an analysis of “indigenous feminine identity production” in the context of a local organization, Protección a la Joven de Oaxaca, A.C., that helps indigenous women pursue formal education in the city.  For Urdangarain, advising Benge has been “an honor.” She describes her former student as the kind “you never forget because of her

also a complex topic—overlapping with many other important subjects including education, healthcare and career. Lucas also points out that hair discrimination doesn’t just affect women. School and sports policies tend to affect boys more than girls, she says. She shares an example from 2018, when a Black varsity high school wrestler, Andrew Johnson, was forced to cut his dreadlocks or forfeit a match. His dreadlocks didn’t comply with state rules around hair being in a “natural state,” the referee