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at PLU?  A place where you know that the professors truly care about their students and their development as a whole person. I came to PLU from a big state university.  I was not in the best place mentally when I transitioned from there to PLU.  I had a lot of doubts, frustration and no idea what I was truly passionate about. Then I came to PLU.  It was not easy at the beginning by a long stretch.  However, my Kinesiology department was where I knew I had a place.  I could go and talk to my

a trombonist, and James Dixon as a conductor. I’ve also had some significant experiences with other teachers, like Murry Sidlin and Henry Charles Smith. What is your favorite class to teach and why? That’s tough! I love the orchestra, of course. I find something wonderful about all of the courses I teach—the music history course, the introductory research course for our capstone students and composers, and, yes, even ear training. That last one in particular is crucial to the development of

, Gavidia gained his first experience in technology at Pierce County as a Software Development Intern. “I worked as part of the I.T. department, and I got to work with a lot of front-end and back-end technologies.” During the summer following his sophomore year, Gavidia interned at Amazon on the Alexa Notifications team. He contributed to a project involving cutting-edge facial recognition technologies. “It was a complicated project but it was very rewarding, too.” Gavidia says. During the fall of his

Northwest Sustainable Energy for Economic Development (SEED) to talk about community-based energy solutions. PLU will also have a display created and manned by members of the Sustainability Committee that depicts the efforts on campus. “At the expo, we’ll have the opportunity to talk with the general public about the ways that PLU is taking a leadership role in the sustainability movement on college campuses,” said Rose McKenney, associate geosciences/environmental studies professor and chair of

retired in 1999 after a career in the university’s office of development and was a founder of Q Club. Berntsen said Forness loved the Northwest and PLU, and returned to visit often. He was a regular at homecoming, a longtime member of Q Club and tried to stay involved with the university in spite of living at such a distance. Not long ago Forness called Berntsen and said, “Why don’t we get our class to give $100,000 to PLU? I’ll give $10,000 if you will.” In addition to their own gifts, the two

Explore! helps participants find their specific vocation. “All of the participants have small groups with a leader who can answer questions throughout the weekend,” she said. “Questions are more valuable when there’s a chance to talk them over. We also have student panels with upperclassmen and a staff/faculty panel where the panel members discuss their vocational development since graduation. It really opens students’ eyes – it shows them that everyone deals with these same issues.” And this year’s

receiving Fulbright Student Fellowships, three faculty members received Fulbright awards. Joanne Lisosky, associate professor of communication, received a Fulbright Award beginning in January 2011 in Azerbaijan to teach journalism at Baku University. Janet Weiss, assistant professor of instructional development and leadership, received a Fulbright-Hays Award to do curriculum work in Namibia during July. Jennifer Jenkins, assistant professor of German, was selected to participate during the summer of

at some of baseball’s best ballparks, Cheney Stadium is poised to become the crown jewel of the Northwest for all fans to enjoy.” While PLU Night at the Rainiers is an annual program, it has never been programmed or publicized to this extent. Rich Hines, director of annual giving for the Office of Development attended the game for the first time last summer. He signed up to participate in the salmon toss competition with Andrew Eisentrout ’07. When asked about his experience Hines recounted, “We

. I came here intended to study exercise. It really changed my path being up here and working with these people.” But the Diversity Center hasn’t always been the resource for students that it is today. When the center began in 2001, it had a lot of programs that resembled Diversity 101, said Eva Johnson, Dean of Student Development and Director of Student Involvement and Leadership. The intent was for students to learn about different cultures and start conversations about diversity. “We spent a

available in the model class – all with the goal of creating a 21st century classroom of collaboration between students and faculty. It not only provides space for student learning, but also an opportunity for faculty members to learn what they may be able to integrate in their own courses. The class is part of a pilot program endeavor funded and programmed by a partnership between the Provost’s Office, the Instructional Development and Leadership Department of the School of Education and Movement