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Associate Professor of Education | School of Education | suttonps@plu.edu | 253-535-7285 | Paul Sutton teaches sociocultural foundations of education, secondary humanities methods, and secondary literacy courses as well as various seminar courses in the undergrad and graduate-level teacher education programs.
Education Teacher Collaborative Learning Social Foundations of Education History of Education Selected Articles Jones, S., Sutton, P. S. "Doing equity work while black in a culturally white school district." Phi Delta Kappan 2021: 103(1), 38-42. Sutton, P. S., Shouse, A. W. "Tending to the “deep rules” of teacher collaboration." Commentary found in Teachers College Record 2020: Sutton, P. S., Knuth, R. "How high school departments impact school improvement initiatives." Journal of Curriculum Studies
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Director, First Year Experience Program | First Year Experience Program | suttonps@plu.edu | 253-535-7285 | Paul Sutton teaches sociocultural foundations of education, secondary humanities methods, and secondary literacy courses as well as various seminar courses in the undergrad and graduate-level teacher education programs.
Education Teacher Collaborative Learning Social Foundations of Education History of Education Selected Articles Jones, S., Sutton, P. S. "Doing equity work while black in a culturally white school district." Phi Delta Kappan 2021: 103(1), 38-42. Sutton, P. S., Shouse, A. W. "Tending to the “deep rules” of teacher collaboration." Commentary found in Teachers College Record 2020: Sutton, P. S., Knuth, R. "How high school departments impact school improvement initiatives." Journal of Curriculum Studies
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Director, First Year Experience Program | Interdisciplinary Programs | suttonps@plu.edu | 253-535-7285 | Paul Sutton teaches sociocultural foundations of education, secondary humanities methods, and secondary literacy courses as well as various seminar courses in the undergrad and graduate-level teacher education programs.
Education Teacher Collaborative Learning Social Foundations of Education History of Education Selected Articles Jones, S., Sutton, P. S.. ""Doing equity work while black in a culturally white school district."." Phi Delta Kappan 2021: 103(1), 38-42. Sutton, P. S., Shouse, A. W. . ""Tending to the “deep rules” of teacher collaboration."." Commentary found in Teachers College Records 2020: Sutton, P. S., Knuth, R.. " "How high school departments impact school improvement initiatives." ." Journal of
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Pflueger Hall has a diverse community with a wide range of majors and interests. Pflueger is a highly sought after hall because of its welcoming environment and upbeat population, not to mention its
Pflueger Hall Learning Communities: Outdoor Experience, First Year Community, New Transfer/Returner Community, Gender-Inclusive Housing Who Lives Here: First Year Students, New Transfer Students, Returning Students Location: Lower Campus Bathroom Facilities: Women & Men Wing Configurations: First Year Wings (1st floor only), Mixed-Year Wings (2nd & 3rd floor) Welcome to Pflueger HallPflueger Hall has a diverse community with a wide range of majors and interests. Pflueger is a highly sought
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Associate Professor of Education | Wild Hope Center for Vocation | suttonps@plu.edu | 253-535-7285 | Paul Sutton teaches sociocultural foundations of education, secondary humanities methods, and secondary literacy courses as well as various seminar courses in the undergrad and graduate-level teacher education programs.
Secondary Teacher Education Teacher Collaborative Learning Social Foundations of Education History of Education Selected Articles Jones, S., Sutton, P. S. "Doing equity work while black in a culturally white school district." Phi Delta Kappan 2021: 103(1), 38-42. Sutton, P. S., Shouse, A. W. "Tending to the “deep rules” of teacher collaboration." Commentary found in Teachers College Record 2020: Sutton, P. S., Knuth, R. "How high school departments impact school improvement initiatives." Journal of
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Will students avoid difficult or challenging courses with this design? We do not feel that an effective course is necessarily one that is “difficult.
students to majors and minors. Both courses may be taught by faculty from any department or program in the university. Both courses will focus on themes and questions relevant to the instructor’s disciplinary expertise and interest. The courses have common learning outcomes and some shared expectations, but generally the instructor will have a great deal of control over course content and methods of instruction. It is true these courses will not “double-dip” with major requirements. However, they can
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Every assessment tool will produce particular forms of data. Matching, tool, data, and analysis strategy is critical to getting valuable information that will help you answer questions about what/
Data Analysis StrategiesEvery assessment tool will produce particular forms of data. Matching, tool, data, and analysis strategy is critical to getting valuable information that will help you answer questions about what/how students are learning in your classes. See the table below for some common data types with corresponding data analysis strategies. Contact the director of assessment for help selecting assessment tools and/or analysis strategies. Data TypeAnalysis Strategies Test
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by Dana Bodewes, Instructional Designer Blogs have greatly contributed to the explosion of content created and shared on the internet. I, myself, couldn’t count the number of hours I’ve spent reading blogs about everything from recipes to research. There are many academic applications for blogs. Blogs allow…
faculty facilitate peer learning and discourse. Blog writing can also encourage the personal reflection and processing of content that is critical to deeper learning. Though the potential uses are endless, blogging requires commitment from the instructor and students to be successful and worthwhile. To help you use your time wisely, I have gathered resources and advice for you here. How do you know if blogging would work well in your course? There is no easy answer to that question; however, before
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by Dana Bodewes, Instructional Designer A new semester is about to begin and that means it is time to update your course syllabi (or syllabuses, if you prefer). There isn’t one specific syllabus format endorsed at Pacific Lutheran University, so I have created an outline…
have for students coming into your course. 4. Course Learning Objectives and PLU Integrated Learning Objectives: Your course learning objectives clarify the overall knowledge and skills students should acquire by the end of the course. It is also a good idea to specify ILO’s that your course supports. 5. Class Expectations: It is critical for instructors to explicitly state expectations for student behavior, communication, attendance, participation, and other policies important for the course. 6
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For Students of Color interested in exploring their racial and ethnic identities. With a commitment to creating more spaces where Students of Color can connect with one another, Students of Color
Color (SOC)For Students of Color interested in exploring their racial and ethnic identities. With a commitment to creating more spaces where Students of Color can connect with one another, Students of Color (SOC), in the Diversity, Justice, and Sustainability (DJS) Learning Community seeks to honor, celebrate, and uplift the stories and experiences of residents. The SOC community will focus on the cultural wealth Students of Color bring to the Pacific Lutheran community by celebrating their
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