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." Physical Review D 100 Vol. 4, 2019: D.J. Burger, N. Moynihan, S. Das, S. Shajidul Haque and B. Underwood. "Towards the Raychaudhuri Equation Beyond General Relativity." Physical Review D98 Vol. 2, 2018: Cownden, B., Frey, A., Marsh, D., Underwood, B. "Dimensional reduction for D3-brane moduli." Journal of High Energy Physics Vol. 139, 2016: B. Underwood and Y. Zhai. "Moving Phones Tick Slower: Creating an Android App to Demonstrate Time Dilation." The Physics Teacher Vol. 54, 2016: 277. Accolades
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Sara Finley Associate Professor of Psychology Phone: 253-535-7660 Email: finleysr@plu.edu Office Location: Ramstad Hall - 106E Website: http://sites.google.com/site/sfinley/ Professional Biography Education Ph.D., Cognitive Science, Johns Hopkins University, 2008 M.A., Cognitive Science, Johns Hopkins University, 2005 B.A., Psychology, Linguistics, UC Santa Cruz, 2003 Areas of Emphasis or Expertise Cognitive science Language learning Psycholinguistics Phonology Speech perception Selected
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Jeff Caley Assistant Professor of Computer Science he/him/his Phone: 253-535-7585 Email: caleyjb@plu.edu Office Location: Morken Center for Learning & Technology - 247 Curriculum Vitae: View my CV Professional Education Ph.D., Robotics, Oregon State University, 2019 M.S., Electrical & Computer Engineering, Portland State University, 2013 B.S., Computer Engineering, Pacific Lutheran University, 2007 Selected Presentations Tech Talk at PLU, Probabilistic Robotics: Why Grad School and Robots are
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pursue K-12 STEM teaching. This project is part of the Robert Noyce Teacher Scholarship Program.
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research centers on mountain building processes and regional climate change and the associated influences of each on atmospheric dynamics. Specifically, I use stable isotope geochemistry, clumped isotope thermometry, detrital provenance techniques, and climate modeling to study the tectonic, topographic and climatic evolution of orogenic systems as recorded in proxies preserved in sedimentary basins. As a teacher, I implement hands-on and field-based teaching strategies to engage students both inside
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Amy Siegesmund Professor of Biology she/her/hers Email: siegesam@plu.edu Status:On Leave Professional News Education Ph.D., Microbiology, Washington State University, 2003 B.A. with Honors, Biology, Alverno College, 1996 Areas of Emphasis or Expertise Student Metacognition and Learning Self-Regulated Learning Selected Articles Siegesmund, Amy. "Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment." American Society for Microbiology Vol
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formal elements that we use as writers. As a teacher, I prefer discussions in which everyone seems to have a lab coat on, detailing the mechanics of the work at hand. How a piece achieves its force through writerly decisions—decisions which have been guided by thought and feeling, insight and intuition, analysis and imagination, failure and risk—this is what I care about. As a necessary complement to the writer’s solitary work, the conversations we have about each other’s work can be as vital as
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sought-after chamber musician and teacher, and a gifted composer and arranger. Ms. Fujiwara is Professor of violin and viola at Pacific Lutheran University in Tacoma, Washington. She served for many years on the music faculty of Ohio Wesleyan University and is in great demand for master classes and clinics throughout the United States. Korine’s students have been accepted into the performance programs of such institutions as Indiana University, Cincinnati College Conservatory, and Northwestern
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Amber Eggers Simulation and Learning Laboratory Operations Manager Phone: 253-535-7668 Email: eggersal@plu.edu Office Location:Clinical Learning and Simulation Center - Room 209
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classes in poetry. Statement: “I encourage students to think of themselves not as isolated individuals, but as members of a learning community. For me, the writing workshop is a place where students improve their skills in reading, critical thinking, interpretation, and communication through engagement with their own texts and with those written by others. To be members of a learning community, I teach my students that verbal and written communication are inextricable, neither can take place
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