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Miriam Barnett has served in the non-profit world since 1987 when, after being a full-time craft artist for twelve years, she became the Executive Director of Allied Arts of Whatcom County in Bellingham, WA.  In 2000, she moved to Tacoma to work for the Broadway Center for the Performing Arts where she was the Development Director for 2 years. Following her work at the BCPA, she became the Director of the Fund for Women and Girls at The Greater Tacoma Community Foundation. While working there

Wild Hope Video and Essay Contest Winners2024 Winners We appreciate everyone who participated in this year’s Wild Hope Essay/Video Contest! This year’s prompt revolved around the Blue Zones Project here in Parkland Spanaway. Click below to see the winning entries.2024 Essay - Lily Jenkins2024 Essay - Josiah Johnson2023 Winners Thank you to all who participated in this year’s annual Wild Hope Essay/Video Contest! This year, we encouraged students to touch on how global engagement promotes human

By Mollie Smith ’17 and Mandi LeCompte Jennifer Rhyne first came to PLU in 2005 when her husband, Jim Brown, was offered a job as the chair of voice studies in the Department of Music. In her first few years, she taught a few flute students, but as the years went by her responsibilities eventually grew to include instructing theory classes and directing the flute ensemble. In 2015 a full-time, tenure-track position for a flute and theory professor opened, and a national search ensued. Rhyne

Creating a Chinese Language Program ResourcesThe key resource for the program is the guide published by Asia Society: “Creating a Chinese Language Program in Your School: An Introductory Guide” Outline of the Workshop and Links to Resources 1. Understanding the Context: Why is everyone interested in learning Chinese these days? Expanding Chinese Language Capacity in the State of Washington (PPT) – presentation by Dr. Shuhan Wang at International Education Leadership Summit in Seattle, January

Is IHON For Me?What is IHON like? In a typical PLU IHON class you will find the following: Peers who are motivated, prepared, and eager to engage Small class sizes (12-20 students per course) Discussion rather than lecture:  most professors who teach in the program use some variety of the Socratic Method in their courses. Consideration of the ethical implications of the particular themes or topics under discussion. An effort to include global perspectives in each class A commitment to engage

Step 7: Complete and submit your applicationLog in online through Mentor, using your PLU username and password. Once in Mentor, go to the HPRB tab at the top: Click on My Proposals in the left menu Click Create New Proposal Mentor will walk you through the following: Pre-Proposal Diagnostic Survey (to determine level of review) Identifying your Faculty Supervisor (search by last name) HPRB proposal formVideo InstructionsDirections Create HPRB Proposal page (this asks for basic information about

methods. It seemed challenging to teach visual objectives without the benefits of face-to-face interaction with a teacher. Text-based communication did not seem to be enough. Discovering new technologies that would allow him to use audio and visual communication, both individually and with a group, was the motivation to continuing exploring how to develop an online watercolor classWhat is one instructional technique or project that is particularly effective, innovative, or engaging?“Participation in

When talking about locating sources for an assignment, students often remain task-oriented and focus on “finding” rather than on learning, and our own research demonstrates this remains true for many PLU students. In general, students already know how to search for information but are unable to apply what they already know into a new context. In other words, students need guidance with framing research questions, seeing patterns in the literature, weighing the relevance of evidence, and

(September - December) MFTH 503 MFTH 504Systems approach to MFT Contextual Foundations of Systemic Practice 4 credits 4 credits January term year 1 (month of January) MFTH 505 Research Methods3 credits Spring year 1 MFTH 507 MFTH 512 Comparative MFT Professional studies in MFT 4 credits 4 credits Summer of first year:Classes one to three times per week, typically three-hour classes held in the early afternoon. Option A “summer starters”: begin practica in summer at on-campus clinic, 20-25 hours per week