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tradition that is part of the transition into full adulthood in a nation where religion is voluntary. Their conversations also reflect a decade-plus intensification of students’ interest in open exploration of spirituality as part of their educational journeys. PLU students’ spiritual quests exemplify those found in a large-scale study of students who entered 236 diverse colleges and universities in the United States in the fall of 2004. In 2007 UCLA’s Higher Education Research Institute published the
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throughout the Powell-Heller Holocaust Education Conference this week. “There were Holocaust survivors who talked, and those who didn’t,” said Sauvage, who will talk about his film and the Huguenot community that saved his family and thousands of others. Sauvage’s parents were definitely of the second category, but once he knew his story, Sauvage, who switched from a journalism career to filmmaking in France, pursued his passion of finding the unknown stories of the Holocaust. “I knew I was born in Le
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-grade education or health insurance until he aged into Medicare. I understand you have experience as a swimming student-athlete. How did you balance sports and school? At first, it was very challenging. I struggled with time management, balancing school work, swimming and socialization. Unfortunately, the pandemic hit during the spring quarter of my freshman year of college. I rushed home. I took this time to reevaluate and focus on my studies and worked on my time-management skills. When the
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education or health insurance until he aged into Medicare. I understand you have experience as a swimming student-athlete. How did you balance sports and school? At first, it was very challenging. I struggled with time management, balancing school work, swimming and socialization. Unfortunately, the pandemic hit during the spring quarter of my freshman year of college. I rushed home. I took this time to reevaluate and focus on my studies and worked on my time-management skills. When the pandemic was
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. He earned a Bachelor of Science in computer engineering, but shifted gears and earned his master’s degree in higher education administration at the University of Kansas before arriving at PLU. “What sealed it for me to come work at PLU was, and still is, the students,” he said. “The students at PLU take the mission to heart and care for each other in a way that I never saw at the previous universities that I worked at or attended.” About 85 percent of first-year students live on campus — so there
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March 30, 2011 Student perspective: The Iditarod Editor’s note: PLU student Loren Liden headed up to Alaska to cover the Iditarod. The following is a reflection on her experience. The Iditarod, a 1,000-mile dogsled race across the state of Alaska, finished Sunday, March 20. A remarkable feat of determination, the Iditarod has become Alaska’s two-week long celebration, beginning in Anchorage and ending in Nome. Though last year I covered the ceremonial start in Anchorage, this year I covered
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makes our story especially important is that we were the first university in Maryland to welcome students of all races and backgrounds,” Hrabowski says of UMBC. “We are a place for all students to participate equally in higher education, preparing them for meaningful lives and careers that work to solve the most pressing problems facing humanity.” He touts the university’s unique story of learning how to help all students — including those who are underrepresented in higher education — be the best
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, vocational reflection, and potential career opportunities.“I got resume tips, cover letter tips … all this great advice. [My mentor] helped me do a mock interview before I did my phone interview with the New York Times, and I felt way more prepared — and I got the job, so I think it worked out well!” Chloe Wilhelm ‘20, a double major in economics and political science, has been working with mentor Tim Graciano ‘09, a Senior Manager at Amazon up in Seattle, for the past year. “Some of the things I
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which to work and live. I attribute much of this great spirit to our tradition and continuing commitment to the ideals of Lutheran higher education. As I like to say, Martin Luther—Professor Martin Luther—not only made Lutheran universities better, he made all universities better, even Catholic and public universities. In many ways, the superb American system of higher education—with its firm commitment to academic freedom, its rigorous questioning of all received opinions, and its belief in the
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