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humanities can and should learn from the living presence and complex reality of non-human animals. And the “intellectual and aesthetic transformations” that our teaching makes possible are reflected in the pedagogical insights of professors Jen Jenkins and Kirsten Christensen, who explain their interdisciplinary approach to teaching the literature and cultural history of the German-speaking world. The Energizing Challenge of Diversity In 1993, Dean Paul Menzel noted the division’s concerted efforts to

speak to that other than living in rural areas … and I felt that would be an opportunity to address health disparities, kind of merging health equity and cultural humility,” Chell says. “Also growing up in South Dakota, I felt pretty ignorant to the native nations in my home state. So, I knew it would also be an opportunity to learn a lot more about these marginalized communities.” Chell worked as a health systems coordinator providing a variety of support to the program. This wasn’t the first time

,” Abbas said. “And now two-and-a-half-years later I’m an MFT – I’ve graduated. “It was a struggle in the beginning.” There was an age gap with many of his fellow students and there were cultural differences too. And of course the program was academically rigorous. But even with those challenges, maybe because of them, Abbas has developed not only reliable colleagues, but lifelong friendships. “Najib is an outstanding person and therapist,” Ward said. “I have been extremely impressed with his

behavioral comfort with diverse others and develop cultural competence,” Bernstein said. And DeLaRosby will discuss his research on the experiences of Asian American–Pacific Islander students from Hawaii who attend college at predominantly white mainland institutions, and how those experiences might differ from research on a sense of belonging of minority students. “This study represents how listening to a successful, persistent subset of a historically underrepresented student group can better prepare

gap through better public policies and educational support systems at every stage in the pipeline. “It’s inequitable practices in education that lead to a lack of achievement for groups of people,” she said. “If we can’t fulfill our potential because we just don’t have a way to do it, then we aren’t getting to the realization of human dignity.” Chavez said she sought out and received support throughout her own educational journey, despite external challenges: a cultural background in which she

SchoolsChief Leschi is one of nearly 200 tribal schools in the United States. Operated by the Puyallup Tribe of Indians, it enrolls 670 students in preschool through high school.  Visual representations of Northwest Native culture and art are present throughout the school, and the curriculum is infused with the tribe’s cultural heritage. The architectural design of the campus reflects the concept of the circle — which reflects beliefs about the natural world and humanity’s place in the circle of life. At

representations of Northwest Native culture and art are present throughout the school, and the curriculum is infused with the tribe’s cultural heritage. The architectural design of the campus reflects the concept of the circle — which reflects beliefs about the natural world and humanity’s place in the circle of life. At the center of the school is the Sacred Circle, a spot of earth undisturbed throughout the construction of the campus. Each building opens to the Sacred Circle, with communal places such as

rich tapestry of global perspectives to campus and fostering an environment of cross-cultural learning and collaboration. As these “Trailblazers” embark on their journey at PLU, they bring with them a wide range of experiences and ambitions, united by a shared commitment to making a positive impact as Lutes, prepared to learn, lead, and serve their communities. New pathways to higher education: What goes into recruiting a trailblazing class? This incoming class represents more than just a