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Step 3 https://www.plu.edu/hprb/faculty-et-al/instructors/step-3/

Step 3: Help students understand the basics of the HPRB processThe online HPRB application process in Mentor will have students:A. Complete pre-survey and HPRB proposal formHere is an overview of the process:Mentor will walk students through a series of questions to: get essential information about their projects and the investigator(s); determine whether projects are considered “research” requiring HPRB review, and if so, what level of review (exempt, expedited, or full board; see below); and

Debbie Cafazzo – Resolute Online: Spring 2019 https://www.plu.edu/resolute/spring-2019/author/dcafazzo/

research will measure students’ sense of belonging and the impact of program resources over time. Not only will this funding allow us to provide significant scholarship support for low-income students in STEM, but it will also allow us to better integrate PLU resources and build new structures to support these students’ success.- Ann Auman Curricular engagement will include a transitions course, linked introductory courses and supplemental instruction. Students will learn resume writing, scientific

Feminist Student Union and Asian Pacific Islander Club ‹ Resolute Online: Winter 2016 https://www.plu.edu/resolute/winter-2016/what-was-it-like/feminist-student-union-and-asian-pacific-islander-club/

prohibit racial and gender preferences by state and local governments). The campus climate changed during my time at PLU because my peers and I chose to change it. Lou Vargas ’12: When speaking of PLU climate and culture, my memories bring me back to my first-year experience. It was certainly difficult for an immigrant of color like myself to acclimate with my peers who were mostly white. And not just any white — privileged white. The kind of white that didn’t recognize privilege. Their humor was

The Policy Protection and Value Attributed to Chinook Salmon and Insects in the Chambers-Clover Cree https://www.plu.edu/clover-creek-watershed/the-policy-protection-and-value-attributed-to-chinook-salmon-and-insects-in-the-chambers-clover-creek-watershed/

actions from impacting the survival of this population. It also requires a recovery plan to be made for the population at the local level and provides resources to those projects, both efforts that will be discussed later. Finally, it requires an evaluation of the status of this population every five years ( Johnson 308). This federal policy provides further protection to the Chinook salmon population at a local level. The mayfly and caddisfly are not protected by the Endangered Species Act, there

PLU Senior T.R. Sullivan on his Internship at the Washington State Legislature https://www.plu.edu/news/archive/2015/03/04/lutelegislativeintern/

better internship available in the state.What are some of the projects you’ve been working on for the Senate Democratic Caucus? I have had the opportunity to help draft parts of legislation, conduct policy research for staff and legislators, write e-newsletters for our caucus, staff the Financial Institutions and Insurance (FII) Committee for a double-booked policy staffer—which has been amazing—and attend strategy meetings with legislators in our caucus for the FII committee. What are some of the

Passion for solving unanswered questions drives PLU alum’s research career https://www.plu.edu/news/archive/2019/12/24/solving-unanswered-questions/

different way to provide better patient education and better education in the community,” she said. McFadden put the research skills she honed at PLU to good use, writing her dissertation on variations in county-level toddler immunization rates, a topic she continues to explore at the Yale Institute of Global Health. She also assists the center’s director, Saad Omer, on projects that examine the impact of immunization policy changes on vaccination rates, vaccine hesitancy among health care workers in

PLU environmental studies students chart the challenges facing the nearby Clover Creek Watershed https://www.plu.edu/news/archive/2020/01/07/clover-creek-watershed/

infamous Friday lab sessions! Does the process differ in the spring and fall semesters? Seasonal changes in the watershed have a big impact on what students do in the fall class versus the spring class. In the fall, many locations in Clover Creek are completely dry, and this past fall one of our typical sampling locations had a toxic algae advisory. In some spring semesters, sampling locations may have too much water, making it unsafe for students to enter the stream. So our sampling plan is always

Capstones 2020 https://www.plu.edu/earth-science/capstones/capstones-2020/

Earth Science Capstones 2020 Exploring the topography of Mount Rainier and its impact on the transport of debris to the supraglacial system Logan Black In this study I will be looking at the effects of topography within a glacier’s rock-shed on the transport of debris from surrounding glacial features to the glacier surface. The glaciers targeted for this research were Emmons, Frying Pan, Nisqually, and South Tahoma Glaciers. Debris that gets transported to the glacier surface has the ability

Molecules Meet Materials Research Experiences for Undergraduates (REU) https://www.plu.edu/chemistry/news/2022/01/13/molecules-meet-materials-research-experiences-for-undergraduates-reu/

Molecules Meet Materials Research Experiences for Undergraduates (REU) Posted by: nicolacs / January 13, 2022 January 13, 2022 The Molecules Meet Materials (M3) Research Experiences for Undergraduates (REU) site at the University of South Dakota, located in Vermillion, SD, supports the training of 10 students for 10 weeks during the summers of 2022-2024. In this program, funded by the National Science Foundation Division of Chemistry, participants pursue collaborative research projects, with a

Learning Outcomes https://www.plu.edu/doctor-of-education/learning-outcomes/

: Professional Information: resume, certifications, letters of recommendation, honors and awards Internship Plan & Log Selected course assignments aligned with NELP standards Professional Growth Plan 3. Applied Projects: Candidates will complete two applied projects aligned to the learning outcomes. These projects require synthesis of course content, application of research methods, completion of a written product, and contribution to the profession. Candidates will complete a job-embedded Program Evaluation