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intramural dodgeball experience. “It turns out I’m just not good at that, either – I’m always the second person knocked out,” she said. “But that’s okay, because then I could be on the sidelines and heckle everyone else. That’s just as much fun as anything.” And that’s why intramurals are so great. It is sport. It is also fun. This all squares with the ethic of PLU to “educate the whole student.” Yes, university life is about classes, preparing for a profession, and discovering a passion. But it is also

, which she was involved with growing up. As part of the academy, she taught different classes, including one on human rights. “I showed ‘Invisible Children’ as part of the class, so I kind of came full circle,” said Baghirov. Baghirov’s projects weren’t the only thing that kept her in Azerbaijan though–she had also met her future husband Farid Baghirov. “We were friends right away,” Baghirov recalled. “He was just a nice, easygoing guy. He was always willing to help me with whatever I needed. Both of

Grog Zoo.  After I graduated from PLU, I felt a need to give back to the school that gave me so much. I made the conscious decision to start the Improv Theatre program at PLU (in 2007) and while doing so I ended up connecting with two of my three cohorts during their improv classes with me.  So, while PLU wasn’t the direct inspiration, it had a hand in fusing the relationships for our thriving group. How did improv lead you to consulting and your work with The Yes Works? What drives my passion for

at PLU and have stayed in contact with the faculty throughout my career. I knew I wanted to become a paleontologist by the time I arrived on campus. I’ve always been interested in a lot of different things, and I was able to pursue them at PLU, knowing that I would eventually have to set them aside to focus on paleontology. I took a lot of classes to do with art, writing and literature coursework. I also played tuba in the wind ensemble and the crazy pep band PLU had back then, known as “commando

. On any given day, I’ll see students writing equations on our whiteboards, relaxing in the lobby between classes or working with one of my colleagues to conduct research for a project — and all that’s not even counting the way that people engage with our online resources. I never know what brings someone to the library, but the library is a space for community, and as such also serves to reflect the interests of our community. I think there’s power in that. Are there particular PLU archives that

to go to Oxford, and the Socratic seminar method and blended nature of the IHON classes made me interested. What’s your fondest memory as an IHON student? Dr. Wilkin taught a class on friendship that was super fun, even when I didn’t always agree with some of the course material. One of the final projects was completing an ethnography, which was super unfamiliar and new to me. I chose to explore how asexual and aromantic people experience friendships or romantic relationships, as people have this

. Inviting entrepreneurs as guest speakers into PLU classes or involving students in local business marketing plans creates a win-win situation, benefiting both entrepreneurs and students through practical collaboration. “Allowing students to be a part of this experiential learning journey, either in support of entrepreneurs or as they explore their own potential entrepreneurial journey, offers wonderful learning opportunities for PLU students as they build their own empathetic and community-based

California State University, Chico, and eventually earned her master’s degree there. She made the dean’s list each semester and was encouraged to apply to graduate school, landing her at Washington State University where she earned her Ph.D. She’s been teaching classes at PLU since 2006. The key to persistence for marginalized students, and subsequently their success, is building support systems similar to the ones she had, Chavez said. To get there, she says leaders should avoid polarizing, zero-sum

sound. Dawson spent the next four months after the accident undergoing total cognitive rest — in other words, shuttered in total darkness without stimulus as her brain worked to recover. Neurologists urged Dawson to drop out of high school. A school counselor recommended she switch her focus to a GED, telling her she’d never graduate. However, Dawson wasn’t ready to give up on her education or her dreams. With the help of online and summer classes, she graduated from high school on time and with

Services teams with faculty and students to work on discussions and food-tastings like “To Brie or not to Brie,” a look at the chemistry of cheese. “We have knowledge, so how do we share it?” McGinnis asked. “Food is such a big part of culture.” Student Stephanie Bivens ’12 is also looking to share her knowledge. As a student with food allergies, she is working with the university to create awareness and menu options for those who need alternative diets. When the music major brought her concerns to