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The Program Outcomes Self-reflection Paper documents professional development and measures student achievement of expected program outcomes. The student’s self-reflection paper documents their achievement of the program objectives, their development of self-assessment skills as they reflect on work they have completed throughout their program of study, and how their work represents their professional development. This formal paper is a synthesis of knowledge gained and clinical experiences. The

Books line the walls. Records fill the shelves. Games lean gently onfloor to ceiling shelves. A couple laugh while playing chess. The smell of coffee is paired with an upbeat jazz tune. A quintessential coffee house experience, located on the corner of Garfield and C street in Parkland. The name is Notes’ Coffee Company, although that wasn’t always this place was called. The building has been many things, a bookstore, a pharmacy, another coffee shop, and a guitar shop to name a few. But Notes

, & Veronica Tran It’s for the Greater Good: Do the Results of Morally Ambiguous Studies Sway Perceptions of Unethical Methodologies? 2. Georgia A. Eastlake Discrimination in Hiring Practices: The Impact of Gender on Perceived Job Fitness 3. Naomi Lapp A Pervasive Preoccupation: An Overview of Body Dysmorphic Disorder and Suggested Methods for Support 4. Students of PSYC 481 Cell Phone Salience and Attention: A Replication and Extension of Ward, Duke, Gneezy, and Bos (2017) 5. Amber L. Cooper Origins and

RegistrationThe Registrar’s Office is responsible for collection and publication of the semestrial class schedule. This process occurs twice a year; once for Summer and Fall and once for J-term and Spring. The class schedule for Summer and Fall is made available to the campus in late March. Registration for these terms begins in early to mid April. The class schedule for J-term and Spring is made available to the campus in late October. Registration for these terms begins in early to mid

students find a place in the world that is both meaningful and makes excellent use of their talents and education. In this issue of ResoLute, we meet Lutes who have experienced success on their own terms. We highlight some of the ways our community designs extraordinary learning opportunities and we explore how Lutes find meaning after graduation, measured not only by traditional forms of success, but in lives well lived. You’ll see how Tarra Simmons ’00 was determined to shape her future and leave a

dedicated to ensuring that our students find a place in the world that is both meaningful and makes excellent use of their talents and education. In this issue of ResoLute, we meet Lutes who have experienced success on their own terms. We highlight some of the ways our community designs extraordinary learning opportunities and we explore how Lutes find meaning after graduation, measured not only by traditional forms of success, but in lives well lived. You’ll see how Tarra Simmons ’00 was determined to

Darren Nguyen, Therapist in TrainingHello and thank you for reading! I’m a second-generation immigrant and Asian-American therapist in training who is passionate about creating connections with people. I have 2.5 years of experience working with teenagers and families in a community mental health setting. I am grounded in a humanistic, person-centered, strengths-based, and trauma-informed approach to therapy. I believe that warmth and curiosity are essential to the work of being a therapist and

Thomas Ackerman Director of the Joint Institute for the Study of the Atmosphere and Ocean (JISAO) and Professor of Atmospheric Sciences at the University of Washington Full Profile

. That self exploration informs how Davidson educates her bilingual students, who take the “Spanish for Heritage Speakers” courses she launched at PLU. All of them grew up speaking Spanish at home. “Each family has a different dynamic,” Davidson said. “In some homes, they speak all in Spanish, but in most, you might speak Spanish to grandma, code-switch between English and Spanish with your parents, and speak Spanglish and English with your siblings.” During a recent discussion with the spring

Instructions for FacultyScheduling a test Communicate with the student to determine the day and time the exam will take place Fill out the Proctor Card (linked below) and submit it 24 hours before the exam start time. Send the exam to the Testing Center (choose one of the following two options): Bring a printed copy to the front desk in the Center for Student Success. The proctor will pick it up from the desk before the exam and give it to the student in the Testing Center. There will be