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September 11, 2014 PLU Makes Strong Showing at National Race & Pedagogy Conference By Sandy Deneau Dunham PLU Marketing & Communications The 2014 Race & Pedagogy National Conference in Tacoma Sept. 25-27 features more than 2,000 local, regional, national and international participants—including a large contingent from Pacific Lutheran University. The theme for the conference, which addresses issues of race and its impact on education, is “What NOW is the Work of Education and Justice? Mapping a

Beyond pedagogy: from Tacoma to Namibia, a partnership reframing teacher development practices Posted by: Zach Powers / September 28, 2023 Image: Eva Dumeni, a teacher from Namibia who visited PLU in September, works with a student in Brianna Wells’ class at Clover Creek Elementary School in Pierce County, Washington. (Photo by Sy Bean/PLU) September 28, 2023 By Emily Holt, MFA ’16PLU Marketing & Communications Guest WriterIn Kwangali and Oshindonga, widely spoken languages in Namibia, “Uukumwe

Flipping vs. Blending – What’s the Difference? Posted by: bodewedl / August 25, 2015 August 25, 2015 by Dana Bodewes, Instructional Designer  Like it or not, technology is influencing the process of teaching and learning in new and evolving ways. Two key trends that draw upon innovations in technology and pedagogy are the flipped learning format and the blended learning format. As these terms are used more often and in varying ways, the difference between the two formats can become confused. I

Campuswire: An Online Discussion Tool for Engaging Course Communication Posted by: berlinma / July 16, 2020 July 16, 2020 The past few months have been a challenging time for education. PLU faculty had to quickly adapt their classrooms into an online environment and rethink how to deliver their pedagogy in entirely new ways. One of the biggest obstacles to online teaching and learning is student-to-student engagement and interaction. Instructors may wonder how they can replicate, or at least

, 2019. “Antiracism Inc. traces the ways people along the political spectrum appropriate, incorporate, and neutralize antiracist discourses to perpetuate injustice. It also examines the ways organizers continue to struggle for racial justice in the context of such appropriations.” — Provided by publisher.   Chunnu, Winsome M., and Travis D. Boyce. Historicizing Fear Ignorance, Vilification, and Othering. Louisville: University Press of Colorado, 2019. “A historical interrogation from a global

systems of oppression that remain at large throughout our government, non-profit, and private sectors — as well as in our own institution. We commit to continue working to be a university that does not shy away from difficult conversations about racism, white supremacy, and inequity; and to re-evaluate our climate, policies, curriculum, and more to create an authentic, inclusive, and actively antiracist learning and working environment. We seek to be a community that empowers, listens to, and supports

interested in the learning and teaching of secondary mathematics. Participants explore the Hungarian pedagogy, in which a strong and explicit emphasis is placed on problem solving, mathematical creativity, and communication. Why Summer@BSME? Today’s teachers are expected to provide students with opportunities to struggle productively towards understanding, and the Hungarian pedagogy has the potential to play a critical role in this endeavor. At Summer@BSME, we are excited for our participants to develop

the most intimidating as well,” she says.  “The real value in those discussions is in the realization people get that they’re not alone in their concern over issues of race and their uncertainty over what to do about it — with their families, at work, in their communities.” After the breakout groups, the larger group reconvenes and attendees share a bit about what was discussed. Gledhill, who directs an initiative called the South Sound Antiracist Project, serves as a facilitator of breakout

acquisition of basic proficiency in the foreign language. As a result, innovation in foreign language pedagogy is not rewarded with promotion and tenure; in fact, teaching itself is deemed less important than non-pedagogically oriented research. A final consequence of the hierarchical division of labor in foreign language teaching is the preponderance of large multi-section courses, where syllabi and examinations are often course-wide, and where individual instructors (usually female graduate students

new ways.” The conference will include more than 80 presentations by scholars from many of the world’s most prestigious universities. PLU Assistant Professor of Business Mark Mulder will present a paper titled “Transformation Intersection: Global Place-based Experience and Transformative Learning Pedagogy” at 9 a.m. on Saturday, Oct. 22 in Hauge Admin 214. Read Previous A thousand-plus Lutes across generations join on campus to get a ‘Taste of Home’ for annual Homecoming celebration Read Next