Search

President Joanna Gregson, Ph.D. Acting Provost Daniel Lee Vice President for Advancement Joanna C. Royce-Davis, Ph.D. Vice President for Student Life and Dean of Students OFFICE OF ALUMNI AND CONSTITUENT ENGAGEMENT Mary Duvall Executive Director of Advancement Jessica Pagel ’08 Director Kathy Engle Assistant Director Kathy Allen Alumni Engagement Coordinator Nesvig Alumni Center Tacoma, WA 98447-0003 253-535-7415 800-ALUM-PLU www.plu.edu/alumni/ ADDRESS CHANGES Please direct any address changes to

public service.” In fact, Strait added, he and other supporters worried Simmons’ case would set a precedent unattainable by those who would follow her. “We were very afraid she was going to set a standard that nobody else could meet,” he said. It’s easy to see why they were worried. Before graduating magna cum laude from law school in May 2017, Simmons received several prestigious awards and honors, including the Skadden Fellowship. She was the first law student in Seattle University’s history to

Colleges/Universities Claim their Theological Roots? 11 sponsoring faith community. There may be some religious diversity in the student body, but it is not acknowledged. Thus the college does not need to struggle with religious diversity. Such a college is good at nurturing religious identity but a bit cut off from the larger society. It is rooted but not inclusive, rooted but not open. It is an enclave. The second default model is non-sectarian. A non- sectarian college has severed its connection to

positive disruption or as a method for creating social bonds. But that’s also classic Foege, disrupting the point of this article in order to try to deflect attention away from him and my thesis that his prankster side is based on his empathy for others and his desire to affect change. “He also uses humor sometimes as a way to keep people at arm’s length,” said Paula Foege, his wife and fellow former PLU student. Lutherans are experts at self-deprecation, but Paula sees through it. She knows her

- Research, publications, and/or presentations in which one is the primary or a lead author/initiator; these may be performed with other faculty and/or with students - Teach one class per year (between two and four credits total) or the equivalent - Supervise independent student research projects - Participation in PLU departments and/or programs (examples include admissions, church relations, campus ministry, archives, and retiree activities) - Service on PLU committees or initiatives - Fundraising

looking at how individuals and groups live creatively in a variety of social, political, and economic circumstances in local and global contexts. We will be particularly interested in how individuals talk or write about the experience of space and setting, and how the design of space has the potential to creatively shape and re-shape our public identities. Our readings—including academic, popular, and student writing—will help us develop strategies for critically understanding artistic expression (in

Spill Response Protocol Spill Response Protocol Fall 2017 v.2 1 Hazardous Material Emergency Spill Response Protocol WAC 296-824 1.0 Policy PLU’s highest priority is to protect employee and student health and safety. On that basis, PLU employees or students will not attempt to clean up an “uncontrolled release” according to the definition in WAC 296-824-100 (See 2.0 below). Uncontrolled spills shall be cleaned up only by people with Emergency Response Training (WAC 296-824-30005) and

.     The reading list on its own is not an agent of transformation. If you’re a student, staff or faculty  member wishing to engage with others in dialogue about one of these resources or if you have  an idea about how to generate a community activity using one or more of these resources,  please email the Chair of the Program, Dr. Adela Ramos (ramosam_at_plu_edu). The Program will  be in touch in late August about fall activities to discuss intersectional environmentalism and  environmental justice

Ensemble and the University Concert Band and he teaches coursework in the music education curriculum, including: Band Repertoire and Rehearsal, Woodwind Labs I/II, Percussion Lab, Music and Culture, PLUS 100: Transitions to PLU, and he assists with the supervision of student teachers. Dr. Gerhardstein earned a Ph.D. in music education from Temple University where he studied with Edwin Gordon and Beth Bolton. He also attended the University of Idaho, earning a Bachelor’s degree in music education, and a

and affirm through highlighting positive aspects of a student or person. “We tend to lean more towards the negative because it’s easiest to identify,” Cushman said. “But once you have validated and affirmed, then you can build a bridge.” The instinct to identify the negative is something that Cushman says happens all too often. During his symposium talk, Cushman recalled a conversation he had with a substitute teacher who was surprised that students at Stadium High School weren’t as well behaved