1ASK A LUTE

C H A L L E N G E S U P P O R T S U C C E S S

How to finance your college education

Page 34

How PLU’s reDesign House is reThinking

sustainability

Page 16

Just what exactly is a ‘capstone’? And how will it get you a great job?

Page 8

IN THEIR OWNGRADUATING SENIORS

WORDS“I was attracted to PLU’s global perspective. And in this regard, PLU definitely exceeded my expectations. Not only have I had the chance to work with professors in classes and in undergraduate research, I’ve been involved in sustainability and global education efforts.”

See Page 22

Kenny Stancil ’13 Political Science and Global Studies Denver, Colorado

2 TABLE OF CONTENTS

04 Hello There

05 FAQs

06 Direct from Campus

16 Great Northwest

28 One-on-One

20 Something I Thought I’d Never Do

30 Your New Home

32 Visit

34 Financial Aid

35 Apply

What is a ‘capstone‘?And will it get me a job?

08Upcoming

Dates

The art of sustainability16reThinking sustainability education at PLU’ innovative reDesign House

In their own words Graduating seniors discuss their exprience at PLU – was it worth their time and money?

22

TAbLE Of CONTENTS

TABLE OF CONTENTS 3

End-of-year academic projects get students more than just good grades

ON THE COVER: Kenny Stancil ’13, who double-majored in political science and global studies, says that when he came to PLU he was largely an apolitical person. During his four years at PLU, he’s learned to look at the world differently. “The never-ending process of unlearning and learning has been sometimes frustrating but always beauti-ful,” he said. “Along the way, I have made several amazing friends who I am sad to leave but eager to see change the world.”

To read more graduating seniors ‘in their own words,’ see page 20.

Photo by John Froschauer.

for First-year Students

September 9 First Day of Classes

TEST DATES ACT: Sept. 21, Oct. 26, Dec. 14 SAT: Oct. 5, Nov. 2, Dec. 7

October 6 Fall Preview Day

October 15 APPLICATION REVIEW DATE Applications completed by this date will receive an admission decision and notification of merit scholarship eligibility within four weeks

November 2 Game Day at PLU

November 15 APPLICATION REVIEW DATE Applications completed by this date will receive an admission decision and notification of merit scholarship eligibility within four weeks

December 15 APPLICATION REVIEW DATE Applications completed by this date will receive an admission decision and notification of merit scholarship eligibility within four weeks

RECEiVE uP TO Full TuiTiON! Presidential Scholarships Deadline is December 1 choose.plu.edu/scholarships

To find these and other events, visit choose.plu.edu.

>>> www.choose.plu.edu

,

Should i visit campus, or can i find enough about Plu on the website?You should definitely visit campus! You can learn some of the fast facts about PLU by reading the website, but you can really experience the campus by visiting, taking a tour, having lunch with a cur-rent student or even spending the night. For many people, a visit to campus helps them make their final decision about what college is right for them!

When should i start the application for Plu?You can submit your application as early as the July after your junior year. PLU has a rolling application process so we are continually accepting applications. However, if you turn in your application by the 15th of October, November, De-cember or January, you will know about your acceptance to PLU by the 15th of the following month.

What is it like living on campus?Life on campus is really focused on build-ing the PLU community, whether it’s the community in your residence hall or the campuswide community. There are many campuswide events like LollaPLUza, which is our music festival and street fair that happens each spring. Two years ago Macklemore performed – yeah, Mackl-emore! Each residence hall also puts on events, like Pflueger Fright Night and the Hinderlie Toga Party. Your resident assistant (called “RA”) will also have wing events so that you can get to know the people who live in your wing. I am an RA in Hinderlie this year, where my residents and I cook breakfast together on Saturday mornings. Living on campus is a great way to feel connected when you get to PLU.

What are professors like at Plu?The professors at PLU really care about you as an individual student; you are so much more than just an ID number or

a test score. When I was looking for a college, I knew I wanted a small, liberal arts school where I could get to know my professors one-on-one. PLU offers that opportunity. You will always have a pro-fessor teaching your class, not a teaching assistant. One of my favourite professors is Dr. Johnson in the Philosophy Depart-ment. His class really challenged me to think critically and question my perspec-tive on the world.

Do i have to be lutheran?You do not have to be Lutheran to at-tend PLU. Personally, I do not identify as Lutheran and I have never felt pressured to be Lutheran, or to believe in any reli-gion. Currently about 21 percent of our students identify as Lutheran, and about 45 percent of our students identify with another Christian denomination. There are many opportunities to explore your faith at PLU. We have chapel three times a week, put on by Campus Ministry. It is not required. Campus Ministry also helps students explore other faiths. We also have a Reflection Room for people of all faiths to use for meditation or prayer. At PLU, if you want to participate in faith activities in any religion, you may, but

fAQS

5FAQS

ANSWERSADVICE FROM THE EXPERTS

Your questions answered by real PLU students

FEATURED there is no pressure either way. The way our Lutheran heritage manifests itself is through our commitment to diversity and the pursuit of vocation (your calling in life). At PLU, students are encouraged to ask important questions, think criti-cally, and be willing to openly discuss all perspectives.

What is it like living in the Pacific Northwest?For me, the Pacific Northwest was the perfect place to go to school. Coming from a hot, dry place like Arizona I was looking forward to having seasons! The spring is beautiful, the leaves change color in the fall, and there is just the right amount of snow every once in a while. Seattle is very close (about 45 minutes) and Tacoma is easily accessible. If you love a good cup of coffee, then the Pacific Northwest is the place for you.

What do you like best about Plu?I love all the study-away opportunities at PLU. When I studied away for a semester in London, it allowed me to see myself outside of my normal context, which helped me understand myself better as a person. And London is truly amazing! I have also studied away on a January Term class. The trip was called Holocaust Memories and we travelled to Germany, Poland and the Czech Republic. We vis-ited many of the old concentration camps and museums. The experience was really challenging but I came out of it with a renewed commitment to peacebuilding in the world. I hope to travel to Northern Ireland during J-Term 2014 where I will study peace and conflict. Through my study-away experiences I have decided to pursue a graduate degree in peace and conflict abroad, hopefully in Israel! U

Have your questions about Plu answered by the experts – real students. Send your questions to askalute@plu.edu.

GOT A QuESTiON?

For more detailed information visit choose.plu.edu

PluONLINE

IN OUR NEXT ISSUE n A look behind the curtains at the Choir of the West’s biggest concert of the year n Why five PLU education graduates traveled to the Alasakan bush to teach summer school n What exactly is the FAFSA? And how can it save you tuition money?

and much, much more...

REALSTORIES

HELLO THERE

Greetings from Pacific Lutheran University

U

4 HELLO THERE

THIS MAGAzINE HAS FOUND its way into your hands because you have indicated an interest in PLU as a place to continue your education. Published three times a year, “U” is a little bit different than the materials you might receive from other colleges and universities. But that’s because PLU is a little bit different from other colleges and universities. So instead of just the facts and figures you might get in a

typical college brochure, we tell you real stories about the students, faculty and alumni that make PLU such an extraordinary place.

I know it’s not easy choosing where to go to school. But no matter what university or college you ultimately choose, be sure to take the time to explore your options. This magazine is a great start. Ask a lot of questions. Explore the Web. Come to campus to visit and take a tour. Talk with students. And remember that college is not just a place to earn a degree; it’s a place to experience life, to be challenged and to grow. By that measure, PLU ranks among the best.

I hope you enjoy “U” magazine.

Dave Gunovich ’82 ’95, Dean of Admission

PLU GUEST EXPERTJessica Sadler ’14

MAJOR Philosophy and Environmental Studies

HOMETOWN Mesa, Ariz.

iNTERESTS Playing ukulele in the sun with friends; drinking coffee and discussing philosophy at NPCC, the nearby coffee house

Staff Editor Steve Hansen

Writers Barbara Clements Chris Albert Katie Scaff ’13 James Olson ‘14

Art Director Simon Sung

Photographer John Froschauer

Vice President for Admission and Enrollment Services Karl Stumo

Dean of Admission Dave Gunovich ’82, ’95

Admission Communication Coordinator Emily McCann ’06

VolumE 6, ISSuE 1 U is published three times a year by Pacific Lutheran University, S. 121st and Park Ave., Tacoma, WA, 98447-0003.

Postage paid at Tacoma, WA, and additional mailing offices. Address service requested. Postmaster: Send changes to PLU Office of Admission, Tacoma, WA, 98447-0003, admission@plu.edu. © 2013 by Pacific Lutheran University

PrIntED uSIng:Eco-friendly inks – vegetable-based and certified as Ultra Low in Volatile Organic Compounds. Sustainable Papers COVER 55% Recycled paper, 30% Post-Consumer Waste (PCW), TEXT 100% Recycled paper, 60% PCW, REPLY CARD 100% PCW.Printed at a Forest Stewardship CouncilTM certified plant.

6 7DIRECT FROM CAMPUSDIRECT FROM CAMPUS6

DIRECT fROM CAMPUS

6 DIRECT FROM CAMPUS6

DIRECT fROM CAMPUS

Q: What’s our president doing teaching class?

A: He loves it!When students walked into class at the beginning of spring semester for “English 216: African and Caribbean short stories,” some were a little surprised to find PLU President Thomas Krise standing in the front of the room with Professor of English Barbara Temple-Thurston.

“There were some students on the first day who looked at me and kind of wondered, ‘What’s he doing here?’” Krise recalled.

But if you know him, you’d understand how Krise’s ap-proachable demeanor quickly dissolved the apprehension in the room.

Krise, who went to high school in the U. S. Virgin Islands and spent a portion of his youth sailing around the Carib-bean, has a passion for the region and its literature. It is, after all, this topic in which he earned his Ph.D¬.

“When I was a dean and a department chair I was always teaching, so I wanted to keep up that pattern,” Krise said. “You get to know students in a very different way. And I notice whenever I’m not teaching I feel a little bit more distant from the life of the campus,” Krise said.

Students like Kim Stone ’13, a music education major, found they were able to take advantage of more than just his expertise and approachable teaching style. About once a month, he opens the class up for questions large and small, academic or not.

“I can tell that part of the reason he wants to teach a class is because he wants to get to know students and what they have to say,” Stone said. “It makes me feel like I’m genuinely being cared for as a student. He’s very receptive to feedback too. It’s never dismissed.”

— K AT I E S C A F F ’ 1 3

Standing O for Choir of the West at influential choral conferenceWhat’s better than an invite to sing at the pres-tigious American Choral Directors Association National Conference? Not much. Except perhaps enthusiastic standing ovations from conference attendees.

That’s what happened for PLU’s Choir of the West this past March, when they performed for 5,000 members of the United States’ largest professional organization for the choral art. The Choir of the The program included premiere performances of two new works composed for the choir: “Exultate” by PLU Assistant Professor of Music Brian Galante, and “Northern Lights” by Latvian composer Eriks Esenvalds.

Former longtime Choir of the West director, and current University of North Texas faculty member, Richard Sparks was in the audience. “[The Choir of the West’s] singing was nothing short of exquisite. I can’t imagine a better performance.”

And of the standing ovation the Choir received? “It was the best, quickest, and most unanimous stand-ing ovation I saw at the convention this year.”

Another Emmy nomination for Media lab“Beyond Burkas and Bombers: Anti-Muslim Senti-ment in America,” the latest documentary from PLU’s MediaLab, was recently nominated for an Emmy by the Northwest chapter of National Acad-emy of Television Arts and Sciences. It is the third Emmy nomination for MediaLab since 2009.

The film is a true story with a serious twist – two PLU students meet and fall in love, but one is Chris-tian and the other one is Muslim. Through that lens, the documentary examines how the U.S. has viewed Muslims since 9/11, and offers ways to address this unreasonable fear of the other.

Senior Producer, JuliAnne Rose ’13, was delighted by the nomination. “We are fortunate at PLU to have the the opportunity to ask the meaningful questions and the resources to delve into some of the most important social issues of our day,” Rose said.

>> choose.plu.edu/garbology

Curious what happens when students collect garbage from an entire university,and then sort out what could be recycled and composted? Students at Plu found out in February. Of the 1,728 pounds collected, students discovered only 35 percent was landfill material. To see a time-lapse video of the sorting process,

When it comes to amassing presti-gious international fellowships, PLU keeps adding to an already impressive total. This year, four PLU students increased the number of student U. S. Fulbright recipients since 1975 to 93.

Sponsored by the U.S. Department of State, the Fulbright program was established in 1946 by the U.S. Con-gress to “enable the government of the United States to increase mutual understanding between people of the United States and the people of other countries.”

That concept of mutual understand-ing might sum it up for Kathryn Perkins, one of the two Fulbright

recipients. “My PLU experience has only strengthened my passion for history – continually discovering that history is more than just learning about past events, it is a about engag-ing with the people of the past and the legacies that why have left behind for us, both the good and the bad.”

Perkins, who is from Portland, Ore., received her bachelor of arts in history, and will teach English in South Korea.

Jennie Greb, the other Fulbirght recipient, is from Tacoma, Wash. The double-major in global studies and Hispanic studies will be teaching English in Colombia next year.

Plu adds two more u.S. Fulbrights to its impressive total

POP QUIz!

9ACADEMIC DISTINCTION8 ACADEMIC DISTINCTION

ACADEMIC DISTINCTION

What exactly is a ‘capstone’? (And how will it get me a job?)

How four years of intellectual engagement is measured by students, faculty – and future employers

By BarBara Clements

so just how does one get a job – or an offer to grad school – by studying slobber?

First step: start studying slobber – or specifically how tigers lap up liquids - as part of a PlU capstone project.

two years ago, physics major Matt Hubbard ’13 became intrigued by the subject when he encountered research taking place at massachusetts Institute of technology, which analyzed at the roughness and size of a tongue and its relation to water-column pull and strength.

“I liked the fact that you could take a field of complex mechanics and relate it, in a tangible way, to an every-day occurrence,” Hubbard said.

He worked on his project for two years – logging over 400 hours – before deciding to branch off in a new direction and enlisting the help of fellow science geeks Mark Lee ’13, an applied physics major, and triple-threat Mimi Granlund ’13 an arts, physics and math major.

the threesome needed to build their own system, which consisted of a cylinder capped with a sand-

neXt paGe

mark lee, mimi Granlund and matt Hubbard

and the apparatus they built to help them

understand how the roughness and size of

a tongue will affect the amount of water an

animal could lap up and still be efficient.

11ACADEMIC DISTINCTION10 ACADEMIC DISTINCTION

paper disc to act as a “tongue.” the cylinder would plunge into water, and then be lifted out through a pulley system. this would be photographed by a high-speed camera, which would capture the water column pulled by the sandpaper “tongue.”

Hubbard’s team also spent hours studying videos of cats, dogs and tigers slurping, as well as taking a trek to the Point Defiance Zoo to check out a real tiger (from a safe distance) drinking water.

this three-member capstone project looked specifical-ly at what point roughness and size of a tongue affect the amount of water an animal could pull up and still be efficient. the answer: about the size of a sumatran tiger’s tongue. Having a tongue any larger than that doesn’t get a thirsty cat any more water. animals then have to find other ways like sucking or through a trunk to hydrate.

Hundreds of hours of work – Hubbard estimated he put in 400 hours over two summers on his own, and then another 250 hours over this last year to produce a report and capstone presentation.

their presentation was standing room only.

Hubbard and lee credit it with helping them both continue their studies in graduate school. as for Granlund, at the time of her presentation, she was waiting nervously to hear whether she would get a job as a data analyst at seattle-based Horizon air. she

What exactly is a ‘capstone’? (And how will it get me a job?)

credited this physics capstone – she had to do two others to complete her triple-major – with catching the attention of the human resources department at the airlines.

every spring, hundreds of PlU students go through the drill of final projects, called capstones. But these research projects, works of art, or music compositions are much more than a final box to be checked before students cross the stage, shake the president’s hand and march into their new life.

For many, the capstone is a steppingstone to bigger things – grad school, job, or once-in-a-lifetime op-portunity where one’s passion and degree intersect. It’s a definite point of passage for a student, notes ann auman, associate professor of biology.

“Capstone is time for integration of the knowledge which a student has learned in a major, with the ability to communicate that knowledge in both written and oral forms,” auman said. “In this day and age, it is be-coming increasingly important for experts to be able to communicate with the general public. Capstone, then, serves as a transition point between students being receivers of knowledge to students becom-ing teachers of knowledge to their peers and to the general public.”

Capstones aren’t necessarily unique to PlU – many universities have them – but the level at which profes-sors are involved with the students certainly is, accord-ing to Paula leitz, associate professor of education.

“Capstones at PlU engage students in focusing their total PlU education into a focused area. It is not just a culminating activity – it is an opportunity to rethink and refine one’s personal reflection on the result of four years of intellectual engagement at PlU,” leitz said. “Faculty are a significant part of this process as they lend their expertise and provide individualized support to students.”

this is certainly true for nevis Granum ’14, whose passion for photography and saving endangered wildlife led to his capstone, a senior gallery exhibi-tion of photographs taken during his J-term trip to tanzania. the experience of curating and exhibiting his work led Granum to apply for, and receive, a Kelmer roe Fellowship to study in africa with PlU Professor of english Charles Bergman this summer. From the fellowship, Granum, an art and english major, hopes to parlay his love the natural world and photography into full-time employment.

“the experience of putting together this capstone has been absolutely invaluable,” he said.

eventually, Granum would like to make photographing and writing about endangered species his life’s work.

this three-member capstone project looked specifically at what point roughness and size of a tongue affect the amount of water an animal could pull up and still be efficient.

neXt paGe

[photo 4]

[photo 5]

[photo 6]

matt Hubbard and some of the many calculations that went into his

capstone project.

mimi Granlund in the laboratory.

nevis Granum exhibits some of his photographs as part of his

capstone project. the project would lead to a Kelmer roe Fellowship

to study in africa.

What exactly is a ‘capstone’? (And how will it get me a job?)

“yeah, I know it’s a cliché, but yes, I’d like to work for national Geographic,” he laughed.

Jenny stein ’13 is hoping her time in the lab, looking at small glowing crystals, will eventually lead to a job researching solar energy. the glowing crystals are called colloidal quantum dots, and stein has been studying their capacity to absorb and re-emit energy in the form of light.

“I really do like the whole concept of renewable energy, and applying this to solar cells,” she said.

stein had entered PlU with hopes of going to medi-cal school, but then switched to chemistry and pure research when she became involved in this project, into which she poured and estimated 100 hours worth of work by the time she graduated. she will be going directly into a chemistry Ph.D. program at the Univer-sity of Washington in the fall.

“I’m so qualified to be in that program, and this has really helped,” stein said of her project.

For both nataly Meyer ’13 and McKenzie allen ’13 a student teaching-capstone experience in namibia has

lead to their first jobs, days after graduating, when they flew up via bush plane to the remote yupiit school District in southwestern alaska. there they worked with six other lutes in a summer-school pro-gram in three villages west of Bethel, the nearest city.

the superintendent in the district, specifically asked for lutes as anchors for the school district’s summer program, and with a special eye to new alumni like meyer and allen, who had done their student-teaching senior projects namibia. the cross-cultural experi-ence they both received in africa made them ideal job candidates for the summer excursion to alaska.

after the summer school adventure ends, both already have interviews lined up for the next school year, they said.

“the time in namibia really made my future clear,” allen said. “I know I want to be a teacher, and I know I want to teach english as a second language overseas.”

Zach Grah ’13 gained the mental toughness and confidence to take risks through his business capstone – a business strategy competition. and that tough-ness and confidence paid dividends when, later, when an opportunity to work for a new business venture presented itself.

Grah was one of six business majors who, as part of their capstone, participated in the International Collegiate Business strategy Competition in long Beach, Calif. For the competition, student teams cre-ate a simulated company, develop a product concept and business model for that company, and then run

that company – top to bottom – for a simulated 20 consecutive quarters. Grah was elected as CeO of the “business,” resolute, which competed against 29 other teams.

according to his advisor, associate Professor of Business Kory Brown, each student typically spends 300-500 hours preparing for and participating in the competition.

“students are stretched in ways no other academic setting can,” Brown said. He calls simulations like these “the real world with a safety net.”

For Grah, the team’s CeO, that meant for about six months, he was managing his team and setting goals, as well as handing a team with strong, and often differ-ent, opinions. It gave Grah the confidence to say yes to a job at a start up this summer.

“I don’t think I would have had the confidence to join a startup without having to go through the competition first,” Grah said.

Back to the tiger-slurping project. matt is headed off to the U of W, while mark is pondering his grad-school choices. also after weeks of waiting, and wondering, if all that work in a darkened room watching tigers lap water would pay off, mimi received a telephone call from Horizon airlines a few days later.

she got the job.

13ACADEMIC DISTINCTION12 ACADEMIC DISTINCTION

Jenny stein studied colloidal quantum dots and their capacity to

absorb and re-emit energy in the form of light.

nataly meyer and mcKenzie allen's student-teaching capstone led

to an opportunity to travel to a remote region of alaska, where they

taught at a summer-school program west of Bethel, the nearest city.

Zach Grah, left, and his fellow students ran a simulated company for 20

consecutive quarters, culminating in an competition against 29 other

universities in long Beach, Calif.

14 GREAT NORTHEST 15GREAT NORTHWEST

GREAT NORTHWEST

AS A DAUGHTER of a Lutheran minister who grew up in New Prague, Minn., Rebecca Goulson certainly had plenty of options available to her when it came to seeking Lutheran higher education.

Stay near home? No way. She chose to go west. The third-year math major who is participating in the medical-school advising track, says it was a decision she does not regret.

Since Rebecca has been living here, she says she is continually amazed at the beauty and the level of opportunity available to her in the Pacific Northwest.

“Sometimes I think the people around here take the beauty for granted – they are so used to this,” she said. “Everything is so green. And every time I see a mountain, I am continually amazed by the beauty of it.”

And there are plenty of mountains to see. Mt. Rainier National Park is 90 minutes up the road from campus. And an entirely different mountain range – the Olympics – is 60 minutes west of campus.

The rain? Yeah, it rains – but that’s what keeps the green so green. (And, really, it still beats the winter weather she grew up with back home.) Even so, the rain never prevents Rebecca from doing what she wants to do.

It is more than just the terrain. Rebecca loves traveling to Portland, Ore., (2.5 hours to the south) and Seattle (45 minutes to the north), two big-time cities she appreciates both for their vibrancy and their diversity.

“Sometimes I think the people around here take the beauty for granted – they are so used to this,” she said. “Everything is so green. And every time I see a mountain, I am continually amazed by the beauty of it.”

’Everything is so green’“Back home, I was the diversity,” she said with a laugh. “Here, that’s definitely not the case.”

For Rebecca, the Pacific Northwest has it all. The mountains. The beauty. The opportunity. The diversity. And it is all bundled together in something she cherishes most of all – community.

— S T E V E H A N S E N

REBECCA GOULSON ’15

HOMETOWN: New Prague, Minn.

MAJOR: Math, pre-professional health advising emphasis

INTERESTS: Playing piano and reading, working on campus at the Old Main Market, spent the summer in Juneau, Alaska.

16 LIFE ON CAMPUS 17LIFE ON CAMPUS

Across the street from the Martin J. Neeb Center sits an old house – not built to the exacting LEED environmental standards of Neeb, but being remodeled as an expression of the possibilities of sustainable practices at PLU.

From plain sight, it’s difficult to see the differences of this house and the many other ramblers that dot the neigh-borhood. But upon closer look, the differences come to light. Rain barrels on each corner of the exterior collect water from the gutters to be repurposed elsewhere. The paint on the exterior of the house makes rainwater bead up, and when it drips off, it naturally washes dirt from the house.

There are big plans for this PLU-owned property, called the “reDesign House.” The goal is to take this vacant single-family residence and turn it into a creative space where students, faculty and staff can work together to experiment with sustainable environmental practices in a real, physical space.

But the reDesign House is more than just a place to experi-ment with sustainable living practices. It is also an emblem for a holistic approach to blend environmental practices and social change with the disciplines of art and design.

“The eventual goal is to have a space that is a learning laboratory,” Sustainability Manager Christine Cooley said. “One that is about serving our community with what it needs, not what you think it needs.”

It all started back in 2008, when the campus community began thinking about how to best explain and promote the idea of sustainability. PLU has committed to becoming carbon neutral by 2020.

reThinking how sustainability is taught at PLU, thanks to a novel approach at reDesign House

LIfE ON CAMPUS BY CHRIS ALBERT

Departments across campus started thinking about how they might implement carbon neutrality. Cooley, along with Associate Professor of Graphic Design J.P. Avila and Lace Smith, assistant director for technology and social media in Student Involvement and Leadership, had the idea to bring together students from disciplines that are sometimes not associated with sustainability, and see how they might be able affect change.

“It’s a paradigm shift,” Cooley said. “It can’t be captured in one major. I think you should find your own interest within sustainability.”

The first step was led by Smith, who hosted a workshop with students to help them identify their worldview. The exercise was based on the social change model – how social justice is defined for the individual, in groups and in the world.

They asked the question: “How does privilege play a part in art, social justice and sustainability”?

From there, the group worked on defining what a course

“It was design for social change,” Associate Professor of Graphic Design J.P. Avila

18 LIFE ON CAMPUS 19LIFE ON CAMPUS

focused around the issue of sustainability would look like, and how such a class could work across disciplines.

The next step was offering an art class that focused on social change and sustainability. The first class took place in the fall semester of 2012, taught by Avila and Smith. The course leveraged art students to help market and express efforts of sustainability on campus.

“It was design for social change,” Avila said.

For art students, that meant finding ways to best com-municate and illustrate the ins and outs of sustainability. During the course, the students worked toward promot-ing an annual challenge at PLU – UnPLUged. The event challenges different residence halls to cut the amount of energy they consume in a given month. To get the word out, the students focused on chalk advertising, putting different messaging in chalk drawings – including a chalk mural – throughout campus.

The goal was to create effective messaging that reduced use from the previous year’s event by about 20 percent. It was a way of getting the designers at the front of the effort, not just “prettying up” the message at the end.

That proactive approach made sense for Krista Fredricks ’13, who received her BFA in graphic design this past May. “As a designer, I know that I have the power to make a

difference with what I create,” Fredricks said. “Sustain-ability is an important issue and I wanted to help make an impact and create a stronger presence for it at PLU.”

She and the other students did exactly that. By the end of the first week, the usage rate had already dropped by 30 percent from the previous year.

It was part marketing, part outreach and part behavior change.

“The students in the Sustainability Office were shocked,” Cooley said. “It completely changed how the sustainability office operates.”

It also reaffirmed to the three campus leaders that their efforts in approaching sustainability in a multidisciplinary manner worked.

“When one group breaks the mold, everyone else is like ‘Hey, we can do this,’“ Smith said.

This past spring, those involved with reDesign House began to examine how other students with different skill sets should be brought into the process. In addition, they are developing a proposal for how the coursework they’ve developed fits into the PLU curriculum. As the development of the reDesign House continues, more Smith, Avila and Cooley expect more collaboration with students and faculty, as they see how sustainability can be a resource for other majors at PLU.

“We never thought of it as just an art and design course,” Avila said.

“It’s contagious in a very good way,” Smith added, “be-cause at the end of the day we’re trying to build a better Lute.”

BLack + GoLD = GreenAccording to the Princeton Review, nearly 70 percent of incoming college students factor environmental issues when considering a university. Tell us something we don’t know. (Still, we still like getting props.)

PLU was again listed as one of nation’s greenest universities

in its downloadable “Guide to Green Colleges.” The guide praises PLU for a variety of efforts, including goals for waste diversion, the reduction of water and electric-ity consumption, LEED certified buildings, and carbon neutrality by 2020. To read the full feature, turn to page 103 of the guide, which can be found here:

choose.plu.edu/PR-green-guide.

GREAT NORTHWEST 21GREAT NORTHWEST20

SOMETHING I THOUGHT I'D NEVER DO

22 PREPARED FOR THE WORLD 23PREPARED FOR THE WORLD

IN THEIR OWN

WORDSGRADUATING SENIORS

PREPARED fOR THE WORLD

This year, more than 850 students graduated from PLU – 650 of whom strutted across the Tacoma Dome stage in their caps and gowns ready to begin the next exciting chapter of their life. Before they did, we asked a few to reflect on their time at PLU – was it a good investment, in both time and money? Here’s what they told us:

Interviews by Chris Albert

Photographs by John Froschauer

These interviews are condensed. To read the full interviews, to see video of some

of the students, and to read additional interviews from more than 20 other gradu-

ating PLU seniors, visit choose.plu.edu/ownwords.

Malia OshiroMajor: Secondary EducationHometown: Auburn, Wash.

Why pLU?

I chose PLU because I wanted to be challenged by my professors in a smaller learning community. I knew that if I became a Lute, I would experience growth academically and spiritually. I knew having a family away from my hometown would make all the difference in my post-secondary career.

My pLU experience

It’s amazing how much has changed – I don’t think I’m the same person I was four years ago. I went on a Civil Rights tour with the Diversity Center during my sophomore year. That trip changed the lens with which I view the world, and my role as a teacher. Even though there have been moments that I’ve wished I took an easier route, I’m glad that I didn’t.

What’s next?

I’m focusing my job search on local school districts with a high emphasis on diversity and academic rigor. Call me crazy, but I’m one of the few that would do anything to teach middle school students.

24 PREPARED FOR THE WORLD 25PREPARED FOR THE WORLD

Anthony MarkusonMajor: BiologyHometown: Chester, Mont.

Why pLU?

My campus visit made the difference because of PLU’s warm and welcoming community. Nevertheless, I needed numerical data to support my decision. In an Excel spreadsheet, I assigned points to universities based on 29 categories.

My pLU experience

I grew more than I thought possible. Rigorous work in the biology department and across campus prepared me for a future career in health care. Co-curricular involvement has enhanced my understanding of soci-ety, diversity and leadership. Studying away provided an alternative lens to view society, culture and the current status of the world. A semester in Botswana showed me how my passion to become a physician and care for others can meet one of the worlds great-est needs: high-quality medical care in underserved and underprivileged regions.

What’s next?

I begin a year of service learning with the Lutheran Volunteer Corps as a resident aide in the Don Miller Home, which provides housing to individuals who have HIV/AIDS and some level of mental health chal-lenge. After, I will start medical school in the fall of 2014.

IN THEIR OWN

WORDSGRADUATING SENIORS

Kaaren HatlenMajor: MathematicsHometown: Woodinville, Wash.

Why pLU?

My parents graduated from PLU, and my older sister did too. I came on a couple of visits, and each time, the students, professors, staff members, and others treated me as though I was a unique individual, not the daughter of alumni or simply the carbon copy of my sister.

My pLU experience

My PLU experience would be summed up in one word: growth. I came to PLU without much confidence, without much sense of the world around me, and without a lot of challenges. That all changed when I came on campus. Within the first months, my coach told me that I would be an All-American by the time I graduated. She placed a challenge in front of me that would take hard work, dedication, persistence, and confidence to obtain. Not only was she right, but she also led our program to the 2012 National Champion-ship.

What’s next?

After graduation, I will be joining Teach for America, where I will be moving to Chicago and work as a ninth-grade algebra teacher.

Bernice MonkahMajors: Economics and Political ScienceHometown: SeaTac, Wash.

Why pLU?

I first came to PLU for a high school scholarship group activity and went on a quick 30-minute tour – I knew at that moment that I had to apply. I chose PLU because I wanted to study away, and the idea of a semester abroad felt like it was my calling.

My pLU experience

My experience here has provided me with the chance to grow in my values through building relationships and letting some go. Studying away in Freiburg, Germany, was life changing, as it allowed me to understand what being a global citizen really meant; I was able to build on my worldview and cultural under-standing that started with my childhood in Ghana.

What’s next?

I plan to work, volunteer and intern in organizations that will help me gain knowledge in international development and management. Ultimately, I plan to attend graduate school, and would like to have a career working on Africa’s economic development policies.

IN THEIR OWN

WORDSGRADUATING SENIORS

Ian McMichaelMajor: German Language and LiteratureHometown: Hermiston, Ore.

Why pLU?

I am Lutheran, so I knew I would have the opportunity to expand my faith. I won’t say I knew at first sight that I wanted to go to PLU, but the more I thought about it, the more I wanted to come here. I am sure glad I did!

My pLU experience

As a first-year it took me about five seconds to make my first – and now one of my best – friends at PLU. I lived in the German wing of Hong International Hall my first year, which was the best decision I have ever made – it was instant community!

What’s next?

I will be going to South Dakota to teach English Language Arts on either the Pine Ridge Reservation or the Rosebud Indian Reservation as a 2013 Teach For America Corps member.

26 PREPARED FOR THE WORLD 272726 PREPARED FOR THE WORLD

28 ONE-ON-ONE

ONE-ON-ONE

A 22-YEAR-OLD JAN WEISS walked into the elementary school southeast of Portland, Ore., and looked at her third-grade class. Twenty-five faces looked back. And Weiss realized that she knew nothing about their world, nor they, hers.

Weiss grew up in a relatively prosperous home near San Jose, Calif., where dad was an engineer who worked on the Apollo and Gemini launches for a major aerospace company, and a mom who was a student, then a geogra-pher. Weiss initially turned up her nose at Stanford, since it was too close to home. She opted for an elementary education degree from Lewis and Clark College in Port-land.

But the faces looking up at her from the desks had known another, less privileged life. The recession and timber downturn in the 1970s and early 1980s had hit the families in Oregon City hard.

“They were the kids from the projects, and I at first thought that was a gated community,” said Weiss, who shakes her head at her naiveté, now 25 years later. When she asked her class what they did on weekends, they cheerfully told her they got to visit K-Mart. “I wasn’t even sure what K-Mart was,” she laughed.

She enjoyed her five years teaching, even starting an an-nual pancake breakfast that still continues at her former school. But she also discovered that maybe, just maybe, teaching wasn’t for her. Eventually, she returned to North-ern California, where she earned her master’s and Ph.D. at Stanford University. Her research focused on teacher development, the burn-out rate of first-year teachers, and what keeps a teacher loyal to a district where they first ply their craft.

It was the “Aha” moment for her. Her true calling was helping teachers teach.

“Of course it’s all about the kids,” she said. But she felt that helping teachers build their craft – and helping them avoid burnout – is just as valuable as being in front of a class.

“This is what I’m passionate about: teacher development,” she said.

Weiss started as a visiting professor at PLU in 2003, and then transitioned into a full-time professor in 2005. In 2008, she became the coordinator of undergraduate teaching education. By 2010, she traveled to Namibia as a Fulbright-Hays scholar, returning to the country in 2011-13 as a co-leader in J-Term comparative education courses.

“I knew my first trip to Namibia transformed me,” she said. “I still am unable to totally articulate the transforma-tion, but I know I was a different person when I returned.

Each time I journey to Namibia I become increasingly comfortable in a culture that is so different from what I know or knew.”

Weiss will be returning to Namibia early next year, again under the Fulbright program, to help develop a national educational program that will assist second-year teachers in that country. She will be helping teachers learn to teach in a style that would be more familiar to the students at PLU.

“Students in Namibia are used to being told how to do something, so our PLU teachers encourage the children to think,” she said.

“The teachers learn to start small, like asking the class to share an idea with the person sitting next to you,” Weiss added. “Sometimes this is the first time for students to talk about what they know with a peer.”

The old-style school system in Namibia focused on the “Bantu” education system, where there was only a focus on skills that deemed valuable by the government, Weiss noted. Bricklaying, roadwork and construction were the trades that were open to black Namibians then. Before the country became independent in 1990, there were some schools, often Lutheran, which focused on academ-ics, but they were few and expensive. The education system has advanced in the last 23 years, but even now, much of the education focuses on rote repetition, Weiss noted.

Such are the challenges for Weiss and the PLU students who teach in Namibia. They must work to honor the cul-ture and traditions of the country, as well as understand its complicated history. Namibia was under South African rule, and apartheid laws, until just about 20 years ago, when the country won its independence. Many of the teachers with whom she worked had experienced what it was to live under apartheid.

“It is gratifying to be part of a different culture and

work alongside people who are forever hopeful and deeply committed to empowering people who have lived through oppression,” she said of her Namibian counter-parts.

As the interaction with the country and its people has changed her, it also changes the many PLU students who go to Namibia for J-Term or a semester.

“It is rewarding – and I know, this word is trite – to watch my students develop into global citizens as their focus shifts from being excited to be in an exotic place and feel-ing uncertain and at times uncomfortable about being the minority, to instead change focus on being in relationships with their learners, the teachers and staff, local families, our native drivers, the domestic help and others they meet during the two months in a country,” she said.

Her advice for the teachers in Namibia, or for the many other PLU educators who will be entering the classrooms in the coming year?

Weiss pauses for a moment. Then the ideas come in quick succession.

Treat all kids as highly capable, they will rise to your expectations. Champion innovative thinking and look beyond the standardized test scores. Get kids to think.

And one last thing, she adds.

“All relationships are important. Never lose sight of that. Never give up. You might be the last person that kid will ever know as someone who never gave up on them.”

— B A R B A R A C L E M E N T S

To see a video of Jan Weiss talking about her experiences working with teachers and students, visit choose.plu.edu/weiss.

29ONE-ON-ONE

Helping Teachers Teach

JAN WEISS, ASSOCIATE PROFESSOR OF EDUCATION

YOUR NEW HOME 31YOUR NEW HOME30

IN HER THREE YEARS at PLU, Catherine Graham ’14 has never wanted to live anywhere else. Although originally drawn to Harstad Hall’s long history (it is PLU’s oldest building) and the fact that it is an all-female residence, Graham has stayed loyal to the dorm for many reasons more than that.

“I’ve had the opportunity to learn about women’s issues and take pride in being a woman,” Graham said, who feels the gendered dorm al-lows for a uniquely open, supportive environment. “You can have a lecture on breast health, and not worry that you’re alienating the hall population,” she explained.

Harstad, however, is far from exclusive or insular. A mammoth brick owl of a building, Harstad was built in 1894 and for many years housed the entire school. (In fact, the original – and long retired – boiler that heated the entire school is still in the basement.) It still houses many different groups and offices in addition to the students who live here: Campus Safety, Outdoor Recreation and PLU’s Bike Co-Op, fac-ulty offices – even a room where the university stores all the pillows it uses when it hosts summer conferences.

The hall is the front porch of the university, sitting on Park Avenue athwart the Library and University Center, where the dining commons and Old Main Market reside. “Everything congregates here,” said Graham.

“I would assume the amount of guys over is the same as in any given wing in any other hall,” she said. “We even have a men’s bathroom.”

Graham described Harstad as a “living, learning community.” It is not intended to ostracize anyone, but rather cultivate an uninhibited dialogue on gender identity. “It allows for openness,” she said.

In addition, Harstad has been for Graham a space where the lively and the studious coexist. “You’d think that if it is all women, then there’s no diversity,” she said. This, she argues, is far from the case. At its core, she says, “It’s just a slice of the female population.” Simply put, Graham said, “Harstad is a really nice place to live.” —J A M E S O L S O N ’ 1 4

HARSTAD HALL

YOUR NEW HOME

HARSTAD by the numbers

n 0 buildings older than Harstad

n 1 bike room and bike co-op

n 1 classroom

n 1 Campus Safety office

n 1 Outdoor Recreation office

n 3 resident kitchens

n 4 triple rooms

n 5 lounges

n 5 professors’ offices

n 6 psychology research labs

n 7 Residence Hall Council officers

n 7 washers & 8 dryers

n 8 resident assistants

n 12 women’s restrooms, plus 1 unisex restroom and 1 men’s restroom

n 14 front steps

n 41 comfy lounges couches and chairs

Plu’s Front Porch

U

Photos by Jesse Major ’14 and John Froschauer

“I would assume the amount of guys over is the same as in any given wing in any other hall. We even have a men’s bathroom.”– Catherine Graham ’14

32 VISIT VISIT 33

Want to see more?VISIT THE PLU VIRTUAL TOUR

choose.plu.edu/virtualtour

VISITING PLU

is one of the most important things you will do during your college search. For that reason, we hope you visit campus to become better acquainted with the special atmo-sphere at PLU. Hundreds of students visit each year. To schedule your visit go to choose.plu.edu/visit.

THINGS TO DO DURING A PLU VISIT. Talk one-on-one with an admission counselor. Ask everything that’s on your mind. Counselors in the Office

academic atmosphere at PLU. You can also request to meet with an athletic coach, music director, or professor.

STAY OVERNIGHT. You can stay with a friend on campus, or we can arrange for you to stay with one of our Red Carpet Club student hosts. You will be given meal passes and a guest pass to athletic facilities and campus activities. Available Mon-day through Thursday during the academic year only.

PROfILEJoshua Parmenter ’15MAJOR Theater and Psychology

HOMETOWN Gresham, Ore.

INTERESTS I like to play beach volleyball, drink coffee with friends, and perform with our Improv group The Clay Crows.

VISIT USPlu Admission on the webhttp://www.plu.edu/admission/first-year/

or download the free QR code reader application at:

http://www.mobile-barcodes.com/qr-code-software/ and take

a camera phone photo of the image on the left.

STUDIO THEATER The Clay Crows! We love to make fools of ourselves

of Admission are ready to answer your questions about admission, academic programs, financial aid, cost, campus activities, residence halls and much more.

TAkE A TOUR Of CAMPUS. It’s a great introduction to PLU. Tours are guided by students like Hillary who know all the essential information about our university. Tours are available by ap-pointment Monday through Saturday during the academic year.

ATTEND A CLASS. This is a great opportunity to get a feel for the

GIVE US A CALL. Reach us at 253-535-7151 or 800-274-6758 so we can make the necessary arrangements for your visit. You are still welcome to drop by anytime – even if you aren’t able to plan ahead.

fOR A LIST Of PREfERRED HOTELS, or directions to and from campus, please visit choose.plu.edu/visit.

ADMISSIONS OffICE

Working in the

Office of Admission with

my wonderful coworkers

TRACk We finished the Color Run!

UPPER CAMPUS LAWN Everyone enjoying the sun on our beautiful campus

SOUTH HALL

In the parking lot

celebrating our new

Harry Potter scarves

GARfIELD bOOk COMPANY

Darien "Ironman" Upshaw

and me at Garfield Book

Company

U

VOLLEYbALL COURT Met up with a friend to play volleyball on a nice day

YOU CAN FIND EVERYTHING you need to know about applying to PLU online at choose.plu.edu. Once you’re there, check out our upcoming events, learn more about financial aid, set up a campus visit, and take our virtual tour.

You can always give us a call at 800-274-6758, and an admission counselor will be happy to answer your ques-tions, or send you information that will be helpful in your college search.

“The best advice for you while you’re comparing colleges and universities is to surf the web, ask lots of questions, and be sure to visit campus,” said Karl Stumo, vice president of admission and enrollment services.

“After all, universities are as unique as you are, and finding the best one will take time and research. The rewards, however, are life changing.”

Holistic Review Your application will be read by your admission counselor who is looking for students who will bring their special talents and abilities to PLU. Test scores and GPA are part of that – admission to PLU is selective and competitive – but we also take the time to look at the courses you’ve taken, the activities you’ve been involved in, as well as your essay and recommendations. A personal visit with an admission counselor during a visit to campus can be part of the process, too.

When you get down to it, the application process at PLU is simply about you getting to know us and us getting to know you. We take the time to get to know you as a person, not just a student, and we hope you’ll do the same by getting to know our community.

EASYApplying to college is easy

We’ll also let you know if you qualify for an academic merit scholarship. Applications received after February 15th will be reviewed on a rolling basis.

learn More Check out choose.plu.edu to learn more about the SAT and ACT, required and recommended prep

35APPLY

U

courses, AP, IB, and Running Start credit, transfer admission, and inter-national admission.

You’re bound to have questions during your college search, so don’t hesitate to contact us. Look us up online, give us a call, and come visit! We believe it’s the best way to get a real feel for life on campus. We think you’ll like what you discover.

PLU accepts the Common Application as well as the PLU application. Apply online and it is free.

If you apply by the 15th of the month, we guarantee you’ll get a response – including if you qualify for academic merit scholarships – within four weeks.

choose.plu.edu/apply

Apply Online!

APPLYfINANCIAL AID

HERE’S THE MAIN THING TO REMEMBER when it comes to decid-ing if you will be able to afford to attend PLU: Take the time to work through the financial aid process.

Many students just like you – and families just like yours – have discov-ered that PLU is highly affordable. More than 97 percent of PLU students receive some form of financial aid, and many students find that, once these factors are figured in, their cost to attend PLU is comparable to the many other institutions they may consider – even state schools.

So, we’d like to invite you to work through the financial aid process with us. Ask a lot of questions. Know that we are here to help. We think you will like the results.

“Choosing a university is among the most important, most life-shaping investments you will ever make. And not just for you – for your entire fam-ily,” says Kay Soltis, PLU’s financial aid director. “Think hard. Take your time. And remember that value is more than just money spent, value is what you get for your money.”

Value of a Plu education

The value of a PLU education is different from other colleges and universities. To be sure, there are many private colleges that cost far more than PLU. There are dozens of less expensive options, too. But the question “How much is this going to cost?” represents only part of your decision.

We think there’s a more important question to ask: “What do you want to accomplish during your college years and beyond?”

That’s why we believe in the things that make PLU so unique – the student-faculty interaction, the oppor-tunity to get hands-on experience, the chance to get the classes you need, when you need them.

We also know that college is about experiences and relationships, both in and out of the classroom. At PLU, you will find this, and more. You will be challenged. You will have support. And because of this, PLU students find success – any way you choose to define it.

VALUEHow to finance your college education

2013-14 COSTS $34,440 tuition

$10,100 room and meals

$44,540 total

34 FINANCIAL AID

All of these characteristics mark the value of PLU, what you can expect from your time during your college years and beyond. At PLU we look to extend the classroom by emphasizing experiences and relationships, and the impact those will have on your life. And that is why we value the investment in a PLU education.

We know that the financial aid process can sometimes be confusing, so please take a look at the resources that are available to you on our website or call or e-mail us with ques-tions. Kay Soltis and her financial aid staff are delighted to be of help to students, parents and families.

Average total scholarships and grants from all sources

What’s the average total PLU scholarships and grants for your family’s combined income?

<$20,000 47 $27,651

$20,000 - $39,999 70 $27,458

$40,000 - $59,999 79 $24,887

$60,000 - $79,999 66 $21,463

$80,000 - $99,999 87 $19,127

$100,000 - 119,000 64 $18,427

$100,000 - 139,999 44 $15,241

$100,000 - 159,999 39 $17,096

$100,000 - 179,999 27 $17,682

$180,000 + 50 $17,073

U

Number of aid recipients

Combined family income for first-year students, Fall 2012

links & info choose.plu.edu www.plu.edu/financial-aidn 800-274-6758n 253-535-7151FAFSA on the Web, www.fafsa.ed.gov

ON CAMPUS

Shoe LooseTravis Gendron ’15 has his laces tied by Librarian Holly Senn in Mortvedt Library. As part of a 3-D sculpture class, Gendron and his classmates were asked to build interactive sculptures, wander around campus, and gauge the campus community for their reactions. Photo by John Froschauer

u, Plu OFFiCE OF ADMiSSiON, Tacoma, Washington, 98447-0003Address change: If you do not wish to receive U, or wish to change your mailing address, please notify PLU Office of Admission. You can reach us by phone at 800-274-6758, by fax at 253-536-5136, or by e-mail at admission@plu.edu. Plu.umg.0213