APU Grad Shows Resilience with Medal Win in Tokyo Paralympics

Trenten Merrill ’15 went to the 2020 Tokyo Paralympic Games on a mission. He was determined to succeed in the long jump and represent the U.S. on the podium after falling just short in his Paralympic debut at the 2016 games in Rio de Janeiro. Although his jump in Rio was a personal best and it broke the American record, it placed him fourth and just off the podium. 

“Rio was an amazing experience. Tokyo was incredible, but more laid back without all the fans there,” he said. Although he felt much more prepared going into his second Paralympic games, Merrill didn’t have an auspicious start in Tokyo. “I tripped up on my second jump and just ate it in front of everyone.” 

Although the jump was painful and hurt his chances at attaining a medal, Merrill was not daunted by a little adversity. He had overcome much greater obstacles in his life.

When he was 14 years old, Merrill and his best friend were riding dirt bikes to his house in San Juan Capistrano, California. They came to the final turn before the house, looked both ways, and began to cross the street. “We didn’t see the car when we checked, and they didn’t see us, because there was a divided median with trees and shrubs that obstructed the view,” he said. “I woke up in the other lane and it felt like the whole thing was a dream at first. Then I looked over and saw my friend Scott on the ground, screaming. I realized it wasn’t a dream. It was real.”

Merrill felt a numb sensation in one of his feet and could tell from looking at it that it was broken. He grabbed his cell phone and called his dad, who arrived followed by two ambulances. They first took Scott, who was in critical condition with a broken back, chipped pelvis, punctured lung, and a bruised face from hitting the car’s windshield. With much medical intervention and prayer, Merrill’s friend eventually made a full recovery. 

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Merrill remained in the hospital for the next month and a half. After several weeks of effort to avoid the unthinkable, the doctors at Mission Hospital delivered the news that he would need his right leg amputated, just below the knee. Merrill began to cry, panicking at the thought of a life without one of his legs. He reflected on his identity, which was largely rooted in athletics. 

Growing up, Merrill played numerous sports—soccer, basketball, baseball, hockey, swimming, and motocross racing. “I remember watching those old Gatorade commercials with Michael Jordan and Mia Hamm and falling in love with sports,” he said. “My dad taught me to play basketball when I was in preschool and we’d play every night until dinnertime, but I would only come in to dinner if I was winning; otherwise we’d keep playing.” This passion for competition grew with time. When he was asked to think about his dream career, Merrill always answered he would be a professional athlete. 

“I felt like my identity was gone when they told me about the amputation. My heart was broken and I didn’t know what my life would be like,” he said. “Then my friend’s mom walked into my hospital room and started praying over me. I felt the Holy Spirit and I sensed God telling me He had big plans for me.” Merrill decided to place his trust in God, and at that moment his uncertainty and anguish were replaced by peace and hope. 

Soon after Merrill received his prosthetic leg, he was up and moving again. “I was walking on it that first day, and jogging by the end of the first week. Once I knew I could run with my prosthetic, I just wanted to go back to playing sports. I allowed myself to be me again, to try everything, and not be afraid to fail.”

Merrill continued playing sports in high school, including two new ones for him, volleyball and wrestling. It wasn’t until college that he began competing in track and field. He always knew he was fast, even outrunning some of his teammates during wrestling practice, but he didn’t find out about the Paralympics until his sophomore year at Saddleback Community College. He was invited to a running clinic hosted by the Challenged Athletes Foundation where he met Joaquim Cruz, a retired Brazilian Olympian sprinter who now coached Paralympians. Merrill instantly recognized that this was the move he needed to make—his new dream was to become a track and field Paralympian.

To take the next step in his journey, Merrill decided he needed to transfer to a university. “I had heard a lot of Azusa Pacific ads on my Lecrae/Christian rap Pandora radio station. Then I was watching track and field videos on YouTube and came across Bryan Clay training for the 2012 Olympics at APU,” he said. “The last sign came one day when I was heading to the gym and reached into a pile of workout shirts and pulled out an ‘APU Track & Field’ shirt. I had gotten it at a camp from a friend named John Ellis, who had gone to APU. I decided three signs were enough.” 

Merrill began to research APU. He reached out to then-coach Kevin Reid, who got back to him immediately and said the team would love to have him. “I went to check out the school in person,” said Merrill. “As soon as I stepped foot on campus, I knew this was the place I belonged. God brought me to Azusa.” Merrill competed for the Cougars from 2013-14. He went professional in 2015 and finished up his last few APU classes online.

His years of hard work and perseverance paid off in Tokyo. After his second long jump, Merrill crawled out of the sand pit determined. “I told myself to keep going, to fight. It was a mental battle. I focused on taking it one jump at a time, not worrying about anything else,” he said. He jumped three more times, including a 7.08-meter jump that placed him third in the T64 category. “To put the U.S. on the podium and see that American flag raised, that was an incredible feeling. To get a medal was such an amazing experience,” he said. “It’s now a part of history. I’ll always be grateful.”

Merrill celebrated his achievement, but is by no means resting on his laurels. He aspires to keep competing and setting personal bests, has broken the American record three times, and strives to set more records, including becoming only the second jumper in his category to jump over 8 meters (his current record is 7.75 meters). If he can jump that far, Merrill has a shot at beating Markus Rehm, an undefeated German jumper.

Merrill plans to compete in two more Paralympic games, and he dreams of ending his athletic career at home in Los Angeles in 2028. That goal, and his desire to bring glory to God, are what drive Merrill. “Faith is what helps me in the best and worst of times,” he said. “All this is meaningless without it. It gives me a purpose. It gives me the fuel to keep going. God created me to be an athlete. He hasn’t told me that I’m finished yet, so I’m going to keep going.”

Equipping Difference Makers in Engineering and Computer Science

In high-demand industries like engineering and computer science, Azusa Pacific University is equipping new professionals with the skills needed to be difference makers in these innovative fields. APU’s Department of Engineering and Computer Science offers a practically-informed curriculum and close interaction with accomplished industry professionals, preparing students for successful careers. “Our first priority is our students’ success,” said James Hsi-Jen Yeh, PhD, interim chair and associate professor, Department of Engineering and Computer Science.

“The ECS program offers specialized programs geared toward developing students’ talents and passions in specific fields.”

Yeh brings an impressive wealth of experience to his role at APU that informs his teaching. Prior to APU, he taught in the Department of Electrical and Computer Engineering, Mechanical Engineering, and Engineering Technology at Cal Poly Pomona. He also worked for 10 years with fingerprint sensor industry leaders AuthenTec (now Apple) and Validity (now Synaptics) in cellular handset integration. Later generations of these sensors are now included in Apple and Samsung mobile phones. Yeh was a Principal Investigator at AT&T Bell Laboratories in the field of wireless communications and optical storage. He holds seven U.S. Patents for his research, and his publications and patents are frequently cited. His doctoral research focused on the founding technology for the RFID manufacturer Alien Technology.

Students considering pursuing a degree through the Department of Engineering and Computer Science can choose from three primary programs, allowing focused study in areas of interest. The BS in Computer Science degree offers students engaging experience in learning to solve complex problems through computer systems. Through this program, students can tailor their education to specific emphases, including artificial intelligence, advanced database applications programming, or software system development.

The BS in Computer Information Systems program prepares students with the technical expertise and organizational knowledge necessary to do business in a rapidly changing technological environment. This curriculum offers interactive hands-on learning in concentrations such as artificial intelligence, telecommunication, and web programming.

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The BS in Engineering degree equips students with the necessary skills for careers across a wide range of industries. Through the program’s informed curriculum, students are able to pursue engineering opportunities in fields such as aerospace, agriculture, automotive, business, defense, energy, healthcare, and telecommunications.

Keep Reading: Choosing between Systems Engineering and Computer Engineering Degrees

APU’s ECS program offers many unique benefits and opportunities for students, making it a competitive choice for those looking to pursue collegiate engineering and computer science degrees. Students experience small class sizes, helping to build valuable connections with faculty and peers in the same field. Professors are personally invested in the success of each student, offering one-on-one academic advising throughout the duration of the program to assist students in gearing their studies toward their passion. APU alumni are currently working at Tesla, Raytheon, Northrop-Grumman, Boeing, Lockheed-Martin, Aerospace Corp, Paypal, YouTube, and Google.

“Companies that hire APU graduates continue to do so,” Yeh said. “Our students come out of the program prepared with the skills and knowledge for successful careers. The eagerness of organizations to keep hiring APU students is a testament to this.”

Integral to its success, APU’s ECS program is provided guidance from an advisory board, composed of accomplished industry professionals from prominent organizations and companies. “The advisory board is made up of CEOs, retired executives of companies, and other prominent industry figures as well as administrators and representatives from APU,” Yeh said. “Our meetings direct our curriculum design, making sure that what our students are learning is appropriate and practical in a rapidly-changing industry. In addition, board members help students find internships, jobs, and other opportunities, either while they’re still in the program or after they have graduated.”

David Simmeth, a current member of the advisory board, noted that the board assists in designing useful and effective curriculum. “With an industry relevant curriculum taught by experienced faculty, APU’s ECS department prepares students to be future leaders in industry, with a strong foundation in their faith.”

Consistent with APU’s God-First mission, the ECS program integrates faith into all classes. Students gain more than just skills and connections in engineering and computer science—they learn how Christian ethics and principles can play into every part of their lives and careers.

“We train talented and hard-working engineers and computer scientists with an understanding of the ethical and societal dilemmas in their careers, helping them to make the right decisions with God at the center,” said Yeh.

Looking forward, the Department of Engineering and Computer Science aims to continue improving its program and providing more valuable opportunities for students. The department is in the process of furthering accreditation for their degrees, which would help promote ECS courses as a competitive and well-renowned program across national standards. Accreditation provides students and educational institutions with standardized recognition of their academic quality, making APU’s degrees even more valuable to students pursuing jobs and graduate school. With these enhancements in mind, the program is committed to continue equipping well-rounded engineers and computer scientists with the skills they need to thrive as difference-makers in the industry.

Earn a Degree While Working Full Time: 5 Strategies for Success

It can be easy to imagine earning your bachelor’s or master’s degree as a “traditional” student—an 18-year-old who’s starting college full time a few months after graduating high school, or a recent college graduate transitioning directly into a master’s program––but these days, student demographics are changing.

More students are beginning college when they’re older, returning to college after a break, and maintaining full-time employment or caring for their children while working toward a degree. It’s entirely possible to earn a degree while working full time, and thanks to technology, there is more flexibility than ever before.

Answering a Newfound Calling

If you want to earn a degree while working, Azusa Pacific University alumna Joy Dye, MFT ’19, provides an inspiring example. Dye, who is married with two sons, enrolled at APU in fall 2015 and graduated in spring 2019 with her Master of Arts in Clinical Psychology with an emphasis in Marriage and Family Therapy (MFT).

Happily employed as a teacher, Dye began considering a return to college nearly a decade ago, after a few developments in her life. In 2012, her family welcomed several foster children. “We fostered love, acceptance, and safety while they and their families healed and grew,” she said.

The experience opened Dye’s eyes to marriage and family therapy, social work, and the process of healing relationships. At the same time, she found herself questioning her 20-year career in education, wondering if she had journeyed as far as she was meant to professionally. “Will I continue in the education field and retire when I reach that golden age?” she asked herself. “I wanted something more.”

5 Strategies Working Adults Can Use to Balance School and Life

Returning to college as a working adult can present challenges, but it’s more than manageable with the right methods. Dye identified techniques that helped her manage the different demands she faced, which enabled her to balance her life and earn a degree while working. Here are five strategies to consider:

1. Organize responsibilities. Dye lists her priorities as faith, family, work, school, and friends/social life. “Whenever I had a dilemma, it helped me to fall back on my priorities,” she said.

2. Enlist the support of family. While Dye was studying, her husband and sons reorganized the family’s routine duties. They quickly rose to the challenge and took over the grocery shopping, cooking, and cleaning.

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Dye pointed out an unexpected benefit of this reorganization. “It was hard at first, but amazing things happened,” she said. “I still hardly ever do grocery shopping or cooking because my sons have stepped up. They are now excellent chefs and bakers, and know how to shop for food on a budget!”

3. Organize your time. Dye scheduled her weeks in a planner. She blocked out time to tackle required readings and assignments, and she also scheduled time for herself. “I found that when I scheduled my free time, I was able to enjoy it more. It removed the feeling that I should be doing something else,” she said.

Vicki Ewing, MA, LMFT, chair of the MFT program at APU, noted the importance of accommodating students with packed schedules. “The unique design of our program allows students who are working, have families, or other obligations, to begin classes in the evening,” she said. “We are always willing to work with students.”

4. Practice self-care. Amid her personal and professional responsibilities, Dye still found time to unwind and prioritize self-care. “I took walks and hikes, listened to music, and would often spend a Saturday relaxing at home,” she said.

5. Turn to professors for support. Dye said the APU faculty were extremely supportive. During her time as a student, they consistently answered questions, encouraged students, and made themselves available to help.

“The faculty in APU’s MFT program are awesome. They made it a priority to get to know all the students in the program, including me,” she said.

Keep Reading: Setting Career Goals Can Help You Conquer Graduate School

Are You Thinking about Completing Your Degree?

It’s never too late to go back to school or continue working toward a degree from years past. Ewing points to the many successful students who have returned to complete a degree while working: “In our program, we have students ranging from ages 21 to 85. Taking the first step seems difficult, but once you complete your first semester, there is momentum to continue.”

Dye encouraged anyone who’s considering returning to college while working full time to ask themselves one important question: “What will I be doing a few years from now?”

Dye explained that answering that question revealed two paths:

  • If she didn’t enroll in the professional degree program, she would be in the same job in four years, and her future options would be limited.
  • If she enrolled, she could earn a second master’s degree, become an associate marriage and family therapist, and have a variety of options to explore in a few years’ time.

“This question helped me make that final decision to enroll—and continued to be a source of encouragement when things got hard,” Dye said.

Thinking that a degree from APU may be part of your future plans? Learn more about APU’s undergraduate, graduate, and professional degree programs to start creating the future you want.

The Gift of Christian Community: APU’s Return to Campus

Duffle bags and dorm rooms, sporting events and bonfires, crisp new books and old favorite study nooks—college life conjures up different expectations for everyone. But no one expected the COVID-19 college experience. Like countless campuses across the country, Azusa Pacific University went from a bustling hub of activity to nearly empty overnight. Now, a year and a half later, the APU community is back on campus. Familiar faces and places restore a sense of comfort, but something has definitely changed, fueled by meaningful lessons learned from being apart.

In true Cougar fashion, APU students, faculty, staff, and administrators approached last year’s challenge of pivoting to online education with faith and fortitude. They tackled the technology needed to stay connected and take care of business, but they didn’t merely “get through” the pandemic; they chose to use it as part of their education experience. Nursing students tapped into their God-given gifts of compassion and healing to comfort and care for those struggling with the virus. Social workers devised a way to engage the elderly and stave off isolation. Theater students invented a new way to deliver their craft—drive-in style—and music students created a whole new genre of digital performance, where they leaned into the crisis and faced it with honesty and passion.

This fall, throughout the residence halls, classrooms, faculty offices, and social hangouts, there’s an underlying sense of gratitude—a honed and tangible appreciation for the privilege of being together that was not there before. During the 18 months away, APU students, faculty, and staff have come to understand that Christian fellowship is much more essential than they once realized. The fall 2021 return to campus illustrates how APU has integrated this profound insight in every way possible.

Unified Action

Unity, one of the distinguishing characteristics of Christian community, flourished at the first sign of the pandemic. “The day we found out social distancing mandates were being put into effect, our team brainstormed what that meant for students, chapel, and life on campus,” said Coba Canales, EdD, dean of spiritual life. “A few hours later, we stood in front of the chapel doors and broke the news that it was canceled. That was the beginning of it all. We went back to our offices and talked about what was next and prayed together as a team. One of the first ideas to spring up was to create a new chapel platform called Weekly Rhythms, and it allowed us to continue the chapel experience remotely. We offered engaging spiritual content so students could stay connected. More than 1,000 students leaned into this offering that spring.” 

This spirit of collaboration characterizes APU’s efforts from the moment the pandemic hit to the arrival back on campus this fall. Every department banded together to provide comprehensive support and uphold the shared responsibility of safety. One of the clearest examples of this can be seen in the way the Student Health Center rallied to ensure that the return to campus would be safe for all. “The Division of Advancement worked hard to fund our own testing facilities on campus in addition to offering ongoing vaccine clinics to students, faculty, and staff,” said Bill Fiala, PhD, dean of wellness. “Students submit proof of vaccination through the MyCougar Health electronic record-keeping system, and those who have not been vaccinated submit weekly self-test results, in addition to daily symptom tracking. All students, vaccinated or not, monitor their health daily and contact the health center if they notice any flu-like symptoms.” The university also employed additional temporary personnel to assist with testing, contact tracing, meal deliveries for students in quarantine/isolation, and the assembly of testing kits. Further, APU’s chief medical officer, Todd Emerson, DO, ABFP, serves as the point person for all communications with the Los Angeles County Department of Public Health and ensures that APU maintains compliance with county guidance and directives during the pandemic.

Sharpening One Another

The Christian life requires continuous conversion and constant growth, and Christians need one another to achieve that. As iron sharpens iron, so the teacher sharpens the student. For all the amazing accomplishments that occurred remotely, face-to-face learning facilitates much deeper understanding, inspires collaboration, and produces more immediate results. Students and faculty alike share stories about the huge benefits of being back on campus. The time away was particularly challenging for students whose courses included lab work and other types of hands-on learning.

Chemistry major Nayree Panossian ’22 earned a coveted fellowship at CalTech to study a rotary motor enzyme ATP synthase of a certain bacterial species called Thermophilic bacillus. “My particular research primarily focused on conducting data analysis at different temperatures for the rotational rates of a Thermophilic bacillus F1-ATPase and coming up with a kinetic model for the rotations,” said Panossian. But remote research proved a bit bumpy. “Research is not always straightforward; it’s a process that requires one to acquire new skills. COVID-19 restrictions placed a barrier in our research that made it difficult to communicate with one another rapidly.”

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Panossian’s faculty mentor, Sándor Volkán-Kacsó, PhD, agreed: “Remote learning is okay for theorists, but the rate of communication and turnover of results is much slower.” Being back on campus has significantly accelerated their work together and has set the stage for a smoother, more productive process. “Because we’re face to face now, we can work together. It would have taken three to four Zoom meetings to accomplish what we do in one visit now. We aren’t just teaching about research—the students are participating in cutting-edge original research, and it takes more than a Zoom meeting to accomplish that.”

A Compassionate Community

The face-to-face learning that drives this type of research also makes it possible for other aspects of Christian community to thrive, such as accountability and compassion. The entire team of faculty and staff at APU has participated in trauma-informed workshops to learn how to engage with students dealing with stress and loss, sometimes directly related to the pandemic. “Our faculty and staff are not only concerned with students’ future careers, but also the whole person,” said Provost Rukshan Fernando, PhD. “Now that we’re back on campus, we can have conversations that lead to character growth and maturity. We can read the negative nonverbals in class, so there are more opportunities to notice anxiety, and our faculty can engage with students one on one.”

COVID-19 has impacted every member of the APU community, and each person has processed the experience differently. In addition to training faculty and staff to identify and respond to the signs of suffering, the University Counseling Center (UCC) has also stepped up its resources to care for anyone struggling with loss and grief. “We expected, and have noted, an increase in health-related anxiety with a number of students,” said Fiala. “UCC provided return-to-campus training for students before school started and continues to provide virtual workshops through the Cougars Care program to enhance student resilience.” Also, all students have access to a mental health training module provided online by a third-party vendor, Everfi. The UCC offers ongoing care for traditional undergraduate students, including urgent care/crisis management, as well as regular ongoing counseling services. Graduate and professional students can also access physical and mental health care through APU Telehealth, an app-based service provided in partnership with TimelyCare. All requests are assessed individually to determine whether and what adjustments are necessary to promote student success. 

Community at Every Level

Traditional undergraduate students are not the only ones who have gained a fresh perspective on Christian fellowship and what it can and should look like on campus. Professional and graduate students—including single parents, working parents, and children of elderly parents who may have been battling COVID-19—tapped into APU for strength and connection. “They are just as  hungry as undergraduate students for spiritual community,” said Shino Simons, PhD, vice president for student affairs. “Prior to the pandemic, we created spaces for graduate and professional students to meet and hang out. During COVID-19, we kept it going with virtual spaces, and they were well attended. We also facilitated a way for students to submit prayer requests. Some were heartbreaking and COVID-related, asking for prayers for parents’ health. Some asked for prayer for their cohort. They knew they needed others praying for them, and they prayed for one another.”

Faculty and staff also felt the void of Christian community during the time away. “Now that we’re back together, we keep experiencing these sweet moments with students and with one another, and we can share life spontaneously,” Simmons said. “We can have unscheduled conversations. As a team, there’s something beautiful about bumping into each other on campus.”

Beyond Traditions

There’s a sense of strength that comes from facing difficulty, leaning deeply into one’s faith, and coming back to the gift of Christian community. It’s certainly not business as usual, but traditions still stand and provide the foundation for memories and a lifelong connection to APU. Students who missed out on some of those or had to participate virtually last year got the full treatment this fall. Transfer students and now-sophomores celebrated the beloved Gate Walk just days before Welcome Weekend. “Walking through the gate is a marker, a significant part of their journey,” said Simons. “They are starting a transformational, emotional, spiritual, intellectual journey together. It is right to pause and recognize that significant moment in time. It is important that students feel seen and valued. It is one of the most important parts of the APU community, and these events help us communicate that.”

Breathing new life into those time-honored traditions, there’s an enlightened mindset about what they mean. “There’s a phrase that characterizes this whole pandemic: ‘When this is over, I’m going to…,’” said Canales. “This mindset created a new kind of anticipation. It’s less about things we want to do, and more about human connection.”

Karla Consuelo Alejandro Meza ’22, Student Government Association president and a resident advisor, echoed Canales’ thoughts. “Students are talking about all the things they once took for granted,” she said. “I heard some students marvel at the fact that they took a quiz on paper—and passed! Coming back to campus is an adjustment.” But she also noted the poignancy of the opportunity to congregate once again: “Community is unity. We are all parts of the body of Christ, and we all have different functions. When any part of the whole is missing, we all feel it, and we can’t function collaboratively as God intended.” Those functions have changed since the pandemic hit. “For example, the best way to show your love and compassion toward someone may be with a big bear hug, or it may be the act of wearing a mask and not hugging them,” she said. “Regardless of our individual gifts and talents, we all have the responsibility to uphold and serve one another.”

Serving one another may look a bit different today, but APU is adapting to its current reality, working together in unity to establish fresh ways of living out God’s call to be light and salt to a hurting world.

The Importance of Professor and Student Connection

No matter where you are in your college journey, fostering strong professor and student relationships is important for your future.

There are countless benefits to engaging with your professors. For instance, you’re more likely to perform well in classes when you share a connection with the instructor. In addition, for many students, professors wind up becoming lifelong mentors and advocates. However, the advantages don’t stop there.

While getting to know your teachers can be somewhat intimidating at first, the simple truth is that most professors admire when students take initiative. Here’s more on the importance of connecting with professors as well as a few tips for building lasting relationships.

Achieving Academic Success

According to Education Week, students who get to know their teachers are more likely to perform well in school. An analysis of 46 studies found that positive teacher and student relationships enhanced nearly every measurable aspect of academic success. Students were more likely to attend class, get higher grades, and graduate when they knew—and cared about—their professors.

Keep Reading: In-Person Classes Are Coming Back: Here’s How You Can Prepare

This makes perfect sense when you consider what getting to know your professors can lead to. Scheduling meetings during their office hours quickly becomes less intimidating. It’s easier to ask for individual instruction. It’s also easier for them to provide helpful feedback when they get to know your strengths and weaknesses.

Fostering a Sense of Mentorship and Community

Establishing great professor and student relationships is a big focus at Azusa Pacific University. Members of the campus network are encouraged to connect on a deeper level than grades. After all, building a strong community is one of the four cornerstones of APU.

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“Professors are at APU because they want their influence on and support of students to extend beyond the intellectual content of their disciplines and impact student’s spiritual and relational growth as well,” said Jody Wilkinson, MD, a professor in APU’s Department of Kinesiology.

Having great friends and a vibrant community is wonderful—so is having positive role models and mentors in your chosen field or discipline. Professors bridge the gap between community and mentorship. They can help you learn from their mistakes, help you make decisions about your career path, and even offer guidance when life gets confusing.

Keep Reading: Why You Should Have a College Mentor (and How to Find One)

Securing a Great Letter of Recommendation

Students who connect with their professors can enjoy another benefit: their relationship makes them more likely to receive a great letter of recommendation.

An average letter of recommendation speaks to your professional skills. However, a great letter tells universities and potential employers about your strengths, character, and temperament. Whether your goal is to attend graduate school or enter the workforce, a great letter of recommendation from a professor could open a life changing door.

The only way to obtain a great letter like this is to give professors a chance to get to know you. By doing so, they can speak on your behalf about who you are and the type of impact you could make in the future.

It’s never too early to start thinking about letters of recommendation. In fact, it is prudent for first- and second-year students to start laying the groundwork now by being intentional about the relationships they develop during their time in college.

Pursuing Personal and Professional Development

Getting to know your professors is also a great way to develop interpersonal and professional skills. For example, if you’re on the shy side, scheduling a meeting with your professor could help you develop confidence and overcome anxiety. Additionally, contributing in class could help you develop public speaking skills and better internalize theories and concepts related to your major.

Demonstrating your skills and abilities (as a desire to learn and grow) could potentially lead to professional prospects as well. Don’t forget, many professors have real-world experience doing exactly what you hope to do someday. Many work a decade or more in the professional world before entering academia, so they can truly provide a wealth of knowledge.

Keep Reading: Online Office Hours: How to Take Advantage and Stay Connected with Your Professors

Networking for Potential Jobs

In today’s digital era, professors don’t just disappear after graduation. They become LinkedIn contacts, social media followers, and advocates for your professional career.

They could even help you land your first job after college. The impression you make on them could lead them to recommend you when professional opportunities arise.

“Many professors I know, including myself, have lots of stories about how God has used them to open important doors for students, whether it’s getting into graduate school or landing a job, or maybe even making it through a difficult time or transition in life,” Wilkinson said.

Suffice it to say, the bonds you forge with your professors can help you in many ways. Taking the time to connect with your teachers can help enhance your time on campus and influence your life after graduation.

Want to read more about tips and tricks for building your professional network? Explore the APU website for additional guidance, such as tips for virtual networking.

Leading K-12 School Communities During Times of Uncertainty

Being a leader in K-12 school communities means making decisions and guiding others when things are uncertain—even in the face of immense challenges.

Throughout 2020, the pandemic greatly impacted education as schools closed, classes moved online, and plans evolved to provide students everywhere with a quality remote education. Teachers and administrators leading these efforts met the challenges with adaptability and resilience.

Faculty and graduates of Azusa Pacific University’s EdD in Educational Leadership program shared their thoughts to help educators navigate these ongoing changes as schools continue to adapt. Here are several key insights for leading during uncertain times.

Being a Servant Leader

Many educators were tasked with navigating remote learning and altered classrooms while maintaining a quality culture of teaching and learning without the social component of education. For APU graduate Kim Lu Lawe, EdD ’16, this meant taking to heart the four universal needs of those she leads: hope, trust, compassion, and stability, as explained in Gallup.

“I’ve been very intentional about it since school closed in mid-March of 2020, to continue to weave those things into the narrative and constantly check in on my staff. That may look like picking up the phone, calling them and wishing them a happy birthday, or doing an informal Zoom check-in, where it’s not business-related,” Lawe said. “We talked about those things and we continue to build that culture, even at a distance.”

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Keep Reading: The Art and Science of Teaching Online for K-12 Educators

Lawe also noted that educators act as servant leaders. “It’s all about decision-making and getting the task done,” she said. “We are here to serve others, remove barriers, and provide as much support as possible.”

Leading with Honest Expectations

Successful leaders build empathy and connection through honest communication. Especially during unprecedented times, educators stand to learn a lot by discussing the expectations and challenges facing their K-12 school communities.

As a superintendent, Greg Plutko, EdD, has guided local schools through challenges including COVID-19 by using transparent communication.

“What the school community needs from us as leaders first and foremost is honest communication. They need directness,” Plutko said. “We have to be factual. If that means we present both sides to something and say we don’t yet know the answer, then that’s what we present. But that factual part is what I believe people crave.”

Continued Learning through the Challenges

In challenging moments like these, Plutko suggested a question that today’s leaders should ask themselves, “How do we provide grace to ourselves?”

Petria Gonzales, EdD ’20, agrees that today’s leaders don’t always have the answers. “Nobody likes to say, ‘I don’t know,’ yet in this extraordinary time, this is an honest response and people will appreciate that reality and extend some grace,” she said.

Leaders looking for those answers need to be intentional about finding support. Despite the current need to physically distance from others, this work cannot be done alone. For leaders in education, this means learning together about what is and isn’t effective, and starting over—together—when necessary.

Keep Reading: 3 Reasons to Pursue a Doctorate in Education

Plutko noted that he sees the positive flexibility and support that will emerge from today’s challenges. “I’ll be really interested to see all of the software gains and skill sets that we develop around one-on-one mentoring and professional development from these new technologies,” he said.

Curious to learn more about how APU is preparing educators to become tomorrow’s leaders? Explore the School of Education and its Doctor of Education in Educational Leadership.

6 Ways Graduate Programs Can Help Your Career

Earning a graduate degree can require a significant amount of time, energy, and possibly money. So it’s understandable to question whether the return makes the investment worthwhile. To answer this, it’s important to look at the total value and number of benefits—more than you might think—that can come with a graduate degree.

Here are six ways graduate programs can benefit your career.

1. Higher Pay

According to the U.S. Bureau of Labor Statistics, people with a master’s degree get paid about $250 more per week than those with a bachelor’s degree. Not every degree will get you that bump, but many will—and some more than others. For example, a master’s degree in biology can boost your salary by 86.5 percent. Business managers see increases of 51.4 percent while nurses see a 44.4 percent bump. Investigate the pay ranges in your field to learn how much more you could earn.

2. Better Benefits

Graduate degrees mean more than just a bigger paycheck. The better positions available to those with more education often include more extensive benefits, particularly among C-suite executives. This often means better quality insurance with lower deductibles, more paid time off, incentives and bonuses, profit-sharing programs, and other benefits that can add value to your income. Also, because a graduate degree expands your career options, it can give you more salary and benefits packages to choose from.

3. Start Higher, Climb Faster

A graduate degree helps you get your foot in the door of a future employer—and often at a higher position on the ladder because you’ll have the training and specialization needed for those positions. Those same skills and qualifications may also move you up to even higher positions faster once you’re hired and demonstrating them. Plus, the more specialized the needs, the lower the competition for those jobs as fewer people can claim them.

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4. Field Specialization

Undergraduate studies are necessarily broad, often involving classes that may fall outside your major. For graduate degrees, most of your courses dive deep into your specific field of study. Plus, your graduate thesis or project gives you additional opportunities to focus even more on your specific area of interest. In addition, graduate programs bring more hands-on opportunities to put theory into practice, further honing the skills you’re learning in the classroom. In short, graduate school transforms you from a generalist into a specialist.

5. Networking Opportunities

As valuable as the lessons of your graduate coursework are, you may find even more value in the networking along the way. As the old saying goes, “It’s not what you know but who you know.” Networking can play a key role in landing that first job after graduation and working your way closer to your dream one. That’s because graduate studies connect you more directly to the professional world and those working in it. Indeed, your professor alone likely has many connections and can point you in the right direction to develop your own.

6. Soft Skills

It takes a lot of work to make it through graduate school. You’ll be challenged with academic demands, time management, self-discipline, teamwork, leadership, and critical-thinking skills—often far more than undergraduate studies. Employers recognize this and see your graduate degree as proof that you can handle varied and complex tasks and perform them in a timely way at a high level, making you more attractive to hire.

Take the first step toward your dream career by checking out the graduate programs available at Azusa Pacific University.

Your First College Finals: 6 Tips for Success

In your first semester of college, you quickly learn there are a lot of differences between high school and college. Just when you feel like you’ve figured out what college life is like, another big difference comes along—college finals.

In high school, some of your classes may not have had finals. You may have had the option to skip a final in a class where you had a good grade. Or, you may have had the opportunity to complete a project or report instead of a final exam.

In college, it’s usually a different story. You need to score well on your final exams to demonstrate competency in the subject areas before you can move on to the next level. College finals can also last much longer than high school tests and therefore are more challenging to prepare for—cramming all your studying into one night isn’t going to cut it.

If you’re facing your first round of college finals, these tips can help you prepare efficiently so you can ace those exams.

1. Go to Class

In high school, your teachers probably took attendance, and you would get in trouble if you weren’t in class. In college, that might not be the case. So, you could be tempted to sleep in or spend your time doing something else, especially if your professor provides notes and other materials online. But nothing can prepare you better for your final exams than attending class and learning the material directly from the professor—and asking them questions in real time.

2. Start Studying Early

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You likely won’t be able to study for all your exams in a weekend or even a week. So, you need to start earlier than you may be used to. Find out when your exams will be held and work backwards from those dates, blocking out time on your calendar to study for each subject along the way. Getting a head start also means you can study in relatively short sessions, perhaps 30-minute blocks, whereas waiting may require hours of study in one or two blocks—never a recipe for success.

3. Take Advantage of Study Groups and Office Hours

When you prepared for finals in high school, you might have partnered with a friend or two. In college, you’re more likely to have scheduled study groups or office hours you can use to prepare. If your professors schedule review sessions, be sure to attend. And don’t be shy about meeting with your professors one-on-one. After all, they know exactly what you should focus on for the finals.

4. Build in Time to Sleep

Your parent or guardian may have encouraged you to get enough sleep in high school. But when it feels like there’s not enough time in the day, you might be tempted to sleep less to fit in more studying. You might even feel like you need to pull an all-nighter. But that can be a mistake, and ample research demonstrates a direct link between sleep quality and academic performance. When you’re scheduling your study time, leave yourself a seven- to nine-hour block for restorative sleep.

5. Reach for Healthy Foods

In high school, your parent or guardian may have encouraged you to eat nutritious foods; they might have even prepared a healthy meal for you on exam day. In college, without that culinary support, you might reach for snack foods that curb your hunger or satisfy a craving but don’t give you many nutrients to foster effective studying. Make healthy meals part of your study routine. If you’re pressed for time, reach for nuts, berries, and other foods that can boost your brain power. Also, drink plenty of water, as dehydration can drain your short-term memory and attention.

6. Manage Stress and Anxiety

Studying for final exams as a college student can be more stressful than it was in high school, where you may have relied on your family for support. Consider trying yoga or meditation to help alleviate your stress in the first semester. Research has found these stress-relief methods can make a real difference for college students.

APU Resources

The Academic Success Center at Azusa Pacific University is committed to helping students succeed and offers a range of resources you can turn to for help during finals and throughout the semester. You can also find support at the Writing, Speaking, and Tutoring Center. And many APU departments offer their own student support services. Reach out and find success.

The Sword Project: Blessing Athletes with Personalized Bibles

, Azusa Pacific University’s head softball coach, was on a mission. She walked onto the field with a stack of thick leatherbound books in her arms, knowing that this moment meant more than any win ever would. These were no ordinary books; in fact, they were copies of the bestselling, most read book of all time. Titled the Sword Project, APU’s Athletics Department gives personalized study Bibles to all incoming athletes.

For Webber, the inspiration for the Sword Project came from former player Becca Jewett ’21. While Jewett was an upper-division student at APU, she went into her own pocket to buy Bibles for the freshmen on the team. “Becca would have dinner with them and present them with a Bible with their name on it,” Webber said. “It was awesome watching the impact that had. It definitely meant a lot to them.” Webber began to notice that many incoming athletes didn’t have Bibles. “I think that one of the best things that we can possibly do for our athletes is to put a Bible in their hands,” she said.

As Webber began to look for the right study Bibles, she encountered a problem—the Bibles weren’t cheap, and the cost added up quickly with the large number of athletes. This problem was solved thanks to a generous donation through a foundation by Jamen Wurm, CPA, MS ’98, a member of APU’s 1998 NAIA national-championship-winning football team. Wurm, a partner at Goehner Accountancy, is a big believer in giving back to the program that helped shape him into who he is today. When APU announced the closure of the football program in 2020, he asked former football coach Bo Beatty ’94 if he had any ideas about where the funds he had donated could go. Beatty told him about the work Webber does and got them in contact. After talking with Webber, Wurm knew he wanted to be a part of the Sword Project. “I’m very excited to know that this is going toward such a great cause,” Wurm said. “It is a blessing to be a part of possibly providing a student-athlete with their first Bible ever.”

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The Sword Project’s name comes from a hand-engraved sword on the cover of each Bible, referring to the armor of God (Ephesians 6:10-18). Inside the sword, Webber can inscribe up to 12 characters, which athletes choose. Many ask for their names or the Scriptural location of their favorite Bible verse. Webber has received lots of encouraging feedback from the athletes. “One girl had wanted a Bible for years, but cost was always an issue. She was so excited to receive one,” Webber said. “Another girl had an old hand-me-down Bible. She said it was hard for her to open it, for many reasons, but this Bible is her own and has given her the newfound motivation to open it and experience God’s Word.”

APU athletes have a unique opportunity to grow in their faith, according to athletic director Gary Pine ’84, who conducted a survey on their spiritual growth. “While Bible classes and chapel are an integral part of APU’s Christian education, the resounding response from athletes was that they saw the most spiritual growth from meaningful conversations with their teammates and coaches,” Pine said. “The beauty of athletics is that when you’re on a team, you develop a bond that allows for vulnerability. People feel comfortable asking deep questions that they might not feel comfortable asking elsewhere.”

In academic classes, APU faculty find ways to integrate their faith with the subject material. On athletic teams, coaches model a Christian lifestyle and walk alongside their players. “We want to impact our athletes beyond the four years they’re here. Nothing can impact your life greater than the Word of God,” Pine said.

“When our student-athletes walk across that commencement stage, they’re no longer a student and no longer an athlete. We hope to pour into them enough so they know their identity is not in academics or athletics, rather it is in Christ. Now they’ll have their own Bibles, and it’s a book they’ll continue to use long after they graduate.”

Each coach has their own ways they pour into their players—some do Bible studies, others have team movie nights featuring Christian productions such as The Chosen, and others pray with their team before and after practices. All APU coaches are available to talk to their players when deep questions arise. “I had a player call me recently and say, ‘Coach, I know God’s real, and I don’t know much more, but I really want to know. Can you sit down with me and tell me more?’” said Webber. “I told her I absolutely could. I live for those moments. Wins are pretty cool, but the joy from those moments lasts way longer. I don’t always get to be there for that moment when they say yes to their faith and yes to God. But while I might not get to see that moment, I definitely notice how they’ve been transformed at APU. That’s very special.”

Support the Sword Project here (designate your donation to the Sword Project).

APU Study Away Opportunities: Natasha Zimmerman’s Oxford Experience

One of the most exciting parts about college is experiencing living in a new place. Students at Azusa Pacific University have the opportunity to study away at a variety of different locations for a few weeks (GO Terms) or a full semester. These study away opportunities include options in Ecuador, Ireland, Kenya, Israel, Jordan, Washington D.C., England, and other countries in Europe. Perhaps the most unique opportunity to study away is the Scholarship and Christianity in Oxford (SCIO) semester through the Council of Christian Colleges and Universities (CCCU) GlobalEd programs. During this program, APU students study at the University of Oxford, one of the oldest and most prestigious universities in the world.

Natasha Zimmerman ’24, a junior honors humanities and public relations major, studied away at Oxford during the fall 2022 semester. Her experience at Oxford was transformational. “It was so amazing. I studied American history in a different country, which was always a dream of mine,” she said. Zimmerman also studied English literature and took an undergraduate research seminar. While the classes were as rigorous as her APU classes, Zimmerman’s courses at Oxford followed a completely different format. While lectures were offered, they were not required and not the main instruction method. Zimmerman was tasked with reading assigned texts, writing eight page research papers on the reading, and then meeting with her professors to discuss her papers in a one-on-one setting. As one of the world’s top research universities, Zimmerman benefited from learning from Oxford’s talented and renowned faculty. “Oxford’s programs are so different from the way we learn in the U.S., but it broadened my horizons and helped me grow immensely in my writing and research skills.”

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Zimmerman’s experience outside of the classroom also made the study away opportunity a once in a lifetime experience. Prior to Oxford, she had never been outside of North America. During her semester away, Zimmerman traveled across England to London, Bath, Winchester, and Cambridge. On weekends, Zimmerman would go on short adventures, including seeing a play at William Shakespeare’s Globe Theater. During a short break in the fall, she traveled with friends from the program to Vienna, Austria. “Traveling with my new friends is something I’ll definitely remember and cherish.”

A big takeaway from Zimmerman’s experience at Oxford is how different England is culturally from the U.S. Aside from learning entirely new terminology, Zimmerman appreciated finding historical sites and buildings seemingly everywhere she went. “I didn’t realize how new everything is back in the U.S. A building back home would be considered ancient if it’s more than 200 years old,” she said. “In Oxford, there’s a tower from the 13th century and a covered market from 1769. So many of the buildings in England are older than our country. I love the huge depth of history.”

Zimmerman said she was excited to return to Azusa, where the sun shines more often and she could see all her APU friends. She is immensely happy that she studied away at Oxford. “I would absolutely recommend Oxford or studying away in general to anyone,” she said. “Traveling to these new places is truly eye-opening.”

To learn more about these study away opportunities, email studyaway@apu.edu or call (626) 857-2440.