Azusa Pacific University’s nationally ranked School of Nursing (SON) is making an impact across the world. The SON has trained nursing students in Asia and Europe for decades, yet this year marked the first time APU has offered a nurse leadership program in the Middle East. The SON partnered with Health Outreach to the Middle East (HOME), a Christian, interdenominational organization that brings physical, psychological, and spiritual healing to poor and suffering people through 18 Christian clinics, hospitals, and medical projects in Egypt, Iraq, Jordan, Lebanon, Syria, and Sudan, with plans to expand to the United Arab Emirates, Yemen, and Bahrain. APU’s first cohort of seven of HOME’s nurse leaders recently finished their program, earning a certificate in Nursing Leadership, which will enable them to advance effective health care and be a force for positive change.
This partnership with HOME was implemented by Aja Tulleners Lesh, PhD, RN, professor; David Dorman, PhD, administrator for international resources; Elaine Goehner, PhD, RNC, CPHQ, director for continuing education; and Amy Girguis, MSN, adjunct professor. According to Lesh, Christian nurses in the Middle East face massive challenges in getting an advanced education beyond their baccalaureate.
“We partnered with HOME to offer these Christian nurses a pathway to advance their education and leadership effectiveness,” Dorman said. “As bachelor-trained nurses, they were ready for further challenges to lead the way to effect change at both the hospital and governmental policy level.”
The first cohort of this partnership began in fall 2022 and finished the program in July 2023 after completing four courses in nursing leadership. Each class met online once a week, after the nurses had finished their 12-hour shifts for the day. “Their work ethic was incredible, to come in after a full day of work and actively participate… They knew how valuable it was to form a network of support with each other and their APU instructors,” Lesh said.
Before earning their certificate, each student put together a “change project,” designed to propose solutions to issues they noticed in their hospital. “Their change projects were remarkable,” Lesh said. “At the hospital in Dubai where the nurses were based, the chief nursing officer embraced the program and supported these students. She worked with them as they presented their projects, implementing them in some cases before the program was completed.”
One change project introduced a practice that has existed in the U.S. for decades, but had yet to make its way to Middle Eastern healthcare. This practice was placing newborn babies skin-to-skin against their mothers and fathers in an embrace. According to Lesh, this contact does wonders for the connection between babies and their parents. “Our nursing student took this project on, and before the year was out, her hospital allowed her to put it into practice,” Dorman said. “It was the first hospital in Dubai to do so.”
Lesh said the SON plans to continue their partnership with HOME with further regular cohorts so more Christian nurses can be trained to rise in leadership positions in their hospitals.
“It’s important for us from a mission perspective. Here we are witnesses for Christ and encouraging others,” she said. “We are giving them skills to make a bigger impact, not only with their care of patients, but in the healthcare system. Difference makers create change.”
J.J. Navarette ’24 loves helping students find belonging at Azusa Pacific University. As a transfer student, Navarette struggled at first to find her place and her people at APU, but that all changed during her second semester on campus. “I knew college was supposed to be about creating meaningful experiences and forming lasting friendships. I wanted that,” she said. “When I joined the Alpha program last fall, I found what I was looking for. I found my purpose.”
Navarette served as an Alpha leader, mentoring a group of transfer students as they started their APU journeys. Some days this would look like doing homework together on Cougar Walk or in the Duke Commons, while other days included going to basketball games and transfer events together. “The people in my Alpha group are my really good friends now,” she said. “Being a part of the Alpha program has truly made APU feel like home.” Navarette now serves as an Alpha coordinator, helping train Alpha leaders as they mentor their groups as she did.
One of Navarette’s favorite parts about being an Alpha leader is getting opportunities to serve. Prior to the start of the school year, she went with dozens of other students in the program to serve in downtown Los Angeles for a week. Each day, they would serve homeless individuals at The Dream Center and Union Rescue Mission. “Helping people at homeless shelters really touched my heart,” she said. “It made me realize how much I take for granted everyday, from having meals to eat to having a roof over my head.” Navarette enjoyed interacting with those she served, connecting with them and learning their stories. She aimed to bring a smile to their faces each day.
“That experience helped me understand how we all come from the same God and we need to treat everyone with kindness, to love our neighbors as the Bible instructs. It made me want to find more opportunities to give back and serve.”
Navarette’s journey to APU was a bit circuitous. After graduating from South Hills High School in West Covina, she wasn’t sure what career she wanted to pursue. She decided to start her collegiate journey at Citrus College, but transferred after one year. “I wasn’t as on top of my studies as I should have been. It was hard to feel motivated because I hadn’t found what I wanted to study yet,” she said. Navarette transferred to Mt. San Antonio College and discovered her desire to pursue a career in healthcare. She completed nearly all of her general education requirements at Mt. SAC before deciding to apply to APU. “I was a bit nervous. I didn’t know if I would get accepted, but I had a transfer admin who walked me step by step through the process and waived my application fee,” she said. “He even called me before the acceptance letter and email arrived because he wanted to congratulate me personally. I loved that intentionality.”
Navarette continued to experience intentional support from APU faculty and staff. In her Christian Life, Faith, Faith, and Ministry course, professor Paul Shrier, PhD, shared his testimony with the class at the beginning of the semester and said he is a big believer in second chances. For the first time in her collegiate experience, Navarette felt comfortable having one-on-one conversations with a professor. “Professor Shrier set the pace for me in my biblical studies classes,” Navarette said. “I learned a lot from him and applied it to my life.” In her kinesiology major, Navarette said professor Sue Hebel, EdD, ATC, made an impact. Navarette had been going through a tough time and Hebel noticed she looked a bit down in class.
“She took the time to check in with me, asking how she could pray for me and help me. That was significant. It meant a lot to see how she cared about me.”
Navarette has one more year left in her kinesiology program. She hopes to continue her education at APU by completing a graduate program in nursing. “I want to help others and I feel like God has called me to be a nurse,” she said. “My dream is to become a nurse practitioner and open my own faith-based practice.”
Navarette’s faith is key to her identity. She grew up in a Christian household and went to church every week with her grandparents. At APU, she has continued to grow in her faith. “Going to chapel three times a week was an adjustment at first, but I’ve really enjoyed it. It helps me keep my faith a priority and I feel closer to God,” Navarette said. “And my theology and biblical studies classes have helped me understand the Bible better. My relationship with God continues to grow every day.”
Oftentimes, choosing a career path feels like deciding a destination, following a route based on a map’s depiction, and continuously moving in one direction. For Candice Williams, PhD, her career journey presented detours, ultimately leading her to a profession she never thought she would enter: the criminal justice field. Embarking on a path of research, professorship, and mentorship, led her to fulfill what she believes God called her to do. The core of Williams’ career stems from a heart for helping people thrive, implementing fair strategies and resources, and approaching every opportunity with the desire to learn more.
Born in Vallejo, Calif., Williams attended the University of California, Santa Barbara during her undergraduate years, double majoring in sociology and African American studies. She changed majors from psychology, which she found to be too science focused, to law and society, which the school closed before she could finish. Sociology piqued her interest because she was able to discover how society plays a role in people’s decisions.
While noticing her friends graduating and struggling to find jobs, Williams discussed her concerns with a mentor who guided her to pursue a master’s degree. She received her Masters in Sociology at California State University, Fullerton, creating a thesis observing colorism from various angles, a passion which led Williams to pursue a doctorate at Howard University. Her goal was to turn her thesis into a book, but through her role as a teacher’s assistant for a social work professor, Williams was introduced to the field of research in interpersonal violence on college campuses. Gathering information about the lesser known kinds of interpersonal violence became a new area of interest for Williams, and she has strived to increase awareness and resources available for those affected by abuse. Recently, Williams received a $400,000 grant from the U.S. Department of Justice to fund programs addressing issues of interpersonal violence on Christian college campuses. Williams attributes much of her confidence and success through her doctoral program. “Howard is where I became who I am today. The research I did there led to what I’m doing now. I never thought I’d be a professor, but I’m excited because when you say ‘yes’ to God, He opens doors for you,” she said.
When reflecting on her journey, not only did the year-round sunshine bring Williams back to Southern California, but the ability to be her authentic self at Azusa Pacific University has made her happy since starting her career as a full-time professor in 2016. She is grateful to have the opportunity to openly discuss Christianity with her students.
“Especially in criminal justice, where people are going into law enforcement, court systems, and advocating for nonprofits,” Williams said, “I teach students that Christianity is not always about quoting scripture or wearing a cross around as a necklace, but often it’s how you treat somebody who’s a victim or offender. In my courses, we discuss what integrity looks like, and how God calls us to be honest, transparent, and give second chances.”
Faith integration to Williams includes allowing one’s light to shine through an aura of care and respect towards all.
Williams loves teaching APU students because of their willingness to learn, the curiosity that they bring to the table, and experiences that they add to classroom conversations. “Even with as much as I’ve taught my students, they are the ones who have made an impact on me,” Williams said. She often challenges students to develop an open mind to different points of view, exposing them to varying perspectives because her goal is to cultivate critical thinkers.
As chair of the Department of Criminal Justice, Williams encourages faculty to take students outside the classroom to witness real world experiences. She has gone with students to Clara Shortridge Foltz Criminal Justice Center to meet with judges and lawyers on trials. They have also attended the California Institution for Women to see the lived experiences and freedom of inmates, ultimately highlighting the humanity behind processes in criminal justice fields. Students have also taken tours of the Orange County Crime Lab, which provides services for the recognition, collection, preservation, and evaluation of physical evidence from crime scenes. Recently, the department hosted their annual conference entitled, “It’s On Us: Working Together to Address Criminal Justice Issues,” where faculty, law enforcement, court officials, advocates, scientists, practitioners, and mental health providers came together to discuss pertinent issues impacting society.
Williams is committed to teaching her students to do everything with justice in mind, while walking humbly. She serves as an excellent example of such traits. “The way I talk to the janitor is the same way I talk to the president of the university– with respect, gratitude, grace, understanding– and that’s what I want my students to walk away with,” she said. “I tell them not to abuse their badge as a criminal justice professional, but use it to the betterment of God’s kingdom.”
Because of the mentors throughout Williams’ life who have pushed her past her comfort zone, recognizing the value she did not see in herself, Williams has made an effort to do the same for her students. She has provided research opportunities where students study a topic, collect data, and present their results at national conferences for criminal justice professionals. Such opportunities help them build their confidence in order to reveal the window of opportunities available to them within their career fields. Williams understood that as a young professional, we tend to doubt ourselves on what we can accomplish. Williams reminds her students that, “Nobody is a lost hope as long as God is at the center.”
Williams advises students to be their authentic selves. During her first few years as a professor, she would play the role of what she believed an educator should be, including how she thought she was supposed to dress and talk, but doing so created a disconnect with her students. She has since formed better connections with students by embracing her God-given qualities. Her hope is for all students to diminish the need to mimic others.
“Just be you. We need people who are different in order to understand the populations in which they serve,” she said.
Williams is also a firm believer in remaining open-minded. “If you are close-minded to newness, you’re not going to make a difference. We have to be continuous learners, and we must always stay connected to God,” she said. Ultimately, Williams has learned that her education is not just a gift that she gets to keep to herself, but something that she can use to impact the lives of others. She hopes students at APU carry the mentality of using their degree to create positive change in the world, referencing Micah 6:8 as a guide—encouraging students to be merciful and humble in their work and life.
Williams described her journey as unpredictable. Her life has unfolded like an uncharted road, but through her openness to discovery and heart to serve others, the destinations Williams has stopped by have enhanced the route she’s taken. She continues to enjoy what God has in store for her, ultimately spreading love in every room she enters, shedding light on justice, and fostering kindness on every path she takes.
When Kevin and Louise Huang first met at church as graduate students at UC Davis, little did they know their time in California and with each other was just beginning. After getting married, the Huangs lived in Connecticut while Kevin completed postdoctoral research at Yale University. When the time came for Kevin to search for a full-time faculty position, he and Louise asked the Lord to lead the way. “We laid out all the manilla envelopes with job applications and laid hands on them and just asked the Lord to bring us to a place where we can serve Him and where we can also learn and grow,” said Louise. “We really think that APU is truly one of our biggest answered prayers.”
Now, after 17 years at Azusa Pacific University, the Huangs have left their mark on campus and in many students’ lives. One way in which they have achieved this is through teaching a subject many students find very challenging: chemistry. Their goal is to make the difficult subject worthwhile and engaging. “I have a hidden mission that students will walk away from the semester saying, or at least thinking, ‘Hey, chemistry was not that bad. It was actually fun!’ That’s when I feel like the mission is accomplished,” said Louise. Kevin shared similar sentiments:
“Most people don’t like chemistry, but if my students can say it was actually really fun for them, that is very rewarding. That’s one of my favorite aspects about teaching.”
While Kevin and Louise Huang have touched many lives through their instruction, their main mission is to disciple students in their walk with Christ. If they can help their students enjoy chemistry along the way, that’s just the cherry on top. “For me success means guiding students to what God is calling them to do,” said Kevin. “God wants us to journey with him and to learn to grow and trust Him more.” Along with interactions in class, the Huangs guide students by inviting them to connect during office hours or at a coffee shop. Kevin enjoys meeting with students one-on-one at Mantra, treating them to an affogato, and studying a faith-based book together, such as Love Does by Bob Goff or Blue Like Jazz by Donald Miller. Kevin and Louise also open up their home to students each semester — a tradition they call Café Huang.
Inspired by colleagues like Jon Milhon, PhD, the Huangs began house hunting in 2007, hoping to find a home both close to campus and large enough to host students for dinner. After touring only one house, the couple knew it was the one they wanted: right up the street from APU’s campus. A few bids and many prayers later, the Huangs secured a home where they could further pour into the lives of APU students.
“There is a culture here that we care about students, their learning, and their personal development,” said Louise. “ It’s not just about the classroom, but having like-minded colleagues to work alongside with. APU is a unique workplace because of that.”
Along with an opportunity to minister to students, Café Huang provides a space for students to slow down, connect, and enjoy a home-cooked meal. “In an increasingly fast-paced world, we need to remember that not everything in the western world that is valued, like productivity and efficiency, is the best way,” said Louise. “We need to sit down and spend time with people, to listen and understand, and to hear each other out.”
Passionate about discipleship, scholarship, and the community they’ve built at APU, the Huangs encourage others to seek mentors, friends to run alongside, and opportunities to pass on wisdom and experience. “In life we should have a Paul — someone who is knowledgeable and can help us grow. Then, we should look for a Silas or Barnabas, someone our age to journey through life with. Then, we should look for a Timothy — someone we can mentor,” said Kevin, quoting a model he has followed for years. Louise agreed: “As students are being discipled here, they are carrying on the values and hopefully, in due time, those students will be discipling others around them and building kingdom values like hope, love, and forgiveness.”
This may come as a surprise to many parents and guardians of new college students, but once a student enters college—no matter his or her age—they are not allowed to be as involved in the individual’s schooling. This is due to a law known as FERPA.
Are you currently asking yourself “what is FERPA?” Don’t worry, you’re not alone in wondering. Here’s an overview of what you need to know.
What FERPA Means for Parents and Guardians
As a parental figure, you’ve likely grown accustomed to having complete control over your student’s education records thanks to the Family Educational Rights and Privacy Act (FERPA). But, according to the act, when your child turns 18 or enters college (at any age), those rights related to education records actually transfer to the student. That means you can no longer email professors for explanations of poor grades, see your student’s class attendance record, or check to see whether he or she has turned assignments in on time.
FERPA protects college students’ education records so they remain confidential between the college and student. How involved you are in their academic life is now at your student’s discretion—even if you’re paying the bills.
So, what is FERPA privacy, exactly? The protected education records include academic progress and grade reports, financial information, dorm life, student activities, and any disciplinary actions. These are all considered private and cannot be shared with guardians without the student’s written and signed consent.
Each year, your son or daughter can either authorize you or exclude you (or other designated family members) from accessing specific confidential education records. They can make this declaration by signing the dated FERPA form kept on file at the college.
What Records Can Be Disclosed?
If your student is still considered a dependent for tax purposes (which is possible up to age 24), then you can formally request access to their education records. It’s important to remember that you will need to submit a formal written request—as well as documentation of the student’s dependent status—in order to be granted access.
The college may also disclose some information to students’ parents in specific cases, such as if there is an imminent danger of harm to self or harm to others, or if a student under the age of 21 violates a university policy (as in the case of underage drinking or drug use).
With your student’s permission, the college may publish directory information on its websites or other printed materials, which could contain their name, photo, email address, enrollment status, year of graduation, major of study, and athletic statistics including height and weight, if applicable.
Colleges can also share student information with other schools where the student has expressed interest, for institutional evaluations, financial aid, scientific data collection, and accreditation purposes. Additionally, the information can be shared with health and safety officials (in case of an emergency) as well as state and local authorities (in compliance with a judicial order or lawfully issued subpoena).
How to Support Your Student’s Independence and Academic Success
Discussing the FERPA form before your student leaves for college is a great idea. Explore the parameters together and come to an agreement on how you can remain involved and support your student’s academic success.
This way, when it comes time to sign the FERPA form, your student can authorize your access to agreed-upon information such as current grades and attendance records via the college website. It’s natural to want to stay involved in your student’s life, but independence breeds confidence and self-reliance—two important qualities they’ll need to navigate their future.
Looking at the tuition costs of your student’s dream college can be pretty eye-opening. As a guardian, you want to do all you can to support your college student. Higher education is a journey into adulthood that many students take to follow their desired career path, but sometimes the numbers just don’t add up.
This is where direct student loans come in. This type of loan can bridge any financial gaps and help your student afford the worthy investment of higher education. Stephen Fahey, director of undergraduate financial aid at Azusa Pacific University, understands what it takes to finance a college degree. “It’s understandable that parents would be concerned about their child’s debt; however, students and parents alike should consider student loans as an investment in future earning potential and job opportunities,” he says. With that in mind, here’s everything you need to know about direct loans.
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If scholarships and grants do not cover the entire cost of your student’s attendance, then direct student loans are the next best option. Unlike private student loans, which are borrowed from a financial institution, direct loans are borrowed from the U.S. government. This means that interest rates are lower—and fixed.
There are several repayment plan options available, such as an income-based repayment plan, if your child cannot afford to repay the loans after graduation. Federal loans also come with a six-month grace period, meaning students will not have to start repaying until six months after graduation or dropping below the minimum of 6 units required.
Keep Reading: Understanding Financial Aid: A Roadmap for Families
Another reason to choose direct student loans before private loans is the availability of loan forgiveness programs. Federal direct loans are eligible for Public Service Loan Forgiveness—a program that grants loan forgiveness to individuals employed by the government or not-for-profit organizations—as well as other loan forgiveness and loan assumption programs.
Direct Subsidized Loans vs. Direct Unsubsidized Loans
Direct subsidized loans are given to undergraduates based on financial need, and the government pays the interest on the loan while the student is in school. Meanwhile, direct unsubsidized loans are available for all undergraduate and graduate students; no financial need is required. Students who take out a direct unsubsidized loan will pay interest on the loan while they are still in school.
Keep Reading: Financial Aid Package: Your Questions Answered
For both types of loans, the amount your student will receive is determined by their school, their current school year and whether they’re considered dependent or independent. Once your child is awarded a federal loan, the school will apply the loan funds to their tuition, fees, room and board, as well as any other school charges. If there are any funds left over, the remainder of the loan will be returned to the student, but it must be used for only educational expenses.
Watching your student take on loan debt may be somewhat unnerving, but you can rest assured that it is a worthwhile investment in their future. Students are taking the necessary steps to secure the degree they are passionate about so they can pursue the career and life of their dreams—and that should be encouraged.
If you’ve still got questions, you can talk to a knowledgeable financial aid counselor to discover what financing options are available for your student. These professionals can help you decide together how to make student loans manageable during (and after) their college experience.
The outcome of World War II may have been very different if it hadn’t been for the Navajo code talkers. These Navajo soldiers served as messengers and translators for the military through the U.S. Marine Corps. Before using the Navajo language as a code, U.S. military messages were frequently intercepted and decoded by the Japanese army. The code talkers’ impact was best seen at the Battle of Iwo Jima. Major Howard Connor had six Navajo code talkers working for him at all times during the battle where they sent and received more than 800 messages without error. According to an article from the CIA, Connor said, “Were it not for the Navajos, the Marines would never have taken Iwo Jima.” This summer, Azusa Pacific University’s Hugh and Hazel Darling Library hosts an exhibit dedicated to these heroic code talkers and local Native Americans. The exhibit includes two large displays and seven smaller cases, which also showcases Navajo and Gabrielino-Tongva art and culture.
David Landers, EdD, director of education and community outreach for University Libraries, said that a meeting with Glendora resident Lewis Yazzie sparked his interest in this little known part of history and served as an inspiration for this exhibit. Landers met Yazzie, who served a code talker between the Korean War and Vietnam War, at a Boy Scout ceremony last year. “I was so impressed learning of their contribution to our nation, that I invited him and a group of Navajo veterans to present at our annual event, History Day LA, in March,” Landers said. “Their story needs to be told.”
“All code talkers from World War II until Vietnam were told never to talk about their job. Their positions weren’t declassified until 1969. That’s why many Americans are unaware of the significant role they played,” Landers said. “The Navajo people were on their own reservation and had no obligation to join the military, but they exhibited great loyalty to the U.S. and wanted to serve in any way they could. Some of the code talkers even lied about their age so they would be old enough to join the military.”
Hundreds of code talkers were trained at Camp Pendleton in San Diego and at an old military base in Long Beach. After their service, most returned to and remained in Southern California. “We have a large Navajo population compared to most of the country,” Landers said.
The smaller displays in Darling Library show various Navajo artifacts. These includes traditional rugs, blankets, woven baskets, art, and jewelry. Yazzie’s wife, Marie, provided most of these artifacts, several of which were handmade by her aunt. Lazaro Arvizu, another contact from the Native American Veterans Association, made the Gabrielino-Tongva items. “We’re celebrating their culture through their art,” Landers said.
Landers and Angela Ingalsbe, library coordinator to the dean’s office, hosted a workshop on June 9 with Thomas Andrews, PhD, professor emeritus. Andrews spoke to a crowd of more than 30 local teachers about the California missions and how they affected Native American people. Ingalsbe said the library plans to host another workshop in August specifically dedicated to the code talkers. Possible guests include Yazzie, other members of the Navajo tribe, and, potentially one of the last living original code talkers from WWII.
Darling Library is open during the summer on Monday through Thursday from 10 a.m. – 7 p.m., Friday from 10 a.m – 4 p.m., and Saturday from 10 a.m. – 5 p.m. It is closed on Sundays. The Navajo code talker exhibit will remain on display until September when a new exhibit on the life and work of Madeleine L’Engle will be showcased.
Everyone arrives at college with different knowledge and ability levels due to their unique schooling situation and academic strengths. Some students can soar past the General Education (GE) requirements, while others might need a few more classes to polish their foundational skills before tackling higher division courses.
This is why college placement tests are a requirement for all incoming Azusa Pacific University students. They are used to place each student in the proper class according to their current—and potential—competency. Here’s what you need to know about placement tests, and how they can benefit your college experience.
The College Placement Tests You Need to Take
The placement tests you take will depend on the requirements of the university you are attending. At Azusa Pacific University, all incoming students need to take the writing, math, and foreign language assessments. All students who have not yet fulfilled the GE Writing 2 requirement need to complete The Writing Class, even if they are not incoming freshmen or if they have already satisfied the GE Writing 1 requirement through transfer work or AP credit. The Writing Class takes 20-30 minutes and cannot be retaken if you are unhappy with your placement.
The math placement test can be retaken, however. And, if possible, you should try to improve your scores on the math placement test. Doing so can enable you to skip lower level classes—which must be taken before entering higher level math and science courses, but do not fulfill degree requirements. You’ll be given access to a Prep and Learning Module so you can increase your math placement test scores if you wish to.
All APU students need to demonstrate proficiency in a foreign language for GE requirements. To prove proficiency, you must take (and pass) the qualifying courses through APU, submit passing AP or IB scores in an accepted language, or pass one of the three assessments available (the CLEP, FLATS, or OPIc). These tests can be retaken after three to six months, but there is a fee for each exam. Incoming students who are bilingual or feel confident in their second language skills from high school studies will benefit from passing one of these proficiency assessments.
Keep Reading: Learning Enrichment Center
Benefits of Scoring Well on Placement Tests
“The goal of APU’s math placement test is to have students start their college career in the highest-level math class in which they will be able to succeed,” explains Bryant Mathews, Ph.D., chair and associate professor for APU’s Department of Mathematics, Physics, and Statistics.
Coursework—especially in higher division classes—can be challenging, so it is crucial that every incoming APU student grasps the skills and disciplines of the core writing and math courses. At the same time, APU acknowledges that many incoming students have already developed the necessary skills in high school and are often ready to tackle harder classes.
Scoring well on these placement tests can allow you to test out of freshman-level courses and get placed in the next level of classes.
“Many students find that spending 10-20 hours reviewing and learning with ALEKS can help them to pass out of one or more 3-unit courses, potentially saving hundreds of hours and thousands of dollars,” Mathews says, explaining the benefits of ALEKS, APU’s math placement system that allows students to take the test up to five times from their own homes. “ALEKS helps many students to get higher grades in the math courses they do end up taking.”
You’re likely eager to get to the core classes of your degree, but it is important to start with fundamental GE courses to satisfy graduation requirements and ease into college life. Remember, doing well on the writing, math, and foreign language assessment tests can help you bypass the classes you already excel in!
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Now that you are officially enrolled in college, your parents and fellow students might think summer orientation is just a formality. But you shouldn’t consider skipping the occasion. It’s actually an important opportunity to learn more about your school.
Summer orientation can help you start your college career off on the right foot. If you want to feel more confident on the first day of the fall semester, this is a can’t-miss event. Here’s what you can expect to do during your orientation session.
Complete Your Placement Assessments
The thought of taking a test during the summer months might have you rolling your eyes, but getting this type of basic testing out of the way means you’ll automatically be placed in the correct course level when classes begin. You may be taking these quick assessment tests for subjects like math, writing, computer skills, or language, depending on your personal situation and registration plans. By taking these assessments during orientation, you’ll be able to hit the ground running on the first day of college.
Keep Reading: Why College Placement Tests Are Important and How They Can Benefit You
Learn More About Student Success Resources
When you attend your school’s summer orientation, you will be able to meet with faculty from your academic area, get a feel for the student community, and learn how to find the resources you need. Orientation will provide you the opportunity to meet other incoming students, current students, as well as faculty members and advisors.
This is time well-spent, and can help you feel more at ease when college starts in the fall. If possible, plan to attend with your parents, as you may come away with different information that you can all share with each other to help avoid feeling overwhelmed.
Get Help with Academic Planning
If you are still unsure of your specific class registration plans, academic advisers will be on-hand during summer orientation to help you finalize your class registration for the fall. This way, you can feel secure and confident in your schedule on your first day of classes.
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Take this opportunity to connect with specific professors and other students who are involved and interested in your major (or majors) to learn more about the program, courses, internship, and career outlooks. Be sure to register online and submit your registration profile before attending orientation so you can take advantage of any academic counseling you may need during the summer.
Pick Up Your ID Card and Other College Gear
Summer orientation is a great time to get your college ID picture taken and pick up your official student ID card. Not only will this make it all feel real, but when you return home for the remaining weeks, it will keep you excited about attending college in the fall. Looking at your ID card can bring you a sense of pride in your accomplishments and help calm first-day jitters—it’s one less thing you’ll need to do when you arrive.
You may also have the opportunity to visit the college bookstore to pick up your books for your finalized registration. If so, don’t miss the chance to outfit yourself with some well-deserved garb, notebooks, and other fun college gear to get you excited.
Keep Reading: 4 Tips for Buying Your College Textbooks from the APU Bookstore
Experience What Makes Your College Special
Orientation provides a wonderful opportunity to experience what makes your college unique. For example, at Azusa Pacific University, incoming students, families, staff, and faculty gather together at the end of the summer orientation event to commission students with a worship event. It’s APU’s way of celebrating your first step as a new college student and what’s to come in the year ahead!
Returning to school after the summer months can be a difficult adjustment for even the most prepared students. But it isn’t just the end of summer; it can also be the beginning of your best year yet.
In fact, the start of the new school year is the perfect time to re-evaluate your academic goals and make a plan to achieve them. How well you prepare will influence how easily you meet your goals this semester. Here are four back-to-school tips to help you start off on the right foot and have your best semester ever.
1. Choose the Right Courses for You
Many universities offer “add” and “drop” periods at the beginning of each semester so that students can make last-minute changes to their schedule. This period is a great time to sit in on classes that interest you—and fit them into your schedule, if you choose—while staying on track to graduate.
This way, you can get a feel for each professor’s expectations and class structure to find the best courses for you. Get in touch with your academic advisor if you’re thinking of making a change to your selected courses; they can confirm if making the switch makes sense based on your academic goals.
2. Plan Out the Semester From the Beginning
Don’t have a planner yet? Now is the time to invest in one. Find a notebook you’ll be happy to carry to all of your classes, or use a digital calendar system that works for you.
Once you have your schedule finalized, be sure to read your syllabus and make sure you understand your professor’s expectations for the class. After reading it through, mark all exam dates and deadlines for papers, presentations, and assignments on your calendar. If you have your deadlines written down, it’s harder to forget about them or fall into the trap of procrastinating until the last minute.
Don’t throw that syllabus away, though! Keep it on hand as a guideline to refer to throughout the semester whenever you have a paper or assignment. Professors usually outline what they expect from students’ work, so following those guidelines can help you receive better grades.
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3. Study a Little Every Day
In order to have a smoother year at college, don’t fall into the habit of putting off studying. While planning out your semester, set a daily schedule that includes time to study and review your notes after class. Try to complete your assignments well before the deadline and do some reading before class to be better prepared. It may be hard to get into the studying mindset after a carefree summer, but by doing a little bit every day, you’ll be better prepared when the first exam rolls around.
4. Find a New Way to Get Involved
College success doesn’t just mean getting top grades; it’s also important to have an enjoyable, well-rounded experience that helps you to grow as a person. Whether or not you’ve participated in campus sports, clubs, or other activities before, now’s the time to explore your options.
The start of the new school year is the perfect time to try a new club or activity, as many will be actively looking for new members and it’s easier to find a way to fit them into your schedule before you get settled into a routine. Not to mention, joining a club is a wonderful way to get involved on campus and meet new people.
Although summer is a great time to relax and take a well-deserved break from the college workload, these back-to-school tips can help you prepare for a successful year at college—and make it your best one yet.
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