Alumni Feature: Nicky Slavich ’14, MA ’18 Shares the Value of Human Connection

As a former Azusa Pacific University admissions counselor, Nicky Slavich ’14,  MA ’18, often shared with incoming students that developing your faith in college is similar to little league baseball. The ball is set on the tee, but it’s up to each student to decide whether or not to swing the bat in their hands. Slavich’s journey throughout navigating his calling at APU, and landing a job he never envisioned having, proves that it takes more than just one swing to create the life God has planned for you. Continually honing his faith, and going for it even when feeling uncertain about the outcome is something Slavich commits to every single day.

Originally from the Bay Area, Slavich had only ever attended private Christian schools growing up, so when deciding where to attend college, APU stood out as an excellent option. “When I toured the campus for the first time I was amazed by the contagious, energizing atmosphere,” he said. Slavich appreciated the generous scholarships and opportunities on campus to get involved. Although he waited as long as possible to declare a major, unsure of where his passions were leading him, Slavich chose to study history with the intention of becoming a teacher. 

A vital aspect of Slavich’s personal and spiritual growth at APU came from connecting with mentors and taking advantage of discipleship opportunities to deepen his faith. “APU is a place that doesn’t necessarily give you all the answers, but it asks all the right questions,” he said. “I’m grateful to have been immersed in an environment that cultivates spiritual curiosity and growth.” 

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After finishing his undergraduate studies in 2014, Slavich worked in various roles at APU while earning his MA in Organizational Leadership. Over the course of four years, he was the Welcome Center coordinator, later transitioning to serving as an admissions recruiter, and then the assistant director for Orientation and Transitions (now Campus Life). “I’ve always been passionate about leadership, and it couldn’t get any better than working at the same place I got my master’s degree,” he said. Building connections with students and encouraging them to pursue their calling was a highlight of Slavich’s time as an employee at APU.

Hoping to expand his horizons, Slavich started working at IMT Residential as a recruiting and engagement specialist. For a long time he had dreamed of working at Google, but never thought he would end up there since he assumed the company mostly hired computer scientists and software engineers. Much like the baseball bat analogy he shared with students, Slavich took a shot, over and over again despite how often he felt the effort was futile. Slavich, who is now a LinkedIn influencer with more than 400,000 followers, used the platform to reach out to people working at Google asking if he could get to know their story. “Genuinely being interested in what people do and asking great questions naturally lends itself to networking. I see it more as building relationships on a common ground,” he said. Even though roughly 20 people Slavich reached out to did not respond, he never gave up, and one day he heard back from a stranger who shared his story on a phone call. He gave Slavich a reference at Google, and months later, the person who was once a connection on LinkedIn became Slavich’s friend and co-worker.

Slavich’s job as a recruiter at Google includes communicating with candidates to prepare software engineers for the intense hiring process. Amidst the many duties his work entails, Slavich demonstrates his character by making positive connections with each applicant. His favorite part of the job is creating a competitive compensation package for the candidates who are hired, and welcoming them to Google.

Global Engagement Series: Adelaide Towne’s ’26 Experience in Greece

Adelaide Towne ’26, a sociology major, spent three weeks serving in Greece on a Global Engagement trip through the Office of Service and Discipleship this summer. She deepened her faith by connecting with people through engaging acts of fellowship. 

Why did you choose Greece for your Global Engagement trip?

I chose Greece because when I looked at the description of what work we’d be doing there and met the leaders it felt like the right fit for me. What stood out the most was that the heart of the trip was very people-focused, allowing me to care for others in different capacities.

How did you serve on the trip?

We partnered with an international Christian student organization that does outreach on college campuses around the world putting on events for students to gather, enjoying food and good conversations. We also worked with anti-human trafficking organizations to learn about their ministry and help with any logistical needs. For example we helped Threads of Hope, a nonprofit that employs women who were formerly exploited, teaching them to sew. We did a prayer walk with another organization in the red light district, which was challenging to face, but it was such a unique opportunity to discover what Christians are doing around the world to serve others. Lastly, we partnered with One Collective to participate in relational ministry with refugee populations, such as having art days with teens, taking them to the beach, and overall creating fun experiences for them. 

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What were a few highlights of the trip?

There were so many things! It felt like there was a new highlight every day, but some of my favorite memories include witnessing a beautiful monastery at the end of a hike with refugee teens. We were going to have a picnic but it started to rain, so we sat underneath some ancient ruins and ate inside. There were olive trees right outside and we all got to enjoy being together in such a beautiful place. We played a lot of games and connected despite the language barrier. 

What was the dynamic like on your team?

If I had to choose one word to describe my team, it would be sweetness. There were seven girls and myself. It was so fun to spend time together and play Bananagrams every night. We all got along really well and there was a lot of laughter. Our team also had really good conversations and debriefed about the things that were hard to witness. 

How did you see God move on the trip?

He moved in so many different ways! The biggest thing for me was seeing God show up in every person I met there. I saw how near He is to His people. God is close to the brokenhearted, the needy, and the oppressed. Despite the heavy things we learned, I left that trip feeling incredibly hopeful. 

How did you grow personally and spiritually?

Seeing the passion and calling through so many different people, especially those working for One Collective, sparked something in me that I’ll continue to explore. In general, I learned to seek to understand people before wanting to be understood. Observing Christians pour themselves into others and gain so much life out of doing so was encouraging. I want to live my life that way, leaning into relationships and serving others. 

Would you recommend Global Engagement trips to other students? What advice would you give them?

Definitely! It’s not just an experience that will change your life, but the transformation you experience will impact others tremendously. It will make you a stronger follower of Christ, which makes a difference in the lives you touch. In terms of advice, I’d say to be adaptable. Be prepared for things not going the way you expected it to.

Service is one of APU’s four cornerstones. What does service mean to you?

Service means seeing and understanding other people, forgetting about yourself for a little bit. It’s showing up to do the work God has asked you to do. When you’re leaning into who He created you to be, that is the best form of service because it’s not coming out of any selfish motive. Service shouldn’t be something you check off a box. It’s what God is calling you to do.



All APU undergraduate students serve 120 hours over the course of four years. There are many opportunities during the school year and during the summer to serve both locally and globally. Learn more about Global Engagement trips here or by emailing osd@apu.edu.

Global Engagement Series: Luca Fenlason Puts His Faith Into Action In Chiapas

Seven Azusa Pacific University students traveled to Chiapas, Mexico, for two weeks over their summer breaks to serve at an orphanage. The Chiapas Global Engagement trip aimed to cultivate supportive relationships with the children, but junior nursing major Luca Fenlason also learned how to translate his faith into his actions.

“I was keeping up with my faith by reading the Bible and going to church, but I had been making excuses to not actively serve,” Fenlason said. “I wanted to take that step to give my time and effort for others, so I signed up for a Global Engagement trip. Since I love working with kids, the Chiapas trip spoke to me.” 

Fenlason compared the orphanage to a foster care system. The children had all been taken from abusive households or unsafe environments. “Sometimes it felt like a summer camp, and other times it would hit me just how much the kids are struggling,” Fenlason said. “Despite the trauma they had been through, they were so excited to see us everyday, and it felt good to be a sense of joy in the midst of their pain.”

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APU students ate, played, and did schoolwork with the children. Fenlason said that he was most impacted by the relationships he formed with the kids. On the first day, APU students were tasked with preparing and teaching a lesson to the children. “I don’t speak Spanish, so it was challenging yet exciting when we were told that we would have to teach a lesson to the kids,” Fenlason said. “Despite the language barrier, our team of students had a positive and encouraging mindset.” 

Some APU students were fluent in Spanish while a handful of the children they served knew a bit of English. “I learned more about putting my faith into action as my relationship with God grew on the trip,” Fenlason said. “I couldn’t tell the kids directly about Jesus because of the language barrier, but I told myself that if He could be seen through my actions, He would speak to the children for me.” 

Fenlason’s personal goal on the trip was to read the book of Luke. “I noticed how Jesus would respond when the people around Him were hurting, and it inspired me to be a source of hope for others,” he said. “I couldn’t fix all of the kids’ problems, but I could be a light for them as they moved forward. Reading Luke taught me to give to others because God will provide for you.”

The APU students formed friendships amongst themselves as well. “It’s pretty special to serve with other believers in faith who are growing and struggling alongside you,” Fenlason said. He is finding ways to include his passion for community and connection into his future. “I could see myself opening a Christian based community center or coffee shop as an outlet for homelessness where we could dive deeper into ministry,” he said. 

Fenlason thought that the culture and scenery were incredible. He believes that experiencing other cultures is an important part of growing in faith. “I learned about the simplicity of life. These children didn’t have much, yet they were so joyful and grateful,” he said. “Coming back home, I was struck by our consumer culture. I decided I wanted to be someone who gives generously instead. I’m not going to be perfect right away, but I will learn and grow from my experiences.”

Fenlason encourages other students to grow in their faith through active service as well. “Definitely go on a Global Engagement trip no matter where you are in your faith. They’re for everyone because they incite growth from experiencing a new culture and way of life.” 

Global Engagement: Makenna Malkin ’25 Utilizes Music Ministry In South Africa

Seven Azusa Pacific University students traveled to the Limpopo Province of South Africa for two weeks over their summer breaks to serve in various ministries. The South Africa Global Engagement trip was focused on soccer ministry, but students participated in a variety of other ministries that allowed for individual gifts to be shown.

APU’s Office of Service and Discipleship (OSD) partnered with Jabulani Africa Ministries (JAM) to share the Gospel with young children in an after school care program in a small village called Mavhuza. JAM’s mission is to cultivate leaders who will impact Africa for Christ. Students also visited daycares and churches in the province as well as an orphanage where they shared the Gospel with the teenagers.

Makenna Malkin ’25, a music education major with a minor in honors humanities, felt called to serve on the trip. “I felt a prompting from the Holy Spirit to apply,” she said. “I prayed through the application process, and I felt connected to the soccer and children’s ministry component.” Malkin grew up playing soccer and said that many of the other students on the trip also felt called to sign up because of the athletic ministry. Due to a dispute in the village, soccer playing was limited, but this turned out to be a blessing. “It was cool to see how we were able to make an impact with our individual gifts in different ways,” Malkin said about the variety of opportunities available with the change in plans.

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APU students were able to connect with the kids in the after school program and teach them about the love of Jesus. Students put on biblical skits, sang, and danced with the children. While the kids were in school, students visited families in the village. “We brought the families plants as a symbol of Jesus’ love,” Malkin said. “We would tell them that as they nourish the plant, they can nourish their relationship with God, and that taking care of the plant is similar to Jesus taking care of us.” Malkin was concerned that the house visits would be the most challenging part of the trip because she wouldn’t know what to say to the families despite the translator being there to help. “The visits became easier once I noticed how God was providing the right words for me to say,” she said.

Throughout the trip, Malkin took time to strengthen her own relationship with God. “Something that our host, Karlisle, asked us was, ‘What might it look like to be obedient to the initial promptings of the Holy Spirit?’ Because of that question from our host, I felt encouraged to practice listening closer and following the initial callings of the Lord,” she said. “I normally have anxiety going to new places, but I leaned into the Lord as a friend and provider. I was never anxious or overwhelmed because God provided me with a sense of peace. I also became less fearful about saying what was on my heart.”

The connections that APU students made with the kids in the village was the most influential part of the experience. Malkin was moved by a girl named Mashudu, a nine year old living with her family on the JAM base as caretakers. “When we went to the local church, she was very quiet,” Malkin said. “She didn’t speak much English, but I could tell that she connected with the worship song, ‘The Blessing,’ we sang to the congregation.”

As a music education student, Malkin saw an opportunity to show the love of God through music while singing around a campfire one night. “I handed Mashudu the guitar I was playing, and her eyes lit up. I felt like I was looking into the eyes of the Holy Spirit because of the love and kindness in them,” Malkin said. “I taught her how to play a bit, and in that moment I saw how the Holy Spirit was using everyone’s gifts to connect people.” Mashudu even sang with the rest of the APU students despite the language barrier. 

The night before, Malkin had asked God to show her the reason why she was on the trip, and she felt that her connection with Mashudu through music was the answer. “I believe that was the moment I was called to be there for,” Malkin said. “I’m now interested in using music therapy as a way to share the Gospel with others.” Due to the connection she formed with Mashudu, Malkin believes that the most challenging part of the trip was returning home. “I would love to watch Mashudu grow up,” she said, “but I trust that God will use her gifts in many ways as she gets older.”

Looking back on her experience, Malkin is reminded of Deuteronomy 31:6. “Global Engagement trips are a testament to the Lord going before you, being behind you, and truly walking alongside you,” she said. The love and selfless culture Malkin experienced in the village incited joy and inspiration in her. “Just like the people of Mavhuza, I want to learn how to only need the love of God and the love of others to be happy.”

A Tale of Two Students

“It was the best of times, it was the worst of times, it was an age of wisdom, it was an age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us. . .” –A Tale of Two Cities, Charles Dickens

New students arrived early Saturday morning September 2, 2000 to begin their epoch–their–life as Christian scholars. Both students and parents were filled with mixed emotion: the excitement of independence along with the sadness of leaving their family and friends. Students stood in lines for ID cards and room assignments, while parents, arms full of boxes, waited with proud faces as their sons and daughters embarked on a new journey.

Student the First

Christina Guevarra of Monterey Park, California anxiously stood in line to receive her Alpha Group assignment, with her parents, Eddie and Virginia, by her side. But the commotion of hundreds of students and the many tasks ahead did not smolder the anticipation of what her new home held for her.

The Preparation

Months before this significant day, Christina rediscovered APU while browsing at her high school’s college fair. The name sounded familiar because her friend, Glory Sung ’03, was currently attending Azusa Pacific. She decided to check APU out for herself. During her campus visit, she made her final decision to join the Cougar family.

“It was a very positive environment,” Christina recalled. “Everyone was nice, the campus was great, and I like all the new additions and improvements.” Both Eddie and Virginia were very satisfied with Christina’s choice, “We looked at APU and thought it was a very good school,” said Virginia.

The New Home

With the registration process complete and a car full of must-haves, Christina was ready for her new home: Adam’s Hall, third floor. The Guevarras eagerly parked their car in front of Adams, and proceeded to haul boxes up the three flights of stairs. With an earnest smile, Christina opened her door to a new friend–her roommate, Amber Fowler, a graphic design major. After introductions of parents and roommates subsided, the room filled with the day’s business: getting settled.

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“How does this look here?”

“Eddie, please put this box in the closet.”

“Dad, can you please move my bed a little more?”

“Is it all right if we put the refrigerator here?”

“Mom, will you make up my bed?”

“There’s more room than I expected–look at all this closet space.”

The Goodbye

Eddie and Virginia were pleased that their daughter was adjusting well to her surroundings. Their adjustment would begin when they arrived at home to their empty nest.

“Her older brothers and sisters are already in college,” said Eddie. “So we are getting used to them being gone.” However, the glances at his youngest daughter conveyed a different message-the adjustment would not be that easy.

Parents and daughter are glad that the Guevarras’ home is only a half-hour away. “We like that APU is close enough for her to come home,” said Virginia. Christina admitted that she, too, was comforted knowing that the distance between her old and new home was short.

At the end of the day, they left their daughter, assured by her independence and great potential to succeed and flourish at Azusa Pacific. “She is a very responsible kid-in the top 10 percent of her class,” Eddie bragged. “I will miss them, but I know that they’ll visit,” said Christina.

Student the Second

Meanwhile, other students were arriving by the minute. A mini van from Canyon City, California, stuffed with boxes, carried Josh Rice and his family to another canyon city—Azusa. His father, mother, and younger brother and sister all came to send him off. The beaming parents seemed as ecstatic about Josh’s new life as he did.

The Story

As Josh waited to check in, he explained that he was first introduced to APU by his cousin, Annie McMillen ’03, a nursing major. “She’s the one who told me all about it,” said Josh. In addition, his parents, both graduates of Biola University, encouraged him to pursue a Christian education. Like Christina, it was a visit to campus that persuaded Josh to choose APU.

“I decided to come here because it was really friendly,” Josh said. “Some of the schools I visited weren’t. I felt like I fit in with the kids here.”

“We are glad he chose APU,” said his mother, Sharon.

“But now who will have to help me with my computer?” added his father, Mike. (Josh, who declared computer science as his major, built his family’s home computers.)

The Move-In

“I am a little nervous about getting settled,” Josh admitted. He was unable to get in touch with his roommate before moving in and was not sure what to expect. But he was very enthusiastic about living in Smith Hall.

“When I came to visit, I loved how Smith was so close knit and how everyone hung out together,” he explained.

As his family members moved in his prized computer (which he also built himself) and other personal possessions, he met his resident advisor, Marcus Robinson ’02. A rug was placed on the floor and Josh began to unpack, wondering when his roommate would arrive.

Later, Josh discovered his roommate would not be attending APU. “I was a little disappointed,” said Josh. But he quickly found camaraderie with others on his wing.

The Family

Josh’s younger brother, Jeremy, carried in his contribution to Josh’s college life—a skateboard Jeremy had built. Josh knows his brother will miss him, even if he doesn’t come out and say it. “He’s going to be a freshman in high school this year. So this summer we hung out a lot and I gave him advice,” said Josh.

His junior high school sister, Heather, helped unload the car and posed for pictures. She shyly watched everything from a distance as if attempting to absorb as much of this place as possible.

Saying goodbye to his parents wasn’t too difficult. “They were cool about things,” said Josh. “And I told them I’d talk to them in a couple of days.”

“They told me that they loved me. I know we’ll miss each other, but I am going to enjoy being on my own.”

New Nursing Degree Program

Designed for health care professionals who want to advance their careers, the RN to BSN Degree Completion Program is available to RNs 25 years of age or older with two years of professional experience, and at least two years of completed college course work.

Created by Connie S. Austin, MSN, associate professor of nursing, and Fred G. Garlett, Ed.D., director for the Center for Accelerated Degree Programs, the program allows students to earn their BSN degree in 15 months by taking a four-hour class one night a week. Students will be divided into cohorts of 20 students and remain with those groups throughout the program.

Course subjects include ethics and issues in health care, human diversity, and nursing research and statistics, as well as practical training in a variety of settings. The courses were designed by the school’s full-time faculty so as to offer the same quality of instruction that is available in the standard undergraduate program.

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“The RN to BSN Degree Completion Program affords an ideal opportunity for experienced RNs to complete their baccalaureate degrees,” said Rose Liegler, Ph.D., dean of the School of Nursing. “The health care community is increasingly seeking baccalaureate-prepared nurses for key professional roles.”

Austin said the program fulfills a significant need among area nurses. “Having a Bachelor’s of Science in Nursing opens the doors to a better future in the nursing field. The possibilities of advancement and leadership positions are available once you have earned this degree,” she said.

Technology in Missions: The Future of Missions

“One of the highlights of the visit to the leprosy center was spending time with the patients in their living quarters. We went from bed to bed, listening in amazement to each heartbreaking tale. It became clear to us how significant Christ’s healing of the leper truly was. It’s fascinating to see how these experiences bring to life the Scriptures we have known for years and how God can use each person in so many unique ways.”

Excerpts from Daren Bachman’s emails from India

Not so long ago, when the world was larger, a missionary mailed a letter from the heart of Africa. “Please pray for us,” the letter read. “Samantha is ill, and the nearest doctor is many miles away.” Several months later, when the letter arrived in the United States, Samantha had already passed away. In today’s world, sending a letter from the field is much easier, and communicating with home is only a few clicks away.

Focus International, part of APU’s Office of World Missions, sent 13 teams on trips this summer. The 131 faculty, staff, and students ministered on five continents. Team India, led by Bachman, emailed images and text several times throughout the four-week trip. “It was surreal to use cutting-edge communication, while outside the café, livestock roamed the streets,” Bachman said. “Technology, and in particular, email, has had a profound effect on our mission trips.”

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Technology is no longer an anomaly for missionaries to posess. It is now an indispensable tool as computers, the Internet, satellite-based cellular technology, digital cameras, and email revolutionize the way ministry is done: The Jesus Film may be shown with a portable DVD player in the privacy of a small home rather than using bulky projectors and reels; tracts formatted on a laptop carried in a backpack are printed in a hotel room; World Wide Web-based bulletin boards now announce revival meetings in countries where street evangelism is not allowed. And each day, the possibilities abound.

Phil Butler, international director of Interdev, in the June 2000 issue of Mission Frontiers, claims that the most significant advancements in the global mission movement over the past 10 years have been “the watershed developments in communications producing sharply reduced costs, access to ‘closed’ countries, and options in distance education and interactive communications previously considered unthinkable.”

Such progress has a profound effect not only on missionaries in foreign lands, but also on their supporters back home. “The world seems smaller,” said Lynn Ellis ’87, missions team minister at Saddleback Valley Community Church in Lake Forest, California. “When images and letters come back from overseas, it creates a sense of ‘I can do that’ in people who may be scared to go into the mission field.” Ellis tells of a missionary living in Burkino Faso, West Africa, who lives without the basics many take for granted, but has the ability to email. “This missionary occasionally has electricity, drives two hours for butter, has water trucked in every couple of weeks, but communicates with her supporters via email.”

Technology in many countries, however, is not the equivalent of the Information Superhighway and Pentium IIIs. In a region with a minimal technological infrastructure, where computers are as difficult to find as a plane flight or even hot, running water, missionaries would gladly settle for a telephone line. “In some parts of Russia, many technologies are not useful,” said Rick Givens, assistant director of development. “The support infrastructure is just not there.”

Givens has struggled with technological challenges on each of the seven trips he has led to Russia since 1992. In preparing for a trip, contacting the host missionaries was always difficult. “A missionary we worked with in Bryansk waited three years for a phone line to be installed in his home,” Givens said. “When it was his turn, he needed about $400 to pay for the installation. Our team funded the money, which has made it easier to plan the trips.”

Carolyn Koons, executive director of the Institute for Outreach Ministries and founder of Mexico Outreach, has taken more than 200,000 students south of the border to serve since 1962. In 2000 alone, more than 11,000 Azusa Pacific students and other students from throughout the U.S. and Canada will be a part of Mexico Outreach. Organizing trips like these, though just a few hundred miles away, can be as difficult as those across the world. Now, however, coordinating with missionaries is done easily via cellular phones.

The support technology offered to those in the mission field is astounding, with advances making the tools smaller, faster, and more efficient. Nevertheless, in an age when the latest is the greatest, prayer remains a missionary’s most significant tool.

“The emails we sent home from India let our families and friends share our experience,” said junior nursing major Lisa Trafecanty, member of Team India. “God used the email to give us incredible prayer support. We could feel the support from the hundreds who were back home.”

Even though technology will continue to transform cultures, missionaries will continue to live in huts in the South American rainforest among unsaved natives, and street evangelists in the former Soviet Union will still hand out the “Steps to Peace with God” printed on paper. Yet, having another tool to remain accountable, communicate, and receive prayer from their constituents will only enhance missionaries’ ability to follow through with Christ’s command: “Therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you.” (Matthew 28:19-20)

The Library Archives: Treasure Hunt

To the untrained eye, the assortment of books, maps, files, and artifacts housed in the Hugh and Hazel Darling Library’s Mrs. Irving Stone Room may appear totally unrelated. But to Ken Otto, M.S., MLIS, special collections librarian, everything is connected. In describing the more than 13,000-piece Special Collections, Otto sheds his role as librarian and becomes a historian. With enthusiasm, he explains how California’s history is connected to the beginning of the city of Azusa and the Azusa Foothill Citrus Association. He then shares how the city’s history is tied to the history of Azusa Pacific University, which is, of course, linked to longtime President Cornelius P. Haggard.

Otto currently maintains and grants access to this collection, one that Tom Andrews, Ph.D., former APU professor of history, began in 1975. Until his departure from the university in 1978, Andrews collected the books and other materials and stored them in the William V. Marshburn Memorial Library. The holdings remained in the library until they were moved to the Hugh and Hazel Darling Library in February 1998. In addition to the thousands of books, there are unique items including pencil drawings of the Hoover Dam by one of the project’s architects, railroad stock certificates signed by famed railroad tycoon Jay Gould, and an assortment of colored glass slides.

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By the time Otto began working with the 12 separate Special Collections compilations in 1998, things had fallen into a state of disarray, with most items scattered across campus. “Much of what is now the University Archives collection simply had been stored in boxes in back rooms for the last 100 years,” Otto said. He has spent two years organizing the holdings, which are now considered as important as the collections at the Huntington Library and the Claremont College’s Honnold/Mudd Library. “We have come a long way, but it’s a work in progress, and there is still much to do,” he said.

The University Archives contain more than 1,100 items regarding the 101-year history of the school. Annual reports, commencement programs, course catalogs, school newspapers and yearbooks, photos and slides, videos about the campus, and audio recordings of different campus musical groups all comprise this series. A highlight from this selection is the only known copy of the first course catalog published by the Training School for Christian Workers. Closely tied to the archives is the Cornelius P. Haggard Collection, which contains memorabilia such as his worn, brown leather briefcase and other artifacts.

Sheldon Jackson, Ph.D., professor emeritus of history and political science, spent countless hours poring over documents from the archives while he was researching and writing the Council for the Advancement and Support of Education (CASE) District VII award-winning Azusa Pacific University: One Hundred Years of Christian Service and Scholarship. “I practically lived in that room,” Jackson said.

The 300-volume Ernst Magnus Collection is also noteworthy. Magnus, a former mayor of Berlin, collected a good number of first-edition European books. Included in this assortment is an 1836 manual on artillery use written and signed by Napoleon Bonaparte.

Students are the most frequent users of Special Collections, partly because most of the items are listed on the APOLIS Online Library Catalog. And while these resources are obviously valuable to the university community, interest in these items is much broader.

“It is my desire to make these collections available to researchers and interested people from all over the world,” said Paul Gray, Ph.D., dean of academic computing services and university librarian. “Especially as California celebrates its sesquicentennial in September, it is important to get the word out to our local community groups including friends of libraries and historical societies, as well as provide opportunities for those who come to Los Angeles to write histories.”

Craig Wallace, director of alumni relations, spent hundreds of hours in the University Archives during the past two years examining old documents, photos, and yearbooks preparing for the university’s Centennial celebration. “Special Collections is an excellent resource for local alumni who are teaching California history,” Wallace said.

Andrews, who is working with Otto on the holdings as a consultant, said he is extremely pleased with the state of the holdings. “The dream was to develop a special collections that would involve students, faculty, and outside scholars working together,” Andrews said. “It has been thrilling to come back after 25 years and see it come to fruition.”

The Special Collections materials are far more valuable than just for research purposes. “They are not just books, they are artifacts,” Otto said. “They are primary materials, first-person accounts, first editions, and in many cases, in their original bindings. These materials are not about history, they are history.”

Nursing in the 21 Century

With the advent of the new millennium, we ponder the future: What are the trends, challenges, and opportunities that face nursing? I offer my views with diffidence, fully aware of the pitfalls of forecasting. Once the mapping and deciphering of the human genetic code is completed, nursing professionals must address the implications of this new knowledge for nursing practice as well as the ethical, legal, and moral dilemmas created by this revelation. Nursing education must prepare nurses that understand and use health genetics.

The use of information technology in distance education to provide educational access to a wider audience of nurses both in the United States and abroad will increase dramatically. In addition, information technology will assume a significant role in informing and educating patients as well as in monitoring and managing their illnesses.

Amidst the fundamental changes occurring in managed care, a new system of health care delivery may emerge, but expect the concepts of appropriate utilization, cost-control, and quality monitoring to prevail. Under this changing system, a great acceleration of the shifting of hospital-based clinical services to the community and the home will occur. Also, as baby boomers age, opportunities for nursing will proliferate. In the context of a new health care delivery system, nurses will demonstrate evidence-based (outcomes) practice.

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As multicultural and ethnic diversity in society continues to influence nursing, the need for education to prepare nurses who can deliver health care in a culturally sensitive and appropriate manner intensifies. To remain fiscally viable, health care organizations must plan, develop, and implement strategies that will ensure that health care givers are culturally competent to meet the health care needs of diverse patients.

With such increasing societal diversity, disparities in the health status of our different populations are becoming more evident. The health of the nation depends on addressing these disparities and promoting health for all sectors of the population. Nursing and its research need to identify diverse health behaviors and learn ways to enhance health promotion and disease prevention for all. A collaborative effort between individuals, families, communities, health care agencies, and policy makers must exist to ensure the best outcomes.

“Amidst a shortage of nurses, nursing has to address and act on a significant concern: attracting and retaining high-ability and high-achieving men and women.”

In spite of the vibrant economy, the number of the medically uninsured and underserved keeps growing, from 34.6 million in 1991 to 43.4 million today. The greatest number of this population is the working poor who cannot afford health insurance or whose employers do not offer health insurance. Nursing as a health care profession, in keeping with its social contract, must focus and work to alleviate this problem in concert with other health care disciplines.

Nursing also has to address the changing demographics of the pool of future nurses. The unprecedented educational and professional opportunities for women during the past 25 years have affected nursing significantly. Amidst a shortage of nurses, nursing has to address and act on a significant concern: attracting and retaining high-ability and high-achieving men and women. Furthermore, nursing education, in particular, has to come to grips with the implications of the graying of its professorate on the teaching and development of the science of nursing.

The looming shortage of nursing faculty compels nursing education to revolutionize its traditional approach of requiring work experience between the bachelor’s, master’s, and doctoral degrees. To replenish its graying professoriate, nursing education needs to implement a system change to allow young and bright baccalaureate nursing graduates to immediately pursue doctoral nursing degrees. This more direct path will substantially decrease time to prepare nurses for academic and research roles, and in effect, provide them more time to develop and sustain their academic and research careers after the doctoral program. As a faculty member involved in the planning of the nursing doctoral program at APU, I will keep this revolutionary concept alive in our deliberations.

Finally, rapid and complex scientific and technological changes require the preparation of leaders in nursing education, practice, and research who possess an array of competencies: technical, critical-thinking, problem-solving, teamwork, communication, and interpersonal skills. With these competencies, nursing leaders can expect to participate in interdisciplinary collaboration with other health care professionals to identify, analyze, and work toward solutions for the complex health care needs of a multicultural and ethnically diverse American public. The 21st century portends radical challenges and opportunities in nursing education, practice, and research. As a faculty member, I am committed to educating the new generation of nurses to be leaders in an increasingly multifaceted health care environment.

Felicitas A. dela Cruz, RN, DNSc, is professor, and director of Nursing Research.

Gary Verboon ‘78: Taking Stock of Life

One quickly discovers that many of these pursuits have arisen from his sincere desire to assist those in need. Whether it is as a lawyer representing homeowners and taking on Fortune 500 developers or as the marketer of organically based products, Verboon’s motivation is not money, although he would be the first to admit that his work has yielded financial rewards. Rather, he and his wife of 13 years, Thereza, a Brazilian attorney, seek out opportunities that enable them to promote environmentalism, stewardship, children’s causes, and education.

Even his latest endeavor reflects this commitment. Acquired just three years ago, the Verboons did not intend to purchase Rancho Arroyo Grande, a 4,000-acre, original Spanish land-grant ranch located on the central coast of California. However, the two were immediately taken by its breathtaking beauty and tremendous potential. Now both are totally immersed in restoring this former mission outpost to its historic roots and moving toward commercial production of the on-site vineyard. “I wake up every morning overwhelmed by God’s grace. My family has been entrusted with incredible resources to manage for the glory of His Kingdom,” said Verboon. “When you truly understand the concept of stewardship, then you are directed to do things naturally.”

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This philosophy explains the ranch restoration project, which draws heavily upon a local quarry for the materials to rebuild the structure and the use of dry farming techniques in the vineyard rather than cheaper methods. Although costly, such a profound sense of environmental responsibility also reaps better quality harvests, and eventually, higher dividends. “Being sensitive to nature honors God and is worth the investment,” said Verboon.

But every business achievement pales in comparison to the couple’s most important undertaking: parenthood. Their 18-month-old son, Ian, is the light of his parents’ lives. “My son was born when I was 41. What a joy to have him later in life and have the time to focus on being good parents,” said Verboon. “Everything else becomes incidental.” Like most parents, Verboon wants his son to grow up knowing that he is loved for who he is and with a strong self-image and self-worth. “I want Ian to be free to be all he dreams of being. And one day, I hope he will be able to say, ‘My dad really listened to me. He heard what I had to say, and I respect him.'”

Perhaps it was that watershed moment when Verboon became a father or when he reflected upon his own college experience, which he asserts provided much needed structure and an excellent environment for intellectual and spiritual growth, that led him and his wife to give Azusa Pacific one of the single largest alumni donations in the school’s century-long history: more than a $100,000 stock gift. “I believe in APU’s mission and purpose. The university made a significant impact on my life and continues to do so in the lives of thousands. This was an easy decision to make,” said Verboon. “Our money is going toward two issues Thereza and I are committed to-education and youth.”

And now he is eager to challenge other alumni. “This is an institution to be proud of, and APU deserves a higher level of alumni support. I invite other alums to stand behind this university by helping to match or exceed my gift each year.”