Fostering Student Learning

Graduates should possess an understanding of the primacy of the educational mission of higher education and the basic processes through which students are engaged in this mission. Specifically, students should be able to demonstrate:

  • a broad knowledge of the academic requirements of the institutions they serve;
  • an appreciation of the academic rigor required of students who desire to successfully navigate their academic careers;
  • a commitment to developing strategies for uniting the curricular and co-curricular dimensions of higher education.

Understanding the Admission and Enrollment Processes and Requirements
Understanding and remembering that students’ academics come first can be helpful when developing programs or when selling the programs as I do, as an admission counselor. It has taken me the past year to become familiar with the academics at the University of La Verne and I am constantly learning more and more about each program the institution offers. The Office of Admission meets with each department chair once a year to get the latest updates on what the department has to offer the students. For example, by meeting with the anthropology department we learned about archaeological digs in a mock-up dig site we have on campus and how they will be going to India this winter for a dig. I also became aware that students who study math or science have one of the heaviest academic loads. Understanding the ins and outs of La Verne’s academic programs is vital to understand as I present to students both on campus and off campus. Students want to know what makes La Verne’s programs unique and I have to be able to have an answer – even if I can give a partial answer and follow up to confirm.


Gas Creative Group Team

Associated Students, Inc. at Cal Poly Pomona is more than just student government: it is student life, all encompassing. ASI also runs the Bronco Student Center and all of its programs and services it provides. As part of ASI’s marketing team, we noticed that the student center’s programs and services could be utilized more by students. Thus we had to be creative in employing an affective marketing strategy to pull more students into the programs and services ASI provided.

After spending numerous hours researching various marketing tactics and promotions alongside with students, we were able to come up with a catchy and effective campaign: EAT. MEET. STUDY. PLAY: all activities you could do in the student center. Our own student graphic designers, Web designers and writers came up with the colors, the logos and the catch phrases all on their own. They presented their suggestions to a number of students for suggestions and for re-evaluation as well as to our executive director. From here, our students’ creative juices began to flow to think of the most obscure and effective ways of marketing: from bathroom stall interactive signs, giant flags and signs covering the entire side of the student center to floor decals, 1,000s of round pins and antenna balls, we made sure to catch the students’ attention. We noticed higher traffic in the student center during our campaign.

Student-Driven Marketing Campaign

First-Generation Mentor Program
Evidence is clear that first generation students have a more difficult time transitioning into college than other students. They typically do not do as well academically their first year and are less likely to get involved. If they do decide to get involved, they assume a greater outcome of benefits than their peers do (Pascarella et al, 2004). I was recently selected by a student I admitted last year to be her mentor in the First-Generation Mentor Program at the University of La Verne. The student felt that she could come to me as resource for assistance in her college journey and as a listening ear for whatever she needed to talk about. I felt honored that she asked me, but didn’t know what was expected of me in this relationship until attending a meeting in February. I learned she had struggled academically her first semester, and I felt that I had let her down by not keeping her accountable for her grades; our relationship was more of a friendship. I am now talking with her on regular basis about school and encouraging her to take advantage of resources on campus and to speak with her teachers. This program has been a learning experience for the both of us.


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