Hamline News

Foundations of Management Students Fundraise for College Possible


Undergraduate business students are gaining real world experience in business by organizing a service-learning project to benefit College Possible. The project is part of the Foundations of Management course and requires students to plan, market, and host an event to raise funds for College Possible, an organization that helps low-income students apply to and be successful at the college of their dreams.

The service-learning project is run entirely by students. Peggy Andrews, professor in the School of Business, lends her experience and support to students throughout the experience.

“I witness learning occurring for students when they run into a challenge or problem on the service-learning project and I start to question them about how something from a past lecture or past chapter they read might hold the answer,” Andrews said. “I can see the light come on in their eyes as they suddenly make the connection between the textbook and real life.”

A large aspect of the project is developing and maintaining a relationship with the organization College Possible. The organization assists low-income high school students throughout the admissions and financial aid process of applying for college. Since it costs approximately $1500 to send a student through their program, some classes attempt to set their fundraising goal based on that amount.

Andrews, who has a large amount of managerial experience, has heavily integrated high-impact learning opportunities like this into her classroom. She believes it’s vital for students’ success in college and in their careers. One of the cornerstones of a Hamline University education is high impact learning, which is a set of best practices internationally recognized for student success. These practices include internships, collaborative research with faculty, first year seminars, capstone courses, and study abroad programs.

“By being faced with real world challenges, students actually practice the concepts of management real-time in a way that helps them learn more than lectures alone would offer,” Andrews said. “To instructors and students I can only say – it seems like a lot of work at first, but once you try it you will have a hard time imagining a classroom without it!

Students also feel they are benefiting from participating in this process.

“It gives me real world experience, but with support from classmates, the professor, and other contacts around campus,” student Allissa Heim (‘16) said. “It's a great way to learn about management, while also learning more about yourself.