Vince Bucolo, Chief Operating Officer at Advertising Specialty Institute (ASI), has been selected to give the address at La Salle University’s Graduate Commencement Ceremony on Friday, May 20.
Bucolo graduated from La Salle’s MBA program in 1991 and has remained a dynamic, dedicated alumnus through the years.
Upon learning of his selection, Bucolo was both surprised and honored. “I was also concerned [about writing] a message I could convey to the graduates that would have any meaning or inspiration,” he said. But Bucolo is using this opportunity to talk to the students about his experiences with the University and how it helped shaped him. While he was writing his speech, Bucolo looked to his past, which involved “a lot of self-reflection, thinking about things I haven’t thought of in years and the impact others had on both my personal and professional lives.”
“I’m telling my story, my experiences, hoping the graduates can learn from some of the mistakes I made early in my career. The education and Lasallian values they have received from this small Catholic University are the keys to whatever level of success they desire in both their personal and professional lives. Finally, [I’m speaking on] the value of staying involved with the University in order to ensure its tradition continues for future generations.”
Bucolo continued his legacy with the University through his children, Vinnie and Angela, who both attended La Salle. Vinnie graduated from the MBA program in 2011 and Angela will receive her bachelor’s degree at the undergraduate Commencement ceremony on May 22. “I believe my La Salle education, along with the values my wife and I tried to instill in each of them, played a factor in their college choices … About two years ago, I asked Vinnie and Angie why they selected La Salle and they both answered, ‘it felt like it was the place I should be.’ And I understood that because I felt the same when I decided to attend,” Bucolo said of his children’s decision to go to La Salle.
Bucolo has given much of his time to participating in many of La Salle’s events, including Career Circles, the program that matches students with alumni to explore their careers, and Bankers Day with the La Salle School of Business. He has also volunteered with the La Salle Parents and Families Program. Reflecting upon his work with La Salle as an alumnus, he said, “It’s my responsibility to ensure the ongoing existence of the University.”
“It’s part of me. It’s part of my family,” Bucolo added.
As COO at ASI, a company that specializes in promotional products and is a leader in its industry, Bucolo is responsible for the management of all magazine, catalog, and marketing production; warehouse services; credit operations; and finance. He has been with the company for nearly 40 years, joining in 1978 as a junior accountant and assistant credit manager and rising to Assistant Supervisor of Accounting and Director of Special Finance Projects. Bucolo became the Director of Purchasing and Productions at ASI in 1994, and then Senior Vice President in 2002, before being named COO in 2007.
La Salle University was established in 1863 through the legacy of St. John Baptist de La Salle and the Brothers of the Christian Schools teaching order, which St. La Salle founded in 1680. La Salle is an educational community shaped by traditional Catholic and Lasallian values. In a national survey, Money magazine ranked La Salle as a top five college in the Philadelphia region for educational quality, affordability, and alumni earnings, and cited the University as a “Value All-Star.” Globally, the Lasallian educational network includes 1,000 schools (60 of which are institutions of higher education) serving 940,000 students in 80 countries.
Molly Mahon, a senior nursing major at La Salle, has been selected to deliver the Undergraduate Commencement address on May 22—and it’s all thanks in part to a book by social activist, anthropologist, and physician Paul Farmer.
“I found out a few years ago that La Salle was one of the few schools to have a student give the Commencement speech,” she said. “I always thought that was such an incredible opportunity, but wasn’t sure if I was up for the challenge.”
But then she read To Repair the World, a collection of commencement speeches written by Farmer, whose global humanitarian work she’s always admired. “I became really interested in the power of stories and how he used his experiences to grab the attention of others,” Mahon said. “Instead of a challenge, I viewed the Commencement speech as a unique opportunity to share my experience at La Salle and how it has changed the way I view the world.”
Mahon’s own La Salle story is rooted in the community. She’s the third person in her family to graduate from La Salle, following her brothers Tom Mahon, ’10, and Kevin Mahon, ’14. During her time here, Mahon has remained dedicated to service and outreach. Mahon has gone on service trips to Kenya, West Virginia, and Haiti. She also spent a summer studying abroad in El Salvador, where a program coordinator’s words stuck with her: “You will never pass this way again.”
She is also a La Salle Student Ambassador, serving as a liaison between the student body, administration, alumni, and University community; active in Pheed Philadelphia, which brings La Salle students together to fight hunger in the city; and was named a Newman Civic Fellow in 2015.
In her Commencement speech, Mahon will use stories of her La Salle experiences to reflect on the opportunities and obligations she and her classmates share as new Explorers. Ultimately, she wants to inspire the community that gave so much to her. “Whether it was from faculty, staff, community partners, or my peers, I have leaned on so many people throughout my college experience,” she said. “There’s a daily example of giving and taking from the community and it creates such a rare and inspiring space. That’s definitely what I’ll miss the most—being surrounded by people who challenge you to question whatever you don’t understand, actively trying to lift you to new heights.”
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La Salle University has been ranked one of 300 colleges and universities recognized by Forbes as an “America’s Best Value College” for 2016. According to Forbes, La Salle is a school that is “worth the investment.”
The rankings are the result of a partnership with Forbes and The Center for College Affordability and Productivity, taking into consideration educational quality, graduation rate, post-graduate earnings, and tuition.
The Forbes best ranking is the latest accolade for La Salle regarding value. In its current list, The Economist ranked the University among the top 100 for value, and Money Magazine named La Salle a “Value All Star,” and one of the top five colleges in the Philadelphia region for educational quality, affordability, and alumni earnings.
La Salle’s “America’s Best Value College” ranking follows a recent announcement from President Colleen Hanycz, Ph.D., reporting the University would freeze fulltime undergraduate tuition for the next academic year. “We appreciate and share our students’ concerns about the cost of a college education, and continue our efforts to contain costs without sacrificing educational quality and student success,” Hanycz said.
The list of 2016 “America’s Best Value Colleges” is available on Forbes’ website.
Standard 1: Mission and Goals
The institution’s mission clearly defines its purpose within the context of higher education and indicates who the institution serves and what it intends to accomplish. The institution’s stated goals, consistent with the aspirations and expectations of higher education, clearly specify how the institution will fulfill its mission. The mission and goals are developed and recognized by the institution with the participation of its members and its governing body and are used to develop and shape its programs and practices and to evaluate its effectiveness.
Standard 2: Planning, Resource Allocation, and Institutional Review
An institution conducts ongoing planning and resource allocation based on its mission and goals, develops objectives to achieve them, and utilizes the results of its assessment activities for institutional renewal. Implementation and subsequent evaluation of the success of the strategic plan and resource allocation support the development and change necessary to improve and to maintain institutional quality.
Standard 3: Institutional Resources
The human, financial, technical, physical facilities, and other resources necessary to achieve an institution’s mission and goals are available and accessible. In the context of the institution’s mission, the effective and efficient uses of the institution’s resources are analyzed as part of ongoing outcomes assessment
Standard 4: Leadership and Governance
The institution’s system of governance clearly defines the roles of institutional constituencies in policy development and decision making. The governance structure includes an active governing body with sufficient autonomy to assure institutional integrity and to fulfill its responsibilities of policy and resource development, consistent with the mission of the institution.
Standard 5: Administration
The institution’s administrative structure and services facilitate learning and research/scholarship, foster quality improvement, and support the institution’s organization and governance.
Standard 6: Integrity
In the conduct of its programs and activities involving the public and the constituencies it serves, the institution demonstrates adherence to ethical standards and its own stated policies, providing support for academic and intellectual freedom.
Standard 7: Institutional Assessment
The institution has developed and implemented an assessment process that evaluates its overall effectiveness in achieving its mission and goals and its compliance with accreditation standards.
Standard 8: Student Admissions and Retention
The institution seeks to admit students whose interests, goals, and abilities are congruent with its mission and seeks to retain them through the pursuit of the students’ educational goals.
Standard 9: Student Support Services
The institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students
Standard 10: Faculty
The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.
Standard 11: Educational Offerings
The institution’s educational offerings display academic content, rigor, and coherence appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings.
Standard 12: General Education
The institution’s curricula are designed so that students acquire and demonstrate college level proficiency in general education and essential skills, including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency.
Standard 13: Related Educational Activities
The institution’s programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards.
Standard 14: Assessment of Student Learning
Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals