Earth Day is often associated with faraway places and unfamiliar landscapes. But for Madeline Aberg, assistant professor of biology at Augsburg, the natural world worth appreciating is all around.

Growing up, Aberg says she always enjoyed being outside and developed an interest in animals at a young age, frequently visiting northern Minnesota’s state parks along Lake Superior with her family. Despite her close ties to the natural world, Aberg once thought she was limited to simply enjoying it as a quiet observer.

It wasn’t until she began taking a required introductory biology course in college that she started to see a bridge between a cherished hobby and her future career.

“When the professor talked about the research that he did, ecology became a tangible career to me,” she says. “I ended up doing research with that same professor the following summer. We lived out at a prairie site and spent most of the days riding around in this truck, watching bison and observing their behavior. Helping with some of the analysis afterward really solidified my enjoyment of research and that it was something I wanted to pursue more seriously.”

Now preparing to complete her first year of teaching at Augsburg, Aberg aims to help students find their place in the urban ecosystem that surrounds campus.

A familiar fit

Having attended a small liberal arts college in Minnesota herself, Aberg always envisioned returning to a similar environment to teach. That initial desire was later solidified during her PhD program, where she found fulfillment through the face-to-face interaction of working with students while completing the required research components.

The main draw to teaching at Augsburg specifically? Its close ties to the local community.

“There’s this feeling that you’re working with students who are immediately going out and making this area better,” Aberg says. “It feels like there’s a nicely reciprocal relationship there. I was also excited by the idea of doing ecology out of a school that was in an urban environment. Oftentimes if you’re in a city, you’re not necessarily thinking of it as an ecosystem that’s around you. The idea of making those connections more evident to students was really exciting to me.”

This perspective ensures that students don’t feel their daily lives are separate from the environment, but rather that they are active participants in its health.

Coursework in action

Aberg’s courses at Augsburg range from core biology classes to more niche upper division options like Conservation Biology and Ecology. She’s also taught The Biological World, a general education course covering the whole span of biology with “a big focus on getting students to be more aware of the ecosystem that’s around them.”

Students in Aberg’s courses can expect their learning to reach beyond the classroom, with easy application to real-world issues.

“For one of our in-class activities, students wrote up a script that could be used to describe the benefits of the Boundary Waters to someone who was making a policy decision about [a mining project],” she says. “If students felt strongly about it, they could use that script to make a call.”

By providing these tools, she empowers students to turn scientific understanding into civic action.

On campus, this work continues in the Augsburg Community Garden, where Aberg has spoken with students and community members who are passionate about food justice and eager to apply ecologically backed gardening techniques to nourish the neighborhood.

By focusing on these intersections, she demonstrates that ecology is as much about people and equity as it is about plants and animals.

Equipping through ecology

Introductory biology courses like those Aberg teaches lay the foundation for many possible pathways for students to take toward a future career in ecology. She says further coursework in biology and environmental studies are good options, while taking advantage of internships and summer research opportunities with faculty members can provide the experience needed to obtain an entry level position in the field.

Aberg says one of her favorite characteristics of ecology is that “it intersects with so many other disciplines.” She emphasizes the importance of statistics and being able to code using R. Another critical competency comes through Geographic Information Systems (mapping): a skill that can be learned through ���ܲ������ܰ���’s sociology department and urban studies program.

One thing is clear about ecology: the subject is not one-size-fits-all, nor is the trajectory toward a future career in the field.

“You could have a student who’s really interested in political science but wants to go into environmental law. Within biology, ecologists and conservation biologists are incorporating more genetics into their work. There’s a lot of potential for students who have other interests to find an intersection between their interests and ecology or conservation, both in their personal and professional lives,” Aberg says.

The dueling mandate

Aberg’s own research focuses on the “dueling mandate” of conservation: the tension between protecting natural areas and allowing for human enjoyment. By measuring the impacts recreationists have on wildlife, she seeks to provide the data needed to mitigate their footprint while still encouraging people to get outside.

Part of that is asking the question, “How do you motivate people to behave sustainably?” While answers may vary from person to person, Aberg suggests a universal theme of connection to place.

“It’s so much harder to make people care about behaving sustainably if they don’t feel that connection—if they feel like their day-to-day life is totally separate from the natural environment they live in—which is pretty easy to feel if you’re not used to tuning in and seeing the ecosystem that’s around you,” she says.

Get involved

This Earth Day, Aberg invites the Augsburg community to explore the connection between recreation and conservation. Beyond the classroom, several Twin Cities organizations offer opportunities to build that connection:

• Minneapolis Parks and Recreation Board: Participate in or check out .
• Friends of the Mississippi River: Help restore and improve the health of the .
• Urban Bird Collective: Join designed for all experience levels.
• MN Department of Natural Resources (DNR): Learn beginner-level outdoor recreation skills through the or join to meet fellow nature enthusiasts.

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Nose cone. Airframe. Apogee. Newton-seconds.

Mubarak Abdi ’27 sketches in the air with his hands as he describes what it takes to put together a rocket from scratch, a process he likens to building with Legos. “If I had a rocket, I’d show you,” he laughs.

Abdi speaks the language of rocketry with a fluency that suggests long familiarity. But in fact, he built his first rocket less than two years ago, when a friend invited the recent transfer student to check out the Augsburg Rocket Club during Fall 2024. Abdi, who was contemplating a future in robotics at the time, thought it sounded like a fun way to try out engineering.

Today, the physics major from Green Bay, Wisconsin, holds a national high-powered rocketry certification and serves as one of the facilitators of the Intercollegiate Rocketry Challenge, a program of the . In this role, Abdi leads regular Zoom workshops for rocketry clubs from a diverse group of seven institutions around Minnesota, including Minnesota State University Moorhead, Gustavus Adolphus College, and Fond du Lac Tribal and Community College. In the fall, the groups learned to build “dual deploy” (two-parachute) rockets from kits. This semester, they’re using what they learned in the fall to construct their own airframes along with a sophisticated suite of electronic sensors that will collect and log data at least once per second.

Several of these institutions, including Augsburg, will compete in the 2025–26 Space Grant Midwest High-Power Rocket Competition launch day in May, which takes place on a private sod farm in North Branch in partnership with the Minnesota chapter of the national Tripoli Rocketry Association. Abdi explains that this year’s competition involves “roll control,” or devising a mechanism to control the direction and degree of spin during flight. Teams will also use a downward-facing camera to decode a message displayed on the ground before landing their rockets safely. He expects the rockets to reach an altitude of up to 3,000 feet based on their motor size.

Daniel Hickox-Young, an assistant professor of physics at Augsburg, works with Abdi and ���ܲ������ܰ���’s rocketry team as a mentor for the Intercollegiate Rocketry Challenge.

As a computational physicist, his own research in materials science involves quantum-based simulations of structure-property relationships (in layman’s terms, “picking interesting materials to understand how they work”) rather than direct experimentation. But being at Augsburg provides plenty of creative ways to work with students. For Hickox-Young, this includes supervising summer research; teaching “Physics for Fine Arts,” which uses the arts as an entry point to explore physics principles and the scientific method; and learning alongside amateur rocketry enthusiasts about fin placement and microcontroller programming. Weaving in and out of the classroom, these different threads contribute to an evolving curriculum. Next year, ���ܲ������ܰ���’s School of Natural Sciences will debut an engineering minor, which Hickox-Young helped design along with Professor Moumita Dasgupta (physics) and Assistant Professor Jacob Troutman (chemistry).

Abdi and Hickox-Young are part of a rewarding and close-knit STEM lineage at Augsburg, one of three founding members of the Minnesota Space Grant Consortium. The consortium is part of the NASA-funded National Space Grant College and Fellowship Program, a network that spans all 50 states plus the District of Columbia and Puerto Rico. All Minnesota Space Grant affiliate institutions offer specific, NASA-themed opportunities for their students as a means of advancing aerospace education. Since 1991, ���ܲ������ܰ���’s Space Grant program has provided scholarships and paid research opportunities for Augsburg students, educational events for the campus community, and support for K-12 teachers with the latest tools for science and mathematics education.

In early February, Abdi delivered a poster presentation about the Intercollegiate Rocketry Challenge at the consortium’s annual student symposium at the University of Minnesota Duluth. While in Duluth, he also took the opportunity to tour the facilities of aviation company Cirrus Aircraft. While all of his five older siblings have gone into health care, Abdi is now set on pursuing aerospace engineering after graduation. The hands-on aspect of rocketry, and the opportunities he’s had to learn, teach, lead, and launch, hooked him.

“Building stuff that flies is so cool,” he says.

Slideshow: Launch Day

Students from Augsburg’s Rocket Club participated in a launch day in North Branch, Minnesota, in November 2025. (Photos by Hayley Selinski)

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Top image: Mubarak Abdi ’27, center, works with other Augsburg students to construct a rocket as part of the Minnesota Space Grant Consortium’s Intercollegiate Rocketry Challenge. (Photo by Courtney Perry)

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We asked Austin about their journey to Augsburg, their ministry, and what being named a 2025 LGBTQ changemaker means to them.

What brought you to Augsburg?

I am so glad that I found my way to Augsburg, because I have found a community here that I absolutely adore. It baffles me that I hadn’t heard of Augsburg sooner. I came to Augsburg for two reasons. One, because I received an amazing financial aid package, which allowed me to afford to attend university. And two, because it’s a Lutheran university, which really appealed to me, since my mother is an ELCA Lutheran pastor. My mother and I took the train out here all the way from the west coast in Washington. It was a long journey, but so worth it for all the love I have found in both the people and the physical spaces Augsburg has.

What was it like to be featured on the GLAAD 20 Under 20 list honoring exceptional LGBTQ youth?

Being one of GLAAD’s 20 Under 20 is a huge honor. It has been such a joy to receive recognition for the work I’ve been doing in my community and in the church. And it has been such a privilege to share more about this work on a larger scale and raise awareness of all the intersections the church holds. There are queer folx in the church; there are people of color in the church. We are here, and we are the church. I have grown up with my mother as my pastor, a woman of color. I have grown up surrounded by the diversity of the Lutheran church, and it’s absolutely beautiful. I wish everyone could see the beauty that is God’s love in action. I’m excited to have this accolade with me as I continue to do this work.

“It is absolutely possible to be a person of faith and have a queer identity. In fact, for me, those two identities are intertwined and irretrievably linked.” —Dante Austin ’29 in Teen Vogue

How do you see your faith and your queer identity as being linked?

For me, there has never been a separation between my queerness and my faith. Don’t get me wrong, I’ve struggled with my identity and my belief system before. But when I think about these two parts of myself, they are more similar than they have ever been different. I know that I, along with everyone and everything else in this world, am made in God’s image. For me, that means being Black, being queer, being Hispanic, being everything that I am without shame or regret. I am proud to be who I am, and that is a faithful and queer person of color. I know that God created me this way, to be living proof of intersectionality and to “be light and love that the world so desperately needs,” as Augsburg University Pastor Babette Chatman ’06 says.

What does your ministry look like?

I have primarily worked with children, youth, and families in the church. I feel called to make the word of God accessible to the most marginalized among us. And oftentimes, there is not much representation for children who grow up in the church, or for them to see the Bible stories portrayed in ways they can connect with. I show up with all of my marginalized identities to be a visible advocate for others. I want to show children that they can participate in church leadership if they so choose, or at the very least, see someone who looks like them, someone they feel comfortable speaking to leading in worship—whether it be reading, singing, or assisting in any other way—and sharing the word of God through a minority lens.

What are your dreams for the church?

My dream is for the church to act out its faith in the world; to be the hands and feet of Christ; to display the love of the gospel; and to uplift the voices of the most marginalized or minimized in our community. I see my dreams slowly being realized every day—in Presiding Bishop Yehiel Curry and Secretary [Lucille “CeCee”] Mills, in the work I do with my family on our podcast, “Sacred Storytime With Pastor Priscilla,” and in daily chapel with Pastor Babette Chatman. Slowly but surely, we are changing the church for the better; we are building tables to commune, not barriers; and we are inviting in, not pushing out. The church has always been a home for me, and I dream of a day when, whether someone believes or not, no one feels afraid or rejected when they enter a place of worship. I dream that spaces of praise to God are places where all of God’s creation feel safe to rest and be in community with one another.

Top image: Dante Austin ’29 was named a 20 Under 20 LGBTQ changemaker by GLAAD. (Photo by Courtney Perry)

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When Amy Cooper started her role as Augsburg athletic director on June 1, she knew she had a lot to learn—although not about the NCAA, student-athletes, or sport administration. She gained that experience throughout her time as senior associate athletics director at the University of St. Thomas, associate athletic director of administration at Howard University, director of athletics at Trinity Washington University, and in coaching roles at South Carolina State University, Southwest Minnesota State University, and Prairie View A&M University.

While she championed the Augsburg mission, Cooper still had a lot to learn about being an Auggie herself.

“I’m the type of person who has to get in, dig in, and see what’s going on,” said Cooper. “I can lead better when I fully understand everything, and I’ve been doing a lot of learning.” Her Augsburg experience has involved a lot of time on the operations side of Auggie Athletics to see how everything functions together.

The biggest surprise, she said, was how familiar Augsburg student-athletes felt to her. “I’ve been surprised by the connection that I feel like I already have with our student-athletes. I feel like I’ve known them for a long time. They’re always speaking, saying hello, being polite.”

Cooper has also been learning about the array of responsibilities Augsburg student-athletes juggle. Beyond coursework and practice schedules, many of them have jobs and other extracurricular commitments. She has worked to emphasize the importance of balance, for both the students and the coaches. “That’s what the Division III model is about, making sure student-athletes have an opportunity to do a lot of different things,” said Cooper. “We’ve got a cross-country runner in band and a hockey player in the choir. When Mohammad Bati ’26 won the MIAC cross country championship for the fourth time, I know he went to work later that day. I was shocked to hear how many students we have participating in different things.”

To supplement that balance, Cooper said it’s important to celebrate classroom accomplishments alongside athletic achievements. Earlier this month, on National First-Generation College Celebration Day, Augsburg Athletics recognized the first-generation student-athletes—both on the football field during a game against Gustavus Adolphus College and on the volleyball court during a game against St. Mary’s University.

“I think it’s so important to do our best to make sure student-athletes are having a great experience at Augsburg in general. They only have four years for it. I want them to live it up before the real world comes,” Cooper said.

There have been plenty of great experiences during the Fall 2025 athletics season: men’s wrestling has ranked number one in the nation, women’s hockey number two, men’s soccer number three, and Bati has experienced tremendous success in cross country. Cooper described the excitement of hosting a semifinals sendoff for the women’s soccer team, when they advanced in the MIAC tournament on November 6.

Cooper’s goals for the future? “I want to keep going. It’s been years of building up to this point for these teams to have this success. We’ve got a lot of other teams working hard to get there. My job now is to bolster and support our coaches and student-athletes as much as possible to add to that success.”

Top image: Amy Cooper began her journey at Augsburg on June 1, 2025, serving as athletic director. (Photo by Cary Percy)

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Yuming Fang takes the “critical thinkers” part of ���ܲ������ܰ���’s mission statement seriously. Now in her second year as an assistant professor of communication studies, she is an expert in misinformation—how it spreads, why we believe it, and how to disrupt it.

Fang’s research has shown that familiarity leads to credulousness: the more familiar a piece of misinformation feels, the more likely people are to agree with it, regardless of prior exposure to the misinformation. Media literacy and numeracy as well as deliberative information processing are critical in prompting individuals to be more suspicious when encountering misinformation, she says, noting that people are also more likely to believe false claims that contain statistics.

Fang is a key faculty member in ���ܲ������ܰ���’s strategic communications major at a time when the world is grappling with misinformation challenges fueled by the explosive rise of generative AI and social media. First introduced two years ago, the strategic communication concentration equips students to navigate complex communication challenges in a range of settings, from traditional agency work in advertising, public relations, and marketing to in-house roles focusing on social media, content creation, and crisis management for major companies.

But Fang notes that students should think broadly about their career options. The strong written, oral, and visual communication skills that are foundational to strategic communication are relevant across many contexts, including big tech, the nonprofit sector, government and public affairs, health, sports, entertainment and media, and more. Whether individually or at the societal level, the ability to create messages that break through and influence behavior is increasingly valuable.

This fall, Fang’s classes—Principles of Strategic Communication, Organizational Communication, and Mass Media and Popular Culture—address both the micro and macro. “If you think of an inverted pyramid,” she says, “at the top is the societal level, where we think about what emerging trends need to inform strategy. Below that is the organizational level, where communication helps to reach the goals and objectives of an organization. Then you move down to the communication level, where all the elements of a campaign come together to persuade.”

Prior to pursuing a PhD in mass communication and media studies at the University of Minnesota, Fang received a master’s degree in journalism from the University of Southern California’s Annenberg School. In that program, students ran a newsroom and graduated with a set of published projects that spanned print, video, and interactive multimedia. The deadline-driven environment was “stressful but worth it,” she says, and she carried the hands-on approach forward into her own classrooms. She asks her students to develop a communications campaign for a real-world client of their choosing—for example, a coffee shop, an immigration nonprofit, or a local retailer. Over the course of the semester, they come up with the strategic plan, key messages, creative design elements, budget, execution, and evaluation plan. In a competitive job market, Fang wants her students to graduate with a tangible portfolio in hand and the experience to back it up.

This experiential approach is a natural fit at Augsburg, where Fang appreciates the culture of welcome on campus. As a first-generation college graduate herself, the sense of connection has made a deep impression, both in terms of the support she has received as a new faculty member and the ease with which students and faculty interact every day.

“Students are really seen here,” she says. “It feels great to work at Augsburg.”

Top image: Beginning her second year at Augsburg, Yuming Fang dedicates much of her work toward media literacy and numeracy. (Photo by Courtney Perry)

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Stephen Nushann ’27 took his first tour of Augsburg through AVID, a college preparatory course offered through his high school. He had heard about Augsburg through family members and felt comfortable when he was on campus, noting the option for small classes while being in a big city. After discovering the Act Six scholarship, which provides full tuition, room, and board for up to seven incoming undergraduate students each year, he knew that applying to Augsburg was a no-brainer.

“I first met Stephen the summer after his high school senior year. He was a leader among his peers even then, going out of his way to engage and involve the other participants in the program he was attending,” says Jeremy Myers, Bernhard M. Christensen Professor of Religion and Vocation and director of the Christensen Center for Vocation (CCV). “And now, I see him stepping up and trying on new leadership roles as a junior in college, becoming the student body president with the continued intention of creating community and a sense of belonging for all of his peers. He is an incredibly selfless and self-aware leader.”

What made you decide to run for student body president?

I hadn’t participated in student government before, so my immediate thought was “no.” Then I talked to my grandma—I really love and respect my grandma—about this opportunity. She really encouraged me to do it. My biggest fear was that I might not know enough and would make mistakes. She told me, “You’ll be great,” and reassured me that it’s fine to make mistakes as long as I learn from them. That was all I needed to tell myself that I could do this and make a change on campus.

What are some of your goals as president this year?

I want to make sure that student government is seen on campus. As a freshman and sophomore, I didn’t always know about student government and what they did. So I want the students to know us and know that we are here to represent them. We meet on Wednesday nights, and I want to encourage students to come to meetings. I want students to see me around campus and feel comfortable asking me questions.

I want to think more intentionally about dining options around campus. It’s such an important part of the student experience, and I think there are ways to improve the food and the experience for students. I’d like to see more ethnic food on the menu, but even better if we can partner with community members to bring their recipes to campus.

What would you like other students to know about student government?

We are a group of students for students. We represent the student body. If or when students want to make a change on campus, we are here to listen to them.

What are you most excited about this year, both as president and as a student?

As a student, I’m most excited about getting involved with student government, Campus Ministry, Auggie Cup, and other activities around campus. I’m excited about these experiences, the people I’ll meet, and the things I will learn.

As president, I look forward to seeing results. Last year, student government supported the Environmental Stewardship Committee to give us the [the grounds crew’s new electric utility cart named for former environmental student leader Leah Tift ’25]. It took a lot of work to make that happen. I’m excited to see more ideas and plans come to life.

How has Augsburg helped you to become the leader you are today?

I have a really, really good support system here at Augsburg, whether that’s Campus Ministry, Act Six Scholars, Eve [Christensen] in Campus Life, and the CCV. I have people who are rooting for me to succeed and people who I can go to with questions and concerns. That support system has encouraged me to become the leader I am today.

What would you like the public to know about your experience here at Augsburg?

My Augsburg experience has been absolutely amazing. I could not imagine myself anywhere else. I have found my community here. Augsburg has been so welcoming, and I’ve experienced so much learning and growth. The person I was two years ago when I came here to the person I am now is completely different. The people I’ve encountered, the lessons I’ve learned, the classes and professors—it’s all changed me to be a better person.

Quick Facts About Stephen

• Favorite people on campus: Pastor John [Rohde Schwehn], Pastor Babette [Chatman ’06], Jeremy Myers, Eve Christensen
• Favorite campus event: Friendsgiving, Back to School Block Party, Taste of Augsburg
• Favorite food at The Commons: Sushi, spaghetti, and the cultural cuisines
• Favorite class: All of my religion classes and my class with Jeffrey Clement

Top image: Stephen Nushann ’27 wears many hats at Augsburg, including his active role within Campus Ministry. (Photo by Courtney Perry)

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Few people on campus are as radiant as University Pastor Babette Chatman ’06. Her heart for the Augsburg community is revealed through her strong hugs, easy smiles, and gentle prayers. She’s a consistent presence at core campus events in her white robe or Auggie swag, eager to cheer for students at opening convocation, commencement, and every chapel service, symposium, and campus block party in between.

Pastor Babette knows the importance of showing up for students, especially since she was once an Augsburg student herself. She promised her family that she would finish her undergraduate degree when she moved from Detroit to Minneapolis in the early 2000s, and ���ܲ������ܰ���’s former Weekend College program allowed her to take classes around her regular work schedule as an adult student. Many of her credits transferred, and a major in English literature made the most of her previous academic experience, helping set her up for what came next.

Her next steps led her to ministry and eventually back to Augsburg, thanks to some divine orchestration. Here, Pastor Babette shares what she loves most about being part of the Augsburg community and what she has learned about herself along the way.

How did you stay connected to Augsburg after graduation?

After I graduated, Campus Pastor Emeritus Dave Wold, who was the then-director of ministry, and then-Associate Pastor Sonja Hagander were having conversations about an intentional collaboration between Augsburg Campus Ministry and a north side parish. I worked at Redeemer Lutheran Church at the time, and my supervisor and brother Pastor Kelly Chatman helped me begin a collaboration with Redeemer and Augsburg Campus Ministry in 2007. There, I offered the Ministry of Presence, which is about being physically and emotionally present and relational. This collaboration really fed me. During this time, my sense of call felt concrete for both my work at Redeemer and at Augsburg.

What drew you to ministry?

Originally, being a minister was just who I was and what I did. While on professional staff at Redeemer Center for Life—Redeemer Lutheran Church’s nonprofit—I did outreach, youth development, and evangelism work within the community. I was invited to be a council member on the Minneapolis Area Synod. While on the council, I chaired a committee and joined several others in service to the Synod and community. All the things I said yes to were solidifying to me that I was actually doing ministry. After presenting to a group of college presidents, my brother told me I should go to seminary to be a pastor. I was hesitant for a long time, but then I did an accelerated path to my master’s degree, which fit my life better.

When Pastor Dave retired, I was invited to take over Doing Theology With Girlfriends, a Bible study group for students, and to just be more present. That’s when I realized that God might be up to something. In 2018, I applied for and was extended the call to be the associate pastor at Augsburg. Then, when I was onboarded, then-Pastor Justin Lind-Ayres made a decision around equity that we would no longer be identified as senior pastor and associate pastor. We would both be pastors equally.

Augsburg has a way of creating belonging. I don’t say yes to opportunities if I don’t believe I belong or can bring something to the community. I am unapologetically a Black woman, and I feel like Augsburg never once asked me to minimize myself or decrease myself to acculturate to an identity. I felt like the invitation was always to be my true, authentic self, which honors the fullness of the student body.

What have you learned about yourself through ministry?

Faith is all about relationships, and it is about spirit. In some ways, it’s a relationship of a mothering spirit. These young adults come here, and they don’t know what they don’t know, but I hope that being proximate to me could give them a sense of home.

There are two things that have always been at my core. I tend to notice the person that’s not belonging. Even as a child in school, I usually noticed the other classmate that was sitting by themselves or one that might’ve been bullied or ignored, and I made my way to them. I’ve also always been drawn to working with young people—middle schoolers, high schoolers, and young adults. With me, young people get to practice challenging adults; I have capacity for that. They challenge me as much as anybody, but in them challenging me, I don’t reject them. Instead, I wait them out, and I do the work to make them fall in love with me as I am falling in love with them.

How do you think ���ܲ������ܰ���’s roots as a Lutheran institution inform the student experience?

I think the church is at its best when it turns towards the marginalized, not away from them. I have had my own marginalized experiences in the sanctuaries of this tradition that I belong to. Because of that, I think Augsburg is so unique in its approach to Campus Ministry. Pastor John Rohde Schwehn, my co-pastor, knows that we are university pastors to the whole of Augsburg. The believers and the nonbelievers, the atheists, the agnostic—they are all ours because we are called to pastor. We’re the ones trained to touch the suffering, and suffering comes to everybody. It’s important that everybody experiences radical love and hospitality through Campus Ministry.

Do you have any words of encouragement for the Augsburg community?

We acknowledge the suffering in our world. We don’t deny it. We acknowledge it, and sometimes we’re at a loss for words. But then we get this blessed assurance: God is with us. Come visit us in the Foss building, and we’ll remind you that God is with us. God enters our suffering with us daily. No matter what happens, we’re not alone. On ���ܲ������ܰ���’s campus, both physical and virtual, we’re in this together.

Also, specifically for the students and their families, our work is a promise that somebody is thinking about their child. Somebody is thinking about your child and their best interests. Provost Paula O’Loughlin, President Paul Pribbenow, Dean of Students Mike Grewe, Pastor Babette, Pastor John—we’re all thinking about the students and the staff and faculty. Because no matter what, we’re together. We’re an intentional community. We are intentionally Augsburg.

Top image: University Pastor Babette Chatman ’06 at Opening Convocation, August 2024 (Photo by Courtney Perry)

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July marked two years since Paula O’Loughlin arrived at ���߲ݴ�ý to take on the role of provost and senior vice president of academic and student affairs. As the university’s second-ranking officer after President Paul Pribbenow, her portfolio includes oversight of ���ܲ������ܰ���’s academic programs, faculty, campus life, student support and retention, accreditation, and more. In two years, she has also facilitated major strategic initiatives, including a recent revision of the general education curriculum and the development of a schools-based administrative structure.

Having previously served as provost and dean of the faculty at Coe College in Cedar Rapids, Iowa, as a senior administrator at Gustavus Adolphus College, and as a faculty member at the University of Minnesota–Morris, O’Loughlin knows that authenticity matters in leadership. And whether she’s unpacking the “rumor of the week” in her weekly campus email, coordinating an office potluck in Memorial Hall, or putting in a cameo appearance in “The Rocky Horror Picture Show,” it’s clear that fun matters, too. Here, O’Loughlin reflects on her journey and how she has been shaped by the Augsburg community so far.

Q: What drew you to higher education?

A: My parents were both academics, and it was the last thing I ever wanted to do. I certainly didn’t plan to be a teacher or provost—which is kind of like if the leader of the rebel forces all of a sudden runs the Death Star. But it turns out I love what I do, and I realized that you can do so much more for students as a provost. You can do a lot of good by amplifying certain strategic choices and helping more students achieve their dreams. You can also mentor faculty, which is important.

Q: When did you realize you wanted to join the “dark side” of academia (i.e., administration)?

A: The critical moment was when I went to a political science conference, and then I went to an American Association of Colleges and Universities conference. I geeked out more at the AAC&U conference than the PoliSci one. That’s when I knew I wanted to expand beyond teaching a specific discipline. There was an intellectual excitement to the academic administrative conversations. I wanted to help open up the academic systems to all students—not, for example, just the students who knew the right professors.

I see what I do in the form of a calling. It’s not a job. It’s an adventure.

Q: What brought you to Augsburg specifically?

A: The Augsburg mission—that’s what it’s all about. You can love a school’s mission, but your skills may not be able to make a difference. When I was on campus for my interview, I realized I could probably make a difference here to one extent or another. I’m trying to keep learning. Paul Pribbenow is a rock star in the higher ed world. You don’t often get to learn from a president whose values are the same as yours and has been doing this work for a long time.

I’ve always wanted to enable students to tell their own stories. A lot of schools talk about giving students opportunities, and Augsburg actually does it. That means something. The students that come to Augsburg are from communities that are often underrepresented. They may not have had the same opportunities as their peers, and I want them to. For me, that’s our mission, and our mission is embedded in a community that comes together around students, opportunities, and being authentic to who we are, both as people and as Augsburg.

Q: What’s your favorite time of the academic year?

A: Oh, that’s tough. It’s either the beginning of the year or graduation. The clapping tunnel [at opening convocation and commencement] is a pretty powerful time. I love that for the first-year students, and I also love it at the end of their college career. Being there for commencement and seeing our students’ families is a pretty special thing. The more you know students and see them succeed, the better it is. So I can’t tell you which one I like better—the start of the year or the completion. They are both filled with real happiness and possibility.

Q: How did you get involved with ���ܲ������ܰ���’s production of ‘The Rocky Picture Horror Show’?

A: Honestly, I asked [Professor of Theater Arts] Darcey Engen ’88 if I could participate. I have zero theater background, but I just wanted to. When she found a part for me, I did it. I loved it—we were all having so much fun. How many provosts will just laugh at themselves enough to dress up and be a character? Throughout my time at Augsburg, I’ve tried to bring my authentic self, hoping that other people can find opportunities to do so in their own ways, too, especially after the pandemic.

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Learn more about Thrive and its work with Program Coordinator Abdikarim Abdi and Assistant Professor of Education Sergio Madrid-Aranda.

Tell us about Thrive.

Madrid-Aranda: Thrive is the expansion of EAST, which changed to serve more students. Dr. Lensmire’s work was so fundamental to what Thrive is now. Her time building the EAST Program is the basis of what Thrive is today, and we are growing from what she has put in place.

Abdi: Working from the EAST Program, we saw the positive influence that educators of color have in the classroom. We wanted to expand this for all BIPOC students in the education department. The first level of support is financially through scholarships. Secondly, it comes through mentorship and counseling services. Lastly, we provide resources for professional development. These all come together to create teachers who will eventually change the landscape of the K–12 education system throughout the state.

Why is representation important in the classroom?

Madrid-Aranda: Historically, the education field has been dominated by white women. That wasn’t a problem at first, but as [student] demographics started to change in the U.S., the demographics of teachers did not.

Speaking for myself and my own experience as a student, I didn’t see a teacher who looked like me until I went to grad school. Throughout my education, I never thought I could even go to grad school because I never saw anyone who looked like me there. Students, especially students of color, need to see themselves in the teachers and leaders around them. That’s why representation is important.

Abdi: Studies have shown that students may learn better when they can identify with their teacher. When I was a student, I was fortunate enough to have some teachers of color because I was in a more diverse school district. When I had a teacher of color, not only did I learn better but so did my peers. Unfortunately, I experienced that later in my life, so I often wondered if I’d had a teacher of color when I was younger if my interest in school could have been different. As a student, it was important for me to see a teacher who could bring something else to the table other than the narrative of the dominant culture.

How does the lack of diverse representation among teachers impact K–12 learning experiences, particularly for students of color?

Madrid-Aranda: The curriculum that teachers are following is already Euro-centric, and so students of color already do not see themselves in the curriculum. Research shows us that when there is a teacher of color, there is a higher chance that the curriculum will be adapted to reflect the lived experience of the students. Additionally, research tells us that teachers of color benefit the learning of both our students of color as well as our white students.

What challenges do you see for BIPOC individuals who aspire to become teachers?

Abdi: The biggest challenge has been having to student teach for 12 weeks, which is all unpaid and often becomes a financial burden. It becomes a make-or-break moment for all potential educators. A challenge specific to the students of color is when they are the only person, or one of few people, of color in a district or a school. This causes isolation to the teacher, not having others to relate to. Additionally, this person often becomes the “expert” or “spokesperson” for all persons of color. During the first three years when the teacher is just starting a career, adding these challenges—in addition to their regular responsibilities of building a curriculum, navigating the system, and trying to build relationships with students and parents—becomes overwhelming to many new educators of color.

Madrid-Aranda: I have been a teacher for a long time, and now I am a professor teaching teachers, so I have seen this through different lenses. There are systemic barriers that present more challenges for teachers of color than their white counterparts. Research has shown that for students who want to become teachers, it is harder for them to be admitted into college. College graduation rates are lower for students of color. When these students graduate and apply for jobs, it is harder for them to get their foot in the door and become teachers. There are implicit biases during the hiring process and the promotion process. Not everyone is consciously trying to be discriminatory, but there are implicit biases that exist so that teachers of color have fewer opportunities compared to their white counterparts. An applicant not being a “good fit” for the team or school often comes up.

Once they become teachers, they struggle to survive the first three years of teaching because new teachers need to be supported in the crucial first years, but often teachers of color are in a community that isn’t welcoming. They often are the only person of color in their school, which can make it harder to build relationships and partnerships.

Let’s visit the first-three-years issue. What is Thrive doing to help prepare students for the first three years of teaching?

Abdi: One of the things we do in the Thrive Program is hold community-building gatherings for our students. The purpose of this is so they can build a network and support each other before they become full-time teachers. Another thing we do is bring in mentors—graduates from the EAST Program, other Augsburg BIPOC alumni, and teachers with whom we have connections. We’re aiming to build a strong network for teachers of color here at Augsburg to help fight that challenge of isolation and belonging.

Madrid-Aranda: Our main job has been recruitment and retention, but our big goal goes beyond graduation to ensure that they survive those first three years of teaching. Recently we connected with a national organization in Maryland that is building a network of teachers of color. We continue to work with our alumni. We want to be intentional in how we can continue to grow this mentorship opportunity to support our students.

How does the Thrive Program align with Augsburg’s mission?

Madrid-Aranda: Intentional diversity. ���ܲ������ܰ���’s focus and work with underrepresented communities to build diversity on campus is key. The drive to build leaders for our communities goes hand in hand with Thrive’s work to prepare our students to be leaders in the classroom.

Abdi: Beginning with EAST, it really shows ���ܲ������ܰ���’s commitment to being a leader and member of the community. EAST could not have happened if the Cedar-Riverside community didn’t already feel that they could trust Augsburg. With that trust and with ���ܲ������ܰ���’s intention of helping students of color succeed to become responsible leaders, you see how Thrive and ���ܲ������ܰ���’s mission are interwoven together.

The Thrive Program provides scholarships to students through the Collaborative Urban and Greater Minnesota Educators of Color (CUGMEC) Grant. In 2023, Augsburg was awarded over $630,000 to fund Thrive and support students of color pursuing education-related degrees.

To learn more about Thrive, visit .

Top image: The last EAST gathering in October 2022 before its expansion to Thrive (Photo by Courtney Perry)

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Once Tony Valek ’12, ’14 MAL became part of the ���߲ݴ�ý community, he never left. From student wrestler to head wrestling coach, he remains invested in training the next generation of Auggies—helping them not only grow as athletes, but as human beings ready for life after graduation. Amateur wrestling website The Open Mat named Valek the 2022–23 NCAA Division III Coach of the Year for leading the men’s wrestling team to its 14th national championship in program history. Following last season’s tremendous success, Valek reflects on his Augsburg journey and what he loves most about coaching.

 Q: How did you end up at Augsburg?

A: I’ve been involved in the Augsburg community for quite a while. My older brother, Ryan Valek ’06, actually attended and wrestled at Augsburg. The relationships with the coaches—like Coach [Jeff] Swenson—and the people ended up drawing me here. I wrestled at Augsburg from 2008 to 2012, and I really haven’t left. I was the graduate assistant coach for two years, and then I became a full-time coach in the 2014–15 season and have been here ever since.

 Q: Was there a particular Augsburg coach who invested in you?

A: Mark Matzek ’05 was our head coach during my time wrestling for Augsburg, and Jared Evans ’07 was my personal coach. Every student-athlete in the program gets a personal coach. Coach Evans was super devoted to the team and gave me way more time than any student-athlete deserved. Jim Moulsoff is the other full-time coach with me here at Augsburg. He also coached when I was wrestling, and I’ve learned so much from him—probably even more while we’ve been coaching together. Whether it’s literally talking about health insurance plans, buying a house, or having kids, the people I go to the most—besides my parents—are the wrestling connections, the wrestling family that Augsburg has.

Q: How did you become a wrestling coach? 

A: Wrestling was a big part of my college search. I didn’t necessarily know what I wanted to do after graduation. ���ܲ������ܰ���’s liberal arts degree was a good fit because I had a little more flexibility to pursue different careers. When I went to grad school at Augsburg and coached, I think that’s when I fell in love with it and knew that this could be a good fit, because I get to wear a lot of different hats. I’m recruiting. I’m coaching the student-athletes. I’m dealing with budgets and scheduling. It’s definitely different throughout the day and throughout the year.

 Q: What do you love most about coaching?

A: Building the relationships with the student-athletes is the best part. Sure, we’re coaching wrestling, but ultimately, we’re preparing them to be successful when it’s all said and done here. A lot of life lessons can be learned on the wrestling mat and from all the trials and tribulations you go through.

Q: Tell us about the road to the 2022–23 championship and what it felt like to win the title.

A: It was Augsburg men’s wrestling’s 14th NCAA championship, but none of the wrestlers on this team had been part of a team championship before. We won nationals in 2019, before any of this crew were at Augsburg. We were heavy favorites in 2020, but the championships were canceled due to COVID-19. The night before the championships, we were actually already down in Cedar Rapids, Iowa, when the cancellation decision was announced.

This year’s senior class in particular went through so much because the wrestling experience looked so different during online learning. That was by far the most challenging time of my coaching career—trying to help student-athletes understand that we were going to get back to more normal things. We were going to be able to wrestle, but it seemed like that was never coming. For those guys to finish with that national championship experience, it was really gratifying. They’ll have that the rest of their life.

For me personally, this was my first year as the sole head coach. Those moments with the parents and the student-athletes talking about everything being worth it—those are the coolest moments. Obviously, winning the matches, sure. But I think it’s the senior speeches. At nationals, we have all the student-athletes who wrestled get up on a chair and hold the trophy and just say a few thank yous. Sometimes the speeches are kind of unscripted and unprompted, and it’s fun to see the appreciation these student-athletes have for everything that goes into it and the men they become.

 

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