Fall 2013 Archives - Augsburg Now

Homecoming 2013

�� — Mon, 25 Nov 2013 20:26:23 +0000

Homecoming 2013 reunited former classmates, friends, roommates, and professors, and invigorated the Auggie spirit in everyone in attendance.

Traditional celebrations ensued, including the Homecoming Convocation with Distinguished Alumni Awards; the Taste of Augsburg event in Murphy Square featuring food, carnival-style booths, and bounce houses; and lively athletic events including an alumni baseball game and dugout dedication ceremony, as well as volleyball, soccer, and football games.

The week also boasted the Eye-Opener Breakfast featuring Augsburg alumnus Dr. Paul Mueller ’84; reunion brunches; campus tours; an Athletic Hall of Fame induction ceremony to honor 2013 inductees; an Auggie Author book reading with Cheri Johnson ’99; a panel discussion about the Center for Science, Business, and Religion; and the Augsburg Associates luncheon with a presentation by Jacqueline deVries, Augsburg professor of history and director of general education.

The merriment came to a close at the Auggie Block Party with live music and s’mores.

Homecoming is just one of many ways for Augsburg alumni to stay connected to the College. If you are interested in serving on your reunion committee or volunteering to help plan next year’s events, contact alumni@augsburg.edu. For more information, visit .

Alumni award recipients

First Decade Award

Honors an Auggie who graduated during the past 10 years who has exemplified the mission of the College while achieving significant progress in his or her professional achievements and contributions in the community.

Alexa Halford ’03

Halford, who graduated from Augsburg with a bachelor of arts in physics and mathematics, currently is a lecturer and postdoctoral researcher in physics at Dartmouth College.

After graduating from Augsburg, she earned a master’s degree in astronomy and planetary sciences from the University of Colorado Boulder and a doctorate in physics at the University of Newcastle. Shortly afterward, she won a highly competitive Visiting Young Scientist fellowship from Dartmouth College.

“Augsburg is small, but that’s what makes it so special. I have people here in my corner, and you will, too.”

Spirit of Augsburg Award

Honors alumni and friends of the College who have given of their service to substantially impact the well-being of Augsburg’s mission and programs.

Alfred Reesnes ’58

Reesnes is dedicated to using his love of music to serve the College. For 33 years, he taught high school music and developed choirs noted for high-quality performance and literature.

He was a charter member of the Augsburg Centennial Singers and assistant director from 1993-2001.

“I’ve had the wonder of studying music for many years…it’s for Him we sing, to tell the wonders of His love.”

Alan Rice

Rice, an Olympic athlete and coach, is one of the most respected and honored men in U.S. Greco-Roman wrestling. He also is a member of the U.S. Wrestling Hall of Fame. He is a long-time friend and supporter of the College, and responsible for the world-class Alan and Gloria Rice Wrestling Center in Kennedy Center.

“I’ve been so privileged to be so involved in Augsburg. Thank you for allowing me to participate. Thank you, Augsburg.”

Distinguished Alumni Awards

Honors alumni in recognition of a significant achievement in their vocation, for outstanding contribution to church and community, and for leading a life that exemplifies the ideals and mission of the College.

H. Theodore Grindal ’76

Grindal is former chair of the Augsburg Board of Regents and a partner in the law firm of Lockridge Grindal Nauen PLLP. He repeatedly has been recognized as one of Minnesota’s top lobbyists.

“I’ve tried to follow five principles throughout my life: God, family, friends, work, and service. Remember who you are. Be true to yourself, be authentic, let that be your guidepost.”

Clayton McNeff ’91

McNeff is vice president of research at SarTec, Ever Cat Fuels LLC, Mcgyan Biodiesel LLC, and other family businesses. He is known as the co-creator of the patented Mcgyan process, which uses non-food sources to create biodiesel.

“I dedicate this award to my mother, Marie Olive McNeff, and I urge you to use your gifts to help those around you. Work together to pay it back and pay it forward.”

Roselyn Nordaune ’77

Nordaune is founder of the law firm, Nordaune & Friesen PLLC, and is known for her work in family law. She is a former member of the Augsburg Board of Regents and dedicated to engaging Augsburg alumnae in the philanthropic priorities of the College.

“I pledge you: I’m not done yet. I pledge to Augsburg my work, my resources, my service.”

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In memoriam: Marie Olive McNeff

�� — Mon, 25 Nov 2013 18:29:32 +0000

Lifelong teacher.
Pilot.
Regent.
Dean of Academic Affairs.
Mom.
Entrepreneur.
Cook.

These are only a handful of words and titles that describe Marie Olive McNeff, a dedicated leader in the Augsburg College community for nearly 40 years, who passed away August 23 at her home following a yearlong battle with cancer.

McNeff’s commitment to the College crossed all departments, but started in 1968 when she was a member of the Education Department. McNeff taught for 27 years in the College’s elementary education, adult undergraduate, and Master of Arts in Leadership programs.

“Marie’s willingness to think ‘large’ and beyond traditional bounds and take calculated risks serves as a model for all of us in the Education Department,” said Vicki Olson, director of the Master of Arts in Education program, in a 2001 nomination of McNeff for the Spirit of Augsburg Award.

“Always we have been challenged by Marie’s ‘reach for the stars’ attitude,” Olson said. “She pushed, prodded, and encouraged us to think large. Sometimes we could, often we couldn’t. As I grow older, I find that those stars don’t seem as far away, and that is largely due to the conditioning and practice that Marie has led me through.”

In 1995, McNeff was appointed vice president of academic affairs and dean of the College. She left this position in 1999 to spend her last year prior to retirement as Augsburg’s academic master planner, creating a blueprint to implement the academic provisions of Augsburg 2004, a College vision document. She was elected to the Board of Regents in 2005 and served in that position until her retirement.

“I became Marie’s student when I arrived at Augsburg and slowly realized that this remarkable woman did indeed have the heart of a teacher. She did strive each and every day to create opportunities for learning—learning that was grounded in community, learning that was lifelong, learning that changed lives,” said Augsburg College President Paul C. Pribbenow in his eulogy for McNeff.

“I was invited into her extended classroom, where she taught me about Augsburg and its deeply held values—about community and shared leadership and walking the talk. She taught me about ways in which a small business such as SarTec can partner with a college like Augsburg to serve our mutual needs and aspirations. She taught me to dream big and then give away what you find. She taught me courage and resilience.”

McNeff’s reach extended into many areas outside of Augsburg, most notably in her commitment to McNeff family businesses where she served in varied roles, including as assistant to the president at SarTec Corporation, president of McNeff Research Consultants, and member of the Board of Directors of Ever Cat Fuels.

It was in her role with SarTec that McNeff’s commitment to mentoring, leadership, and hospitality was again made evident. Every day McNeff prepared lunch for employees of the company. Staff and family would gather in fellowship and community just upstairs from the offices.

McNeff was a graduate of Genoa High School in Genoa, Nebr., and earned bachelor’s, master’s, and doctoral degrees in education from the University of Nebraska-Lincoln. She was a member of the Anoka United Methodist Church and held a private pilot’s license.

As an educator, leader, entrepreneur, and philanthropist, McNeff was deeply committed to the vision for the Center for Science, Business, and Religion, and the McNeff family is a great benefactor of the College.

She was preceded in death by her parents and a brother, LeRoy Rockey. She is survived by her sister, Marece; her husband, Larry; her son, Clayton ’91, and daughter-in-law, Denise; and three grandchildren: Charles, Alexander, and Bridget.

Memorials may be directed to the Augsburg College Center for Science, Business, and Religion ().

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It takes an Auggie

�� — Mon, 25 Nov 2013 18:17:06 +0000

Alumni from throughout the decades have responded to a charge presented by Augsburg College Regent Wayne Jorgenson ’71 and former Alumni Board President Christopher Ascher ’81. The two men established alumni Class Challenges to create a friendly philanthropic-giving competition between their respective classes, and to invite all alumni to give back to the College to help build the Center for Science, Business, and Religion (CSBR).

“Early gifts from alumni and friends of the College made it possible for each of us to experience a great Augsburg education,” Ascher said. “We are convinced. Now is our time to make the investment and help open doors for others.”

“No other campus we know has created such an exciting intersection of disciplines—science, business, and religion—to serve students and forge a pathway to a better future for all of us,” Jorgenson said.

Many classes already are involved in Class Challenges, and some have surpassed their goal of donating $1 million to the campaign. As of October 15, 42 classes had contributed more than $25,000 (see chart below).

The Class Challenges, combined with a recent gift of $10 million from a member of the class of 1965, bring the CSBR fund to more than $25 million. The overall goal for the campaign is $50 million.

To see the status of all Class Challenges—and to learn more about the CSBR—. To join an existing Class Challenge or to start a new Class Challenge, contact Kim Stone at 612-330-1173 or stonek@augsburg.edu.

CLASS CHALLENGE

As of November 2013

Surpassed the $1 million challenge

1962
1965

Contributed between $500,000-$999,999

1981
1984
1985

Contributed between $250,000-$499,999

1945
1956
1963
1968
1971
1972
1977

Contributed between $100,000-$249,999

1957
1967
1975
1979
1980

Contributed between $50,000-$99,999

1950
1953
1955
1959
1961
1962
1964
1966
1974
1982
1991
1994

Contributed between $25,000-$49,999

1946
1951
1954
1960
1969
1970
1973
1978
1986
1987
1998
2002
2014

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‘What the whole world wants is a good job’

rjohn — Mon, 25 Nov 2013 16:13:26 +0000

Today, higher education has come under question—is the debt worth it, are students graduating at sufficient rates, are we educating enough of our population, are students actually learning what they need?

In this environment, the value of higher education increasingly is being defined—by parents and prospective students alike—as “getting a good job.” In fact, this is the No. 1 reason cited by U.S. respondents in the 2012 Gallup/Lumina poll for pursuing education beyond high school. And the second reason? To earn more money.

“When college students and their parents think about the value of higher education, they typically think about it too narrowly,” said Brandon Busteed, executive director of Gallup Education. “People tend to get caught up with things—like potential income or getting a job with a ‘blue chip’ company—that don’t matter” when it comes to predicting career success and satisfaction, Busteed said. “Focusing on those things is not the best way to think about a great job and a great life.”

“WELLBEING” AS A MEASURE OF CAREER SUCCESS

What factors do predict career success? According to Gallup, it’s being able to respond affirmatively to statements like the following:

“I like what I do each day.”
“I do what I do best every day.”
“My supervisor cares about my development.”
“I have a best friend at work.”

Agreeing with statements like these indicates that a person is engaged in interesting and meaningful activities at work, is using his or her strengths to achieve goals, is motivated by the team leader, and is supported by colleagues who share a common purpose. Those characteristics, according to Gallup’s “wellbeing” research, correlate more with top performance than income or title or working for a prestigious organization.

Gallup has been studying wellbeing, on a global basis, since the 1930s.

“Wellbeing is not ‘wellness,’” Busteed said. “It is a multidimensional measure of how people rate their lives.”

In the past several decades, Gallup’s study of people in more than 150 countries has revealed five universal, interconnected elements that shape our lives: career wellbeing, social wellbeing, financial wellbeing, physical wellbeing, and community wellbeing.

“We didn’t invent these categories,” Busteed said. “The factors that correlate with wellbeing are what we found from the data collected over time and across populations.” Of those five interconnected elements of wellbeing, career wellbeing is the most important, Busteed said.

“Our careers are a fundamental piece of how we define ourselves,” Busteed said. “Plus, work is where you spend the majority of your waking hours,” so it is going to have a major impact on your life evaluation—not to mention your social, financial, and physical wellbeing.

Gallup’s research shows that those who have high career wellbeing are 4.5 times more likely to be “thriving”—versus merely surviving or, worse, suffering—in life. However, just 31 percent of the U.S. population has very high career wellbeing.

WELLBEING AND WORKPLACE ENGAGEMENT

The career wellbeing issue is connected with low worker engagement, Busteed said. According to Gallup’s 2012 “State of the American Workplace” report, only 30 percent of full-time U.S. workers are engaged and inspired at work. Fifty percent are not engaged, the report states—“they’re just kind of present, but not inspired by their work or their managers.” The remaining 20 percent of all full-time U.S. workers are actively disengaged in their jobs.

One significant driver of high or low engagement is a person’s manager, Busteed said. People looking for a “good job” focus so much on income and landing a position at a “good” company, but finding a good manager is vastly more important than working for a well-known company, he explained.

Another factor causing low worker engagement is whether a person is using her or his strengths every day. “Not just once in a while, not once every week or so, but every day,” Busteed said. Among college graduates, he said, the lack of opportunity to use one’s strengths at work every day points to career misalignment—either getting a degree in a field in which one isn’t able to get a job or pursuing a field because of others’ expectations instead of based on one’s own strengths.

“The onus is certainly on the individual [student], but it is also on the college and mentors to make sure that students are asking themselves” what they are truly good at, what engages and excites them, Busteed said.

EDUCATIONAL EXPERIENCES THAT SUPPORT CAREER SUCCESS

In addition to studying workplace dynamics that correspond with career wellbeing, Gallup also has identified specific college experiences that correlate with subsequent career success. In its research, Gallup has found two educational experiences that are twice as likely as other factors to predict high work performance:

Working on a long-term project that took several classes to complete, and
Using what was learned in class to develop solutions to real-world problems.

In short, Busteed said, “what works in school is ‘real work.’”

“Real work”—including problem-solving and experiential education opportunities—helps prepare students for success after graduation, but Gallup also has done extensive research on the factors that predict success during college. Here, Busteed said, Gallup has found that “hope” is statistically a stronger predictor of educational outcomes than test scores or grade-point averages. (In fact, according to the work of Gallup Senior Scientist Shane Lopez, hope is the leading indicator of success in relationships, academics, career, and business—as well as of a healthier, happier life.)

HOPE: AN IMPORTANT FACTOR IN COLLEGE SUCCESS

“Hope is a strategy,” Busteed said. However, it is not just wishful thinking, he explained. Instead, it refers to one’s ideas and energy for the future and includes the following three elements:

Attainable goals,
The ability to see multiple pathways to achieve those goals, and
Agency—i.e., a belief that you can achieve your goals.

Measures of hope, engagement, and wellbeing account for one-third of the variance of student success in college, Busteed reported. And, although college success is also driven by other things—such as academic preparation and content knowledge—those things are being measured fairly consistently and systematically through cognitive measures, such as tests.

“But no one is paying attention to measuring the non-cognitive factors that account for a whopping one-third of student success,” Busteed said. “We need better balance and alignment around how we track and promote student success [in college].”

The same is true for college outcomes, where job placement percentages and average salaries tell only part of the story. “What’s the ultimate outcome of an education?” Busteed asked. “To have a better life,” he said. We need to pay attention to how we measure that.

AUGSBURG AND CAREER WELLBEING

MATCHING YOUR GIFTS TO THE NEEDS OF THE WORLD

According to Gallup, career wellbeing requires that people understand what they are truly good at and pursue career opportunities that allow them to use their strengths every day.

Augsburg calls this vocational discernment.

“Augsburg is about forming and shaping students to lead lives of meaning and purpose,” said Mark Tranvik, professor of religion and director of Augsburg’s Bernhard Christensen Center for Vocation. “At Augsburg, we encourage students to move beyond self-enhancement and think about their lives within a wider horizon. We want them to ask questions like, ‘What am I good at?’ and ‘How can my gifts best be used to make a difference in the world?’

“For many at the College,” Tranvik said, “faith plays an important role in how those questions are answered.” The exploration of one’s gifts is rooted deeply in the Lutheran theological tradition of vocation, and it is a critical part of the educational journey at Augsburg—for students of all faith and spiritual backgrounds, Tranvik said.

FINDING THE RIGHT WORKPLACE ENVIRONMENT

Another important part of the self-discovery journey is determining what types of work environments might suit you best, said Keith Munson, director of the Clair and Gladys Strommen Center for Meaningful Work. “You can get a job doing something you love, but if that job is not in the right place—the right work environment or culture—you won’t be able to sustain your motivation for the job very long,” he said.

In other words, you need to pay attention to where and how your gifts will be used.

A good way to learn about work environments is through informational interviews, Munson said. “Networking, of course, ensures that people learn more about you than can be picked up from your résumé, but that’s not the only reason to network,” he said. It is as important “for you to actually find out if a given company or department is a good place for you to work.”

Determining whether a given work environment is a fit, however, requires that you understand what kind of work cultures and relationships are best for you. This involves self-reflection and, usually, some amount of coaching. But many students—and many adults in job transitions, for that matter—skip that step and just focus on securing a job.

EXPANDING THE DEFINITION OF A “GOOD JOB”

Munson said he understands why students (and their parents) think it’s important to get a “good job” after college. “For many students, following their passion without worrying or thinking about their income is not a realistic option,” he said. “I always tell these students that it’s okay for them to think about the realities of their career choices. You can be practical about those matters and still pay attention to the other piece”—the search for work and work environments that suit you—as well.

“You’re looking for a job anyway,” Munson tells students. “Why not also try to find something that you are going to like to do?” In fact, Munson said, by actively seeking work environments that suit them, students tend to be more effective in the job search process. “When you are looking for something—and someplace—that’s interesting to you, you are likely to be more motivated in the job search,” he said. You’ll do more background preparation, seek more informational interviews, and ask more purposeful questions.

In the end, Munson said, students shouldn’t think that they need to choose between following their hearts and getting a “good job.” You can—and should—do both.

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Augsburg 2019

�� — Mon, 25 Nov 2013 15:53:22 +0000

In January 2013, the Augsburg College Board of Regents launched a strategic planning initiative that involved conversation and input from across the campus community. The outcome of that work is a strategic vision statement that looks out to 2019, Augsburg’s sesquicentennial year:

In 2019, Augsburg College will be a new kind of student-centered, urban university that is small to our students and big for the world.

“Small to our students” reflects the relationships, community, and personal attention that are hallmarks of the educational experience at Augsburg. “Big for the world” acknowledges the significant impact we know our students—and alumni—do and will make in the world.

The strategic plan is grounded in Augsburg’s mission statement, which was updated in 2010. The plan is organized into three categories, or dimensions, each with three goals. Detail about each of the strategic planning dimensions is provided on the next page. The strategic vision will anchor the College’s institutional initiatives and priorities throughout the next five years, reflecting the values and commitments stated in our mission:

Augsburg educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings.

Dimension 1

Educating for lives of purpose

The first dimension articulates OUR ACADEMIC DISTINCTION: Augsburg educates students for lives of purpose. The goals in this category challenge us to:

rigorously integrate the liberal arts and the professional studies;
use high-impact teaching and learning practices, enriched by our core commitments of faith and spiritual inquiry, vocational discernment, civic engagement, and global understanding; and
provide each student with pathways for success to graduation and beyond.

Dimension 2

At the table

The second dimension focuses on OUR REPUTATION AND IDENTITY: Augsburg is “at the table” with our neighbors and institutional partners in shaping education to address the world’s needs. The goals here call on us to:

prepare an intentional mix of diverse learners for a complex, interconnected world;
provide experiential opportunities that enable students to discover their gifts, discern their vocations, and open doors to careers; and
publicly advance the core commitments that enrich our learning environment—faith and spiritual inquiry, vocational discernment, civic engagement, and global understanding.

Dimension 3

Built for the future

The third dimension is about how OUR INSTITUTION WILL THRIVE NOW AND IN THE FUTURE. The goals in this category call on Augsburg to be:

a welcoming, sustainable campus, anchored in our community and designed for educational excellence;
organized for collaboration, efficiency, and effectiveness; and
committed to maintaining a sound and sustainable financial footing.

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“Big for the world …”

Paul C. Pribbenow — Fri, 22 Nov 2013 20:23:52 +0000

In this issue of Augsburg Now, you will find a summary of Augsburg 2019, a strategic framework developed over the past several months with the involvement of Regents, faculty, staff, and students. Focused on Augsburg’s 150th anniversary in 2019, the plan sets out an ambitious vision, which claims that in 2019, “Augsburg will be a new kind of student-centered, urban university—small to our students and big for the world.”

I hope you find in this vision statement a glimpse of the Augsburg we all know and love—and that we all want to support and help strengthen for the future.

The Augsburg that we all know is a college where students are central to our daily lives; where personal relationships and a sense of community combine to provide rare opportunities to learn and serve; and where academic, civic, and faith commitments are explored and strengthened. A college that is small to our students.

At the same time, we are a college that makes a remarkable impact on the world—as a community and through our thousands of graduates pursuing their vocations in various settings around the globe. A college that is big for the world.

When reviewing the editorial plan for this issue of Augsburg Now, I was struck with how this vision of “big for the world” is evident in so many different ways. And at the risk of violating what my predecessor, President Bill Frame, called Augsburg’s “militant modesty,” allow me to brag a bit about this very special college…

About one of the largest first-year classes in Augsburg’s history this fall—more than 460 first-year students—and the effect they already are having on campus with their spirit and activism.
About the fact that our science faculty have generated unprecedented funding from the National Science Foundation and other federal agencies, ranking Augsburg third in the state among all higher education institutions, behind only the University of Minnesota-Twin Cities and the University of Minnesota-Duluth.
About the fact that we were named this past fall as one of the top 25 colleges in the country for service learning programs, exemplifying how our commitment to education for service is imbedded in the curriculum and recognized by others as a high-impact way of learning.
About the fact that we are partnering with more than a dozen colleges and health care institutions in the Twin Cities to combine our human and fiscal resources in support of neighborhoods along the new Central Corridor Light Rail Line between downtown Minneapolis and St. Paul.
About the fact that we raised more than $19 million in gifts and pledges during the 2012-13 academic year from alumni, parents, friends, corporations, and foundations—another record year in fundraising for Augsburg, our third record year in a row—and that we have now raised more than $25 million for the planned Center for Science, Business, and Religion.
About the fact that we continue to develop innovative academic programs, including our new Master of Fine Arts in Creative Writing, which was launched this past summer with a first cohort of 16 students, and a partnership with the Minneapolis Community and Technical College to offer the first fast-track RN/Bachelor of Science in Nursing professional program in Minnesota between a two-year public institution and a four-year private college.

And I could go on. There’s more in the pages that follow and even more in the daily life of the Augsburg community. Come and visit, as Minnesota State Senator Terri Bonoff, chair of the Senate Higher Education Committee, did recently, and see for yourself what she described this way: “This is a special college—one where being small to students and big for the world is really true.” I couldn’t have said it better.

Faithfully yours,

PAUL C. PRIBBENOW, PRESIDENT

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Augsburg shifts student’s dream into high gear

Laura Swanson Lindahl '15 MBA — Thu, 21 Nov 2013 18:05:58 +0000

As Trevor Rodriguez-Sotelo ’13 crossed the stage at Augsburg’s May Commencement, he celebrated a successful undergraduate experience
that accelerated his ability to achieve his dream of becoming an automotive engineer.

Trevor Rodriguez-Sotelo ’13 was the kid who was fascinated by anything with a steering wheel and motor. From a young age, instead of playing with Matchbox cars or Tonka trucks, he would tinker with real engines in his uncles’ garages.

Later, when Rodriguez-Sotelo enrolled at Augsburg College, he had a clear vision of his dream: to work as an engineer designing automobile—specifically BMW—engines. He knew entering this highly specialized field was going to be a challenge, but he soon learned that Augsburg faculty and staff were eager to help him achieve his dream.

During his first semester at the College, Rodriguez-Sotelo took Calculus Workshop, an elective course designed by Rebekah Dupont, the coordinator of an Augsburg program that seeks to increase the number of minority students who complete degrees in science, technology, engineering, and mathematics.

Rodriguez-Sotelo said Dupont helped prepare him for success in college-level mathematics courses, supporting him inside and outside the classroom. She recognized Rodriguez-Sotelo’s remarkable abilities and suggested that he take them to the next level through undergraduate research on campus, which he went on to conduct with Benjamin Stottrup, associate professor of physics.

“Trevor came with a dream, and he had to slog through my biophysics lab to get to that dream,” said Stottrup, who for two years advised Rodriguez-Sotelo in the use of scientific instruments to measure resistance to flow in biomaterials.

Rodriguez-Sotelo said he knew this research wasn’t linked perfectly to his automotive engineering interest, but would give him priceless experience. Part of Rodriguez-Sotelo’s on-campus research was made possible through Augsburg’s McNair Scholars Program, a federal grant-funded graduate school preparatory program to help ready underrepresented students for doctoral study.

“Stottrup stressed writing skills even though we’re in the sciences,” Rodriguez-Sotelo said. “This helps you become more articulate and allows you to present yourself better— those skills are applicable in my future.”

Rodriguez-Sotelo’s work on campus bolstered his off-campus research applications and opened the door to a prestigious summer automotive engineering position at Oakland University outside of Detroit, Mich.

In addition to conducting research on and off campus, Rodriguez-Sotelo was a member of the men’s track team, was president of Augsburg Latin American Students and of Augsburg’s Society of Physics Students chapter, mentored first-year STEM students, and more.

“I had the opportunity to do all the academic, cultural and social activities I liked,” he said. “I was able to do everything because of personal and academic support from faculty and staff. I followed their advice, and they put me on the right path.”

Rodriguez-Sotelo graduated last May, and in August took a step closer to achieving his goals by beginning a master’s degree program at the renowned Clemson University International Center for Automotive Research. He earned a competitive BMW fellowship, which will help fund his graduate studies and allow him to intern at BMW Manufacturing Co. next summer. He credits earning this award to his “whole body of work” at Augsburg.

“The beautiful thing about Augsburg is that faculty and staff pay attention to their students…they care what kind of person I am and where I go after Augsburg,” he said. “Since I was a little kid, I knew this was where I wanted to be, and now I’m here—an automotive engineer.”

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A promising experiment in organic chemistry: Mixing teamwork into the course load

�� — Thu, 21 Nov 2013 18:00:56 +0000

Capitalizing on an opportunity to recreate Augsburg College’s advanced organic chemistry class, assistant professor of chemistry, Michael Wentzel, has developed a highly attractive approach to a complicated subject matter. He forces his students to work together.

“Originally, I wanted to make it so everybody understood how to write a reasonable organic mechanism,” said Wentzel. “But after taking a step back, my major goals became communications, and group work, and teaching students how to work together and how to communicate better as scientists.”

Each week Wentzel breaks his students up into teams of four. The groups are then given a simple assignment: prepare to send a randomly selected group representative to a guest lecture at the University of Minnesota.

After the lecture, each group is required to put together a presentation on what they feel is the essence of the subject matter. “Every person got a chance to be the point person for his or her group,” said Wentzel, in reference to his first class. “I wanted to see people work together. To force them to be uncomfortable.”

Inside the lab, Wentzel’s unique approach to teaching ensues. He delegates his workload by directing his students’ questions to other students. He assigns individual students specific pieces of lab equipment, has them write out instructions for that equipment, and then dubs them the go-to person for that instrument’s technical support moving forward.

The results of this interactive style of teaching are compelling. “The biggest thing I’ve seen is the students are confident in talking about science,” he said.

Using the confidence learned in his class, some of Wentzel’s former students have landed internships and entry into competitive graduate degree programs following graduation from Augsburg. Wentzel is clearly proud. “We had a Goldwater Scholarship winner and an honorable mention [this year]. These were kids that were in [my] classes,” he said.

As for the class itself, Wentzel’s methods are driving enrollment. “You can imagine how many people are excited to take organic chemistry, let alone advanced organic chemistry,” joked Wentzel. “I think the most students to ever take the course at one time was maybe five students before I got it,” he said. “And now we have [another] 20 or at least 15 people for next year. It’s been exciting.”

Editor’s Note: An integrated course design grant from Augsburg College’s Center for Teaching and Learning funded peer-review sessions and other opportunities allowing Wentzel to revise the advanced organic chemistry class.

Reprinted with permission. Article by Phil Meagher for JoVE, the Journal of Visualized Experiments. JoVE is a peer-reviewed journal dedicated to publishing methods and research in a visual format.

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Auggies on the court

Stephanie Weiss — Thu, 21 Nov 2013 17:55:43 +0000

[L to R]: Assistant Men’s Basketball Coach Charlie Scott ’08 and Head Men’s Basketball Coach Aaron Griess

Nine years ago, Aaron Griess moved from the middle of the Pacific to the middle of the United States to become the Augsburg College men’s basketball coach. It was a path back to his Midwest roots and to a culture that values college athletics.

“Living in paradise has its obvious advantages, but athletics just isn’t part of the culture in the same way it is in the Midwest,” said Griess about serving as coach at Chaminade University in Honolulu. “Here, lots of families go to games together, many kids grow up in organized sports.”

Griess found in Augsburg not only a school that values the student-athlete experience, but also one whose mission reflects his own vision for coaching and leadership.

“Coaching gives me a chance to instill important principles of life in the athletes I work with,” he said. “I want to provide these students tools that will help them succeed beyond the court.

“My vision of success in coaching is fairly unique in this profession,” said the head men’s basketball coach. “I want to build a sustainable program of first-class leaders who don’t complain about challenges, and who solve problems. A team that consistently wins. A program that helps graduates land good jobs, and helps them understand the value of giving back.”

Augsburg College Athletic Director Jeff Swenson said the program epitomizes what Augsburg College strives for throughout its teams.

“Coach Griess and his staff exemplify what we want to see in all our sports—student athletes who display great athleticism and who work hard to achieve in the classroom and in the community,” Swenson said. “Griess’ program has helped student-athletes become leaders on and off the court during their time at Augsburg—leaders who stay connected and who give back when they graduate.”

Griess also requires that players take seriously their academics. “We communicate throughout each semester about their academic progress. We expect our student-athletes to know exactly where they stand in their progress toward graduation,” Griess said. “They need to learn to be able to talk about progress or struggles, and to be able to communicate that with us, their professors, and families.”

Mentoring and service work also are components used by Griess. Juniors and seniors help younger players understand the culture and values of the team. The team currently is part of an Adopt-a-Road program and is exploring the start of a reading program with a neighborhood school.

The impact of Griess’ effort is visible in the players’ grades, the team’s standing, and the players’ actions after graduation.

“Coach Griess’ guys are known for their work ethic. We never have to worry about his student-athletes meeting eligibility standards,” said Kelly Anderson-Diercks, associate athletic director and compliance director.

During his nine seasons with the Auggies, the team’s overall winning percentage steadily has climbed to .750. The team, which is a member of the Minnesota Intercollegiate Athletic Conference (MIAC), has made it to conference playoffs four times, twice reaching the semifinals. In 2012-13, the team earned a spot in the championship game. In the past five seasons, the Auggies have won 65 percent of their games—the second-highest men’s basketball winning percentage in the MIAC for that time period. Griess’ work earned him MIAC Men’s Basketball Coach of the Year honors during the 2009-10 season.

Assistant coach comes full circle
The impact of Griess’ vision also can be seen in the growing number of players who contribute to the team and College after they graduate. One of the best examples of this can be seen in Charlie Scott ’08, who now serves as Griess’ assistant coach.

Scott, who hails from Ely, Minn., was recruited as a first-year student to Augsburg by former Coach Brian Ammann. Scott picked Augsburg because of its urban location, which he said allowed him to make campus as small or as large as he wanted. He played for Ammann for two years and for Griess for two years.

Griess and Scott both acknowledge that at the time Griess arrived at Augsburg, just as Scott finished his second year as an Auggie, Scott wasn’t yet the leader he later grew to be.

“When we met, Charlie wasn’t ready to be a team leader. He didn’t completely believe in himself because he hadn’t put in the necessary work. I talked to him about whether he wanted to be a leader,” Griess said. “I wanted him to take himself seriously, and to use the tools he had. I knew the players would follow him, but he had to become our team’s hardest worker.”

Scott said he was ready, and he was in the weight room and gym every day the summer before his fourth year of college. He also talked to Griess every day, picking his brain for advice on how he could help the team and reach his potential.

“Coach sparked the drive and determination in me,” Scott said. “When Coach shared his vision for how he wanted the team to be, I wanted to be part of that. I wanted to help the team accomplish its mission to be nationally known and respected as a first-class program and to cultivate student-athletes who understand the values of hard work, perseverance, honesty, integrity, and teamwork.”

Scott was so committed to the success of the team that he wanted to stay involved even after his four years of eligibility expired. He served as a volunteer coach during the fifth year of college that it took him to finish his double major in finance and business management.

After graduation, Scott continued to volunteer while working full time in financial services. He gradually became a part-time coach. Then, when the opportunity to apply for the position of full-time, assistant coach opened up, Scott chased it. He was one of more than 100 applicants who wanted to work with Griess at Augsburg.

“I look for leadership qualities in my assistant coaches, no matter whether they are volunteers, fellows, or paid coaches. They have to be willing to learn and work,” Griess said. “Charlie is the guy who jumps in and works as hard as anyone. He leads. He digs in.”

Developing strong relationships with prospective families is one thing Scott is looking forward to as he works to fulfill his recruiting responsibilities.

“I have a huge passion for Augsburg, for basketball, for working with Coach Griess,” Scott said. “I’m excited to meet prospective athletes and their families, helping them learn about Augsburg and our program, and decide whether Augsburg is the right place for them as it was—and is—for me.”

While Scott exemplifies a student-athlete turned servant-leader, he’s just one of Coach Griess’ players who is finding a way to give back to a program and school that means much to them.

Some players give back by volunteering as Scott did. Others serve as a resource to students to help ready them for the working world, and some have hired qualified alumni to work at their companies, knowing they are hiring people with shared ethics and determination to succeed—qualities honed on and off the basketball court at Augsburg. Others give back in the form of gifts to the College.

Today, the two coaches are continuing to build a special program founded on communication, accountability, and service. They know that the program will support student-athletes in their studies and when they look for their first jobs. They also know that new recruits are coming to a college that will help them not only develop as an athlete, but also as a whole person.

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Launching a new mission

Laura Swanson Lindahl '15 MBA — Thu, 21 Nov 2013 17:25:05 +0000

Christine Dawson ’13 MSW

Augsburg College celebrated 56 Master of Social Work graduation candidates at the June 2013 Commencement, and it’s quite possible that Christine Dawson ’13 MSW was the only graduate who began her professional career as a mechanic.

Shortly after high school, Dawson joined the United States Marine Corps where she spent three decades and worked in two distinct military occupations.

While Dawson met her goals of traveling the world and doing something “most women didn’t do” at the time, she felt called to serve the Marine Corps troops—rather than Marine Corps vehicles—and began a new assignment as a licensed alcohol and drug counselor. This role turned out to be a perfect fit because of her ability to help “people go on to live their best life and achieve their goals,” she said.

Dawson completed a 17-year tenure with the Marine Corps and served an additional 13 years in the Army National Guard where she continued work as a mental health specialist. When she approached military retirement, she returned to school to earn a graduate degree at Augsburg College, which offered her the opportunity to advance in her civilian career and integrate her military experience into a challenging professional role. Augsburg, she found, was a place that understood her desire to live a purpose-driven lifestyle and to embed meaningful service within her career.

Military and veterans support

Many of Augsburg’s students with military experience enroll in an undergraduate or graduate degree program to build upon the education and training that were part of their military service. For other students, Augsburg is a way to prepare for a civilian career that’s unlike any past duties.

Some students who have served in the armed forces are eligible for state and federal financial aid assistance to help pay for college. At Augsburg, more than 100 students with military experience are working one-on-one with the College’s Student Financial Services and Registrar’s offices to successfully claim their education benefits and get individualized help navigating complex eligibility rules.

Augsburg College also directly supports these students by hosting an on-campus space for them to meet and by employing a Student Veteran Liaison who mentors peers and works to connect students with College resources.

“We’re seeing more nontraditional-age students in our undergrad population and some of those people have been around the world and have served our country,” said Lori York, assistant registrar and Veterans Affairs certifying official. “A veteran’s sense of ‘a call to serve’ totally meshes with Augsburg, and we want to make sure they can make the most of their education here.”

From call to campus

A.J. Anderson ’15

During four years of Marine Corps service, A.J. Anderson ’15, Augsburg’s student veteran liaison, led an amphibious assault team as the crew chief for vehicles that he likens to those that carried troops onto Normandy beaches during World War II. At age 25, Anderson had reconsidered his decision to attend a large public university and left school to become a Marine.

“I felt that joining the military was my calling for a little bit,” he said. “Other people backpack in Europe or just take a break. I went to war.”

Anderson served around the globe and later joined the Marine Corps Reserve military police unit at Fort Snelling in St. Paul before he began thinking about his long-term career.

He said his military experiences didn’t translate into a civilian profession, but—through his service—solidified his aspirations. He resumed his education and in 2012 transferred to Augsburg with a plan to serve his country in a new way.

“I’m devoting my life to helping veterans,” he said. “I didn’t know I wanted to do social work until I got out of the military, so coming to Augsburg and working toward that goal is a big part of my life.”

And, Anderson is getting a jump-start on this career through his student involvement.

“We know that peer mentors and peer leaders play an important role in students’ achievement,” said Ann Garvey, vice president of Student Affairs. “For example, student athletes serve on the Student Athlete Advisory Committee and Orientation Leaders welcome our new Auggies to campus. Our Student Veteran Liaison does outreach with a different group, but the premise is the same.”

For Anderson, helping other veterans succeed at Augsburg College couldn’t be a better fit.

“I want to give other students the tools I’ve been working with,” he said, “and make sure they have the support I’ve experienced.”

From assisting veterans on campus to one day serving them as a clinical social worker, Anderson’s Augsburg education has prepared him for a meaningful career that aligns with his passions. And Dawson, who has been working with veterans for decades, shows that this path is clearly a worthwhile one.

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