hamline
ED2050 Get ready for the classroom of the future Page 12
Fall 2018
FEATURES
DIALOGUE
SPOTLIGHT ON
Education 2050
From the President
What's in a Name?
Hamline’s School of Education prepares teachers to meet current and future education challenges.
Comments
Find out about the people behind the names on campus buildings.
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HAPPENING S ON HEWIT T
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Student Stock Traders For almost two decades, Hamline students have been helping to grow the university’s endowment.
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Piper Profile News from Hamline Ask the Expert Piper Athletics
Legacy of Leadership Whether just beginning their careers or capping a lifetime of achievement, Hamline grads succeed and lead in countless ways.
ALUMNI
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Class Notes In Memoriam Legacy
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HAMLINE .EDU/ MAGAZINE
WHY READ H AM L I N E ALU M N I M AGAZ I N E
ONLINE? 1. Extended interview Learn more about the benefits of mindfulness from Rob Routhieaux.
2 . Obituaries Read obituaries of alumni, faculty, and staff.
3. Campus namesakes Discover more stories behind the names on buildings across campus.
O N T H E C OV E R :
Ella Brown ’19 reads with a student at Hamline Elementary School.
Fall 2018
Previous page: Cory Ryan, Bill Ferenc; cover photo by Cory Ryan
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DIALOGUE FROM THE PRESIDENT
COMMENTS
LEADING THE WAY Hamline continues tradition of leadership with an eye to the future
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a m l ine University has a long history of cultivating leaders who have the courage and tenacity to make the world better for everyone. Since our first graduates, Elizabeth and Emily Sorin, went on to become teachers, Hamline has set the standard for forward-thinking, student-centered education. This fall, we’re proud to launch ED2050, a new School of Education curriculum shaped by key trends in the field of education. As classrooms become increasingly diverse and technology provides opportunities for more personalized learning, we’re preparing our education students to lead the way in their field. We’re excited to embark on a deeper collaboration with our long-standing partner Hamline Elementary, which is transforming into a lab school. This new model of education will enable aspiring teachers to connect theory to practice through meaningful clinical experience. I encourage you to read more about these and other School of Education initiatives on page 12.
W HI C H P R OF E S S OR M A DE A DI F F E R E N C E I N YO UR LIFE ?
Since 1854, countless individuals have invested in Hamline because they believed in our mission to be a dynamic, diverse, and inclusive university deeply rooted in the Wesleyan maxim to “do all the good you can.” That investment is paying off. On page 22, we highlight successful alumni at different stages in their careers who share their experience, wisdom, and advice for leading with integrity. Also read about Yi Gang ’82, who was recently appointed head of the People’s Bank of China (page 5). At Hamline, we continue to prepare students to be the leaders of tomorrow. From an innovative finance class that allows students to make real-life investing decisions (page 20) to FYSem classes that give first-year students the foundation for a successful college career (page 8), Hamline provides the kind of education that makes a difference. Now is the time for you to commit to investing your time, talent, or treasure to continue this important work.
We’re planning a feature on professors who went above and beyond for their students. Tell us: Which professor changed your life and how? Email your response and contact information to magazine@hamline.edu. J O I N T H E DI S C US S I O N !
Hamline Alumni Magazine welcomes comments from readers. Please address your letters to Hamline Alumni Magazine, MS-C1916, 1536 Hewitt Avenue, Saint Paul, MN 55104–1284 or email magazine@hamline.edu.
HA ML I N E A LU MN I MAGA ZIN E E D I TO R
Julie Carroll magazine@hamline.edu DESIGNERS
Julie Carroll Liz Montgomery Mark Shafer V P, I N S T I T U T I O N A L A D VA N C E M E N T
Mike Tompos
fay ne e s e mil ler President, Hamline University
AV P, A L U M N I R E L AT I O N S
Betsy Brenden Radtke ’89
Volume 115 / Number 2 / Fall 2018 | Postmaster Change service requested to: Hamline Alumni Magazine, MS-C1917, 1536 Hewitt Avenue, Saint Paul, Minnesota 55104-1284 | Change of address requests Mark Berg, 651-523-2735, mberg06@hamline.edu, Hamline University, MS-C1940, 1536 Hewitt Avenue, Saint Paul, MN 55104-1284. Hamline University does not discriminate on the basis of race, color, national origin, ancestry, sex, disability, religion, age, sexual orientation, or veteran status in its education or employment programs or activities.
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David J. Turner, Cory Ryan; opposite: Stan Waldhauser
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HAPPENINGS ON HEWITT
M OV E- I N DAY Students returned to campus September 2 after the summer break. The class of ’22 is the second largest in Hamline’s history. (See page 7.)
Family members and a friend of Emma Propp ’22 (center) helped her move into Sorin Hall.
PIPER PROFILE
TRUMAN SCHOLAR Conner Suddick ’19 A recipient of one of the most prestigious scholarships in America, Conner Suddick ’19 plans to dedicate his career to creating a more equitable legal system for marginalized communities. The legal studies and social justice major was one of 59 students to receive the 2018 Truman Scholarship, awarded annually by The Harry S. Truman Scholarship Foundation to extraordinary undergraduate students who are committed to careers in public service. Suddick will receive up to $30,000 for graduate study. Sudddick was also the recipient of Hamline’s 2017 Campus Compact Newman Civic Fellowship for his dedication to social justice and community involvement. Age: 21 Hometown: Suamico, Wisconsin Extracurriculars: University Honors student, Omicron Delta Kappa, Law and Justice Society, Hamline University Legal Clinic Steering Committee, A Cappella Choir, Sexualities and Gender Diversity Initiatives programming assistant, legal studies tutor, 2018 Twin Cities Colleges Access to Justice Conference coordinator
Why Hamline: I wanted the opportunity to build community while experiencing personal and professional development in a large city. Favorite class: Collaborative summer research courses. This summer with Professor Leondra Hanson, I evaluated the role of clinical legal education to provide access to legal services under licensed supervision. What’s next: I’ll complete an internship in Washington, D.C., through the Harry S. Truman Foundation’s Summer Institute. Then I intend to get a juris doctor and master’s in public policy. Dream job: I have two—to found a legal services and community legal education organization to serve and support those who are disenfranchised and marginalized in our justice system and to be a clinical law professor to empower the next generation of public interest attorneys. Plans to change the world: I want to aid in efforts to dismantle the systems that stigmatize, demoralize, and oppress communities and transform those barriers to become resources, support, and healing.
HAPPENINGS ON HEWITT
BANKING ON SUCCESS Alumnus appointed head of China's central bank Y i G a n g ’ 8 2 wa s a p p o i n t e d governor of the People’s Bank of China. Similar to the Federal Reserve in the United States, the People’s Bank of China is the central bank that regulates the country’s financial industry. Gang is the first new appointed leader of the bank in more than 15 years. Gang came to Hamline as a student from Peking University through an exchange program following China’s Cultural Revolution (1966–1976). He was among a wave of students from China who were the first to attend college. While at Hamline, Gang studied economics. After earning his master’s and doctorate degrees in economics, he taught at Indiana University—Purdue University Indianapolis until his return to China in 1994. By World Economic Forum from Cologny, Switzerland—Emerging Economies at a Crossroads: Yi Gang, Uploaded by January, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=24254858
HAMLINE UNIVERSITY CLIMBS IN RANKINGS U.S. News & World Report
Washington Monthly
• Hamline moved up in U.S. News & World Report’s America’s Best Colleges 2019 rankings.
• Washington Monthly ranked Hamline first in Minnesota and 31st nationwide in its Master’s Universities category for 2018.
• It rose three spots to 13th among 172 institutions in the Best Regional Universities Midwest category. • Hamline also made the publication’s Best Value and A+ Schools for B Students lists.
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• Hamline also made the publication’s Best Bang for the Buck–Midwest Colleges list.
Forbes and The Princeton Review •F orbes recognized Hamline as one of the nation’s top colleges. •T he Princeton Review included Hamline in its Best Midwestern category in the 2019 Best Regional Colleges list.
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“OLDER ADULTS HAVE GIFTS TO SHARE. THEY WANT TO GIVE BACK AND SOLVE PROBLEMS IN THEIR COMMUNITIES.” —PROFESSOR JIM SCHEIBEL
ACT 2 The Encore Fellowship Program matches seasoned professionals with nonprofits in need of their skills By J A N S H A W - F L A M M
m a n y o l d e r a d ul t s with skills and energy to spare are eager to contribute to their communities in some new way through public service. At the same time, community organizations are always in need of talented volunteers to advance their projects. Recognizing the potential for mutual benefit, Professor Jim Scheibel started the Hamline Encore Fellowship program, which helps older professionals make the transition to the nonprofit world. No stranger to community-building, Scheibel has served as director of AmeriCorps VISTA and the Senior Corps, mayor of Saint Paul, and now, regional volunteer director for AARP. “Older adults have gifts to share,” Scheibel said. “They want to give back and to solve problems in their communities. In this program, they learn about nonprofit management from leaders in that sector while identifying their own areas of greatest interest.” In January and February, participants take classes in which they learn both the theory and the reality of nonprofit management from leaders in the field. The classroom portion is followed by a two-month fellowship at a nonprofit with a mission that intersects with their interests.
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Rich Davy was a member of the first fellowship cohort, which launched in fall 2017. For 18 years, Davy served as senior field representative for the apprenticeship division of the Minnesota Department of Labor, where he helped establish apprenticeships in the construction, health care, utility, and manufacturing industries. His experience and contacts were invaluable in his fellowship with the Sundance Family Foundation, where he matched young people with job opportunities that aligned with their interests. Davy believes that “the employment market is one of the most challenging experiences that youth will face throughout their lifetimes. If they can learn early about what a certain career really looks like, it can give them a meaningful start.” Valerie Yarbrough retired after 37 years in human resources. She brought experience working with a variety of people toher fellowship with the Minnesota Literacy Council, where she completed training for tutoring adults learning English or preparing for the GED examination. Other students sought assistance in reading, writing, or math. Whatever their goal, Yarbrough was there to help them achieve it. “I find the work of a tutor very meaningful and believe it contributes to a literate society,” she said. While there is no obligation to continue public service after the fellowship, many do so. “The quality and expertise of the people that Jim brought to the classes was exceptional,” said Davy. “I would recommend the class to anyone who is planning their life after retirement.” For more information about the Encore Fellowship Program, visit hamline.edu/business/cpal/encore-fellowships.
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BY THE NUMBERS
CLASS OF 2022
538
students
HAMLINE’S SECOND LARGEST CLASS EVER!
65% FEMALE | 35% MALE GENERATION 42% FIRSTCOLLEGE STUDENTS STUDENTS OF COLOR
38%
3.48 AVERAGE GPA 26% ATHLETES FROM
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MOST BORN IN
STATES
2004
THANK YOU, ALUMNI The third Hamline University Alumni Attitude Study has concluded. More than 800 alumni completed the survey. Thank you for taking time to share your opinions. This information, building upon the 2014 and 2016 results, will guide alumni communication and programming in the future. To see the results of the study, go to hamline.edu/alumniattitudestudy.
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HAPPENINGS ON HEWITT
FASCINATING FYSEMS Community-focused seminars ease first-year students’ transition to college L i v i n g o n yo u r o w n for the first time, a new roommate, challenging classes—the first year of college can be overwhelming. At Hamline, first-year seminars (FYSems) help ease some of the stress by providing students with an introduction to college-level academics and a sense of community from day one. Each seminar develops the skills that are essential to college success, such as careful reading, critical thinking, group discussion, and writing. These are just a few of the topics offered this year:
The Classic Rock Era of Music Instructor: Bruce Bolon, physics This seminar takes an in-depth look at American and British music released in the late 60s through the mid 80s. Students investigate musical, cultural, sociological, and other factors that led to the rise and fall of the classic rock era.
Parks, Sewers, and Cops— Oh My! Instructor: Kris Norman-Major, public administration Green space, running water, sewage-free streets, public safety, and roads are all things many people take for granted. This class explores the role of local government through guest speakers, the television show Parks and Recreation, and role-play in which students run the fictional city of Camelot.
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Games, Play, and Learning Instructor: Jen England, English Games have a lot to teach us about the world. In this writing-intensive course, students use cooperative and competitive game play to hone critical thinking, problem-solving skills, and creativity.
Yo Ho Ho and a Bottle of Rum or Why Your Mother Didn’t Want You to Become a Pirate Instructor: Stephen Arnott, legal studies For some, piracy and pirates conjure up images of swashbuckling derringdo, the romance of the seas, and the thrill of treasure. For others, piracy is a scourge of peaceful trade and commerce. This seminar examines pirates and piracy in all of their nefarious and colorful manifestations through the lenses of history, literature, and the law.
Coding and Problem-Solving Instructor: Ken Takata, computer science The Chicago Cubs took 108 years to win another World Series. Are they cursed? How can you tell if a jury selection is fair? A company’s stock has fallen for five consecutive days. Should you sell? Students explore these and other real-world problems by constructing and coding algorithms.
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ASK THE EXPERT
How can mindfulness benefit students?
ROB ROUTHIEAUX Feeling frazzled? Quiet your mind with tips from Rob Routhieaux, associate professor and director of the Center for Teaching and Learning Interview by J U L I E C A R R O L L
What is mindfulness? Mindfulness is being present. It’s being aware of your current thoughts, feelings, emotions, and surroundings. It’s recognizing your intentions and the purpose you bring to what you’re doing. Often the opposite of multitasking, it’s bringing your focus and energy to one thing. This might be walking or cooking or driving. It might be fully concentrating on what someone is saying to you. It might simply be bringing awareness to your breath, feeling the sensation of inhaling and exhaling.
Mindfulness has significant benefits for learning and retention. If a student is listening to a lecture or studying for an exam, they should focus on just that. They’ll accomplish tasks more efficiently and retain more of what they learn. Occasional breaks for transitions or just to breathe can be helpful for both students and faculty. I sometimes do a short breathing or stretching exercise with students during class.
What are some tips for busy people to cultivate mindfulness in their lives? • If you can stop, breathe, and bring mindfulness to one or two things each day, that’s a start. As you find some success, work to bring mindfulness to more activities throughout your day. • Experiment with what works best for you. Some folks benefit by repeating a mantra or saying, for example, “I am” on an inhale and “present” or “calm” on an exhale. • Try to keep your urge to multitask in perspective. It may be that, over time, as you bring more mindfulness to each activity or task, the less you will feel the need to do more than one thing at a time.
How did you get interested in the topic of mindfulness? I started doing yoga about 20 years ago. I’ve played competitive sports my entire life, and yoga provided both healing and injury prevention benefits. As I got more into yoga, the focus on breath and intention and being fully present brought significant benefits to other parts of my life. I experienced less anxiety. My blood pressure went down. My ability to stay focused on one thing at a time increased. Being fully present and mindful was exceptionally helpful as a parent, a teacher, a friend, and an athlete.
Visit HA ML INE . ED U/ MAGAZIN E
to read the full version of Professor Rob Routhieaux’s interview. Fall 2018
Mindfulness practice can help people with busy lives reduce stress and maintain focus, says Rob Routhieaux, director of the Center for Teaching and Learning. hamline.edu/magazine | H A M L I N E A L U M N I M A G A Z I N E | 9
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WI NT ER SPORTS REP O RT
S PR I N G S PORT S R E PORT
Men’s basketball 13-12 | 9-11, 8th MIAC
Men's indoor track and field 81 points, 4th
Baseball 17-20 | 9-11, 8th MIAC
Women’s outdoor track and field 91 points, 5th
Women’s basketball 4-21 | 3-15, 11th MIAC
Women's indoor track and field 74.5 points, 6th
Softball 17-19 | 10-12, 7th MIAC
Men's tennis 8-10 | 0-9, 10th MIAC
Men's hockey 9-14-2 | 4-10-2, 8th MIAC
Men's swimming and diving 317 points, 6th
Women’s tennis 9-10 | 1-9, 10th MIAC
Women's hockey 22-5-3 | 13-3-2, 3rd MIAC won playoff championship 3rd NCAA D-III Championships
Women's swimming and diving 167 points, 8th
Lacrosse 15-5 | 11-0, 1st MWLC won playoff championship NCAA D-III second round
Gymnastics 189.700 points | 3rd WIAC 4th NCGA meet
Men’s outdoor track and field 75 points, 5th
PIPER ATHLETIC S
A SHOT AT GREATNESS Track and field star is six-time All-American Hamline senior thrower Eric Dols ’19 has a tough act to follow— himself. The Prior Lake native may have a hard time bettering his 2018 efforts. Dols has won a slew of MIAC titles and honors for both the indoor and outdoor seasons—all while maintaining a 3.7 GPA. Last year, he earned All-American status four times for top eight finishes in the shot put at the NCAA Division III indoor and outdoor meets as well as for the weight throw at the indoor meet and the hammer at the outdoor meet. Add in his two previous All-American honors in the shot put in 2016, and Dols is moving into rarely visited territory. 2019 awaits. BY DAV E W R I G H T | P H OTO BY C O R Y R YA N
EDUCATION
2050
H A M L I N E ' S S C H O O L O F E D U CAT I O N P R E PA R E S T E AC H E R S FO R THE CLASSROOM OF THE FUTURE
STORY BY MARLA HOLT P H OTO S BY C O R Y R YA N
Ella Brown ’19 reads with a student at Hamline Elementary School.
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amline University has been educating teachers since its founding in 1854, when Minnesota was still a territory. Its first graduates, sisters Elizabeth and Emily Sorin of the class of 1859, both went on to become teachers, beginning a legacy of leadership in educating educators. “We’ve always been committed to preparing teachers who prepare children to meet the world’s challenges,” said Marcela Kostihová, dean of the College of Liberal Arts, which includes the School of Education. In order to continue taking the lead in educating teachers, Hamline’s School of Education (HSE) recently undertook a robust program review after substantial administrative restructuring. HSE has reenergized its commitment to new and established strategic partnerships with schools and districts, restructured its retention and recruitment efforts, and strengthened its curriculum to meet the needs of teachers in the midst of changing classroom dynamics. These efforts are part of ED2050, a strategic plan that focuses on preparing teachers to meet future challenges in education—such as shifts in demographics and resource allocation—by providing innovative, flexible, and diverse programs. 14 | H A M L I N E
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“We want to be forward thinking,” Kostihová said. “None of us knows exactly what education will look like in 2050, but we want to stop responding to only what’s around the most immediate bend and start thinking about educating the teachers who are going to be the backbone of society going forward.”
CO L L AB O RAT I VE ED U CAT I O N Faculty members in HSE’s master’s programs—including literacy, environmental education, and teaching English to speakers of other languages—are developing shared core curricula to foster connection across the programs, said Bill Lindquist, associate professor and chair of HSE. “We teach around common themes, such as contemporary and critical issues in education, understanding advanced learning, and policy leadership and advocacy,” he said. Hamline also has redesigned its Master of Arts in Teaching (MAT)—its initial licensure program—to allow undergraduates to complete both an undergraduate and a master’s degree in five years, increasing by 20 percent the number of undergraduates pursuing the MAT degree. MAT licensure can now be obtained in 18 months, an attractive feature for professionals working in other
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fields, who comprise a growing number of applicants. Mike Noreen, Hamline’s graduate student advising and success manager, notes that flexibility has traditionally been key to HSE student retention. “Many schools run cohort programs, which means you can’t step out of a program at any point without starting over,” he said. “We don’t have those limitations at Hamline, which works well for students who have family or work commitments.” HSE also takes a holistic approach to student support services, offering both a staff and faculty adviser to graduate students from preadmission through graduation. “Preadmission advising is fairly new to Hamline,” Noreen said. “We’re building
relationships with students before they come to Hamline, advising on degree programs, course plans, and so forth. If they do enroll, we’ve already started on maximizing their success.” Perhaps Hamline’s greatest strength in educating teachers is its commitment to relationship-based, collaborative education, Lindquist said. “We seek to be student centered both in our own programs and as a pedagogy that we espouse. We’re committed to social justice and equity in the classroom because we believe every student deserves the highest quality education. We want our students and the K–12 students they serve to be able to grow in their ability to act on behalf of a more just society.”
Hamline University’s partnership with Hamline Elementary benefits both the elementary students, who have access to university resources, and students preparing to become teachers.
“WE'RE COMMITTED TO SOCIAL JUSTICE AND EQUITY IN THE CLASSROOM BECAUSE WE BELIEVE EVERY STUDENT DESERVES THE HIGHEST QUALITY EDUCATION.” — B I L L L U N D Q U I S T, HSE CHAIR
Jonas Buck ’19 student teaches at Hamline Elementary School.
FIVE KEY T RENDS We asked Hamline’s HSE faculty members to identify key trends in education. Read on to further understand how Hamline is preparing future educators to become agents of change.
Trend #1: Sustainability in education goes beyond the environment. The buzzword “sustainability” is often associated with the environment, connected to practices like eliminating plastic straws and reusing hotel towels. But sustainability in the context of education is broadly defined, said Professor Patty Born Selly, director of the Master of Arts in Education: Natural Science and Environmental Education (MAED:NSEE) program. “Sustainability is a framework that includes environmental education but also culturally sustaining practices, policies, and pedagogies that create equity and a system in which everyone who participates can thrive,” she said. Selly describes educational sustainability as a set of three intersecting circles—environment, economy, and social systems— that must be balanced to create wellbeing. 16 | H A M L I N E
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Hamline’s MAED:NSEE, accredited by the North American Association of Environmental Education, is the region’s only program that serves both classroom teachers and nonformal educators, such as those who work in museums, zoos, and nature centers. Both cohorts learn the same skills and competencies needed to teach about sustainability. The online degree attracts students across the country and offers opportunities to study issues affecting local environments. It's recognized by the United Nations as a Global University Partner on Environment and Sustainability for its commitment to helping teachers address sustainability in forward-thinking ways. The MAED:NSEE program embraces sustainability as all-encompassing, using an environmental lens to examine how the environment impacts culture, the economy, and other systems. “We work with educators on fostering democratic and inclusive classrooms that create equity for all students,” Selly said. “We prepare teachers to help the next generation of citizens survive and thrive by considering questions of how schools contribute to sustainable communities. How do they contribute to social justice and public citizenship?” Fall 2018
Trend #2: Culturally and linguistically diverse students are changing the face of education.
Ilse Griffin TEFL ’14, MA-TESOL ’16 is an English language fellow in China.
Minnesota has the most refugees per capita of any state, many of whom come here through secondary migration seeking family reunification and support from established infrastructure for refugee communities. “As far as being in the business of schooling, that puts us in a unique position,” said Michelle Benegas, assistant professor of second language teaching and learning in HSE. “Hamline is at the forefront of training teachers to build students’ skills in English while also sustaining the cultural and linguistic diversity that enriches the classroom,” she added. Hamline is the regional leader for educating teachers of English as a second language, licensing more ESL teachers than any other university in the state. It also offers an on-campus and online master’s degree program, the Master of Arts in Teaching English to Speakers of Other Languages (TESOL). Hamline’s licensure program is the only one in the region accredited by TESOL International. Recognizing that many refugees are affected by trauma suffered both in their home countries and here in the United States, Hamline has begun to broaden its program beyond just preparing applied linguists, Benegas said. “We’re looking at ways to equip teachers with knowledge about the emotional and social needs of immigrant youth,” such as bringing in experts on the impact of trauma on the brain and working to better understand traumainformed practices. Hamline also has developed the English Learners in the Mainstream (ELM) project, a unique approach to providing best practices for non-ESL teachers who interact daily with English language learners. Funded by a five-year, $1.5 million U.S. Department of Education grant, ELM includes a required course on how to teach language while teaching content for preservice teachers in all fields. It also provides coursework and training for 250 in-service teachers who coach their colleagues—2,500 mainstream teachers in some of Minnesota’s largest school districts—in meeting their students’ linguistic needs. “The ELM project addresses the need for all teachers to be prepared to educate students from multilingual and multicultural backgrounds,” Benegas said.
Abdul Wright MAEd ’16 was named 2016 Minnesota Teacher of the Year.
Trend #3: Technology is changing how students learn. While it’s impossible to predict what technology will look like in 2050, it will surely impact classroom learning. Providing access to technology—many schools today provide every student with an iPad, for example—is important, but it’s also key that teachers are able to help students engage with technology in meaningful ways that advance learning, said Professor Mike Reynolds, associate dean of graduate programs in Hamline’s College of Liberal Arts. “Technology allows for a much more robust individualized engagement with each student’s particular strengths,” he said. “Technology amplifies their learning experience and can also be effective in building equity in the classroom.” Preparing teachers to engage with technological change is rooted in creating a mindset of flexibility rather than skills training in specific technological tools, Reynolds noted. “They need to be well-versed in many different technologies, but as there’s no guarantee that the tech they learn will be the tech their district uses, it’s more important that they be resilient and adaptive.” Many of Hamline’s advanced degrees in education have fully online options, and all incorporate some hybrid experiences. Preservice teachers in clinical practicums at local school districts test-drive using personal devices and educational software as teaching tools to meet learning objectives. “Our work is pollinated with using the virtual world as a tool for enhanced learning,” Reynolds said.
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Trend #4: The need for teachers of color is growing, while overall teacher rolls are shrinking. A 2017 Minnesota Department of Education report stated that there is a 46 percent increase in the number of teachers leaving the profession since 2008, with one-quarter of new teachers leaving within their first three years. At the same time, students who are culturally and linguistically diverse make up 31 percent of Minnesota’s K–12 students while teachers of color represent just 4.2 percent of the state’s teacher workforce, according to the National Center for Education Statistics. Hamline is working to counteract those numbers by recruiting and supporting students of color and partnering with a Minneapolis-area school district to create a “grow-your-own” teacher pipeline. In 2013, Hamline became one of four institutions selected to administer Minnesota Department of Education Collaborative Urban Educators (CUE) grants, which seek to increase the ethnic and racial diversity of Minnesota’s teacher workforce by providing scholarships to aspiring teachers of color. The CUE grant program also supports mentoring and networking efforts for aspiring teachers of color. Student teachers are matched, when possible, with in-service teachers of color, an important first step in developing a support system that includes a network of allies, said Professor Rebecca Neal, director of Hamline’s Center for Excellence in Urban Teaching. “Being culturally sensitive to
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“OUR STUDENTS GRAPPLE WITH QUESTIONS LIKE WHAT IS EDUCATION FOR, WHAT IS A TEACHER'S ROLE IN THE COMMUNITY, AND HOW MIGHT THEY IMPACT POLICY?” —MIKE REYNOLDS, A S S O C I AT E D E A N O F G R A D UAT E P R O G R A M S
students’ personal and professional needs sets them up for success.” Hamline also partners with the Mounds View school district to develop aspiring teachers for that community. The university is providing undergraduate education and a pathway to its MAT program to a cohort of highschool students—often from groups underrepresented in teaching—whom the district has identified as strong candidates for a career in teaching. This fall, six students are part of the Mounds View cohort at Hamline, and the number continues to grow. “The students are given scaffolding and structure to ensure their success,” Reynolds said. They’re guaranteed a student-teaching position within the Mounds View district and, upon successful completion of the program, a teaching position. Reynolds said that other districts have expressed interest in mirroring the partnership, which was initially funded by a grant from the Bush Foundation but is now self-sustaining. “It’s a forward-thinking investment a school district can make in its own community,” he said. Hamline has a top-notch record in new teacher retention—approximately 90 percent of Hamline education program completers continue teaching into their second year. Reynolds noted that that success can be attributed to Hamline’s culture of emphasizing the big picture of teaching. “Our students grapple with questions like what is education for, what is a teacher’s role in the community, and how might they impact policy?” he said. “They use their experiences in the classroom as research on how to improve learning. They build collaborative networks, developing deep relationships with their classmates at Hamline and then with their students and colleagues in the workforce.”
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Trend #5: Classroom learning is experiential and student driven. Gone are the days of classrooms containing rows of desks with students seated alphabetically quietly listening to the teacher. Students are now actively engaged in their own learning. One model for experiential, studentdriven learning is a lab school—a pre-, elementary, or secondary school that has an affiliation with a college or university. Its four tenets are curriculum and development, educational inquiry and exploration, professional development, and research. “Lab schools need to be connected to the lived experiences of their students and the communities in which they live,” said Maggie Struck, assistant professor of education at Hamline University. This fall, Hamline Elementary School (formerly Hancock Elementary on Snelling Avenue across the street from campus) will build on its long-standing partnership with Hamline University to become a lab school. The lab school has received Saint Paul Public School District approval and the unanimous support of Hamline Elementary School’s current teaching staff. The blended K–5 and higher education learning community will be based on shared progressive educational practices, such as interest-driven learning and design thinking, and a commitment to educational equity. “Lab schools present opportunities for aspiring teachers to have guided clinical experiences while learning firsthand about instructional methods and the school community,” said Struck, who will be the faculty liaison for the collaboration. For example, Hamline’s MAT students will work with elementary school teachers to design and teach literacy units that align with elementary students’ learning goals. “This gives [university students] experience connecting theory to practice, so it benefits their own education as well
as that of the elementary students,” Struck said. Future plans include developing a STEAM (science, technology, engineering, art, and math) fellowship position for a university student to coordinate a makerspace where elementary students can gather to work on projects and share ideas. The lab school initiative received grant support in its initial year, which will advance the goals of the project and help for a successful launch. The Hamline to Hamline Collaboration is the first partnership of its kind in the nation between a public elementary school and a university. The 125-year relationship has included academic and athletic department pairings with each grade level, one-on-one mentoring, and inside-theclassroom tutoring. This shared work has invited the elementary students into the university community, addressing opportunity gaps and creating equity in the classroom while shaping potential pathways to college for all students. Struck envisions these collaborations will continue and anticipates developing new ways for university students to engage with elementary students in transformative, inquiry-based learning. “We’ll work with the lab school’s students, parents, teachers, and community members to collectively identify the challenges the school faces,” Struck said. “We’ll develop innovative practices and pedagogies that honor students’ experiences and backgrounds while inviting them to be agents of change in their own education. All of the work will help to advance our understanding of student learning.” ■
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STUDENT STOCK TRADERS For almost two decades, Hamline students have been helping to grow the university’s endowment—and beating Standard & Poor’s 500 index
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ow often do students in finance classes get the chance to invest real money? That’s exactly what’s offered each semester in FIN 1010: Starting Your Financial Life and Applied Investing, taught by School of Business senior lecturer Dan Lehmann. Lehmann, a former senior executive in multinational companies such as Pfizer, Novartis, and Syngenta, oversees an undergraduate class—open to all years and all majors—in which the students themselves act as portfolio managers, deciding how and where to invest a small portion of the university’s endowment. Over the course of the semester, students work with two portfolios—one as active investors and one as passive investors. As active investors, they buy and sell individual stocks. As passive investors, they buy mutual funds or exchange traded funds that another group manages. “These two investing strategies get at the heart of the ongoing, heated debate in the investing industry of active versus passive investing,” Lehmann said. The value of this experience is undeniable, said Bryce Doty ’88, a trustee whose daughter also attends Hamline. As a senior vice president at Sit Fixed Income Advisors in Minneapolis, Doty is immersed in the world of finance. “As an employer of investment personnel, it makes a big difference to me when someone already has a basic understanding of the nuts and bolts of what we do, how we do it, and why,” he said. “It’s always valuable to have taken standard business classes, but it’s also really helpful to have had a practical,
Fall 2018
BY LYNETTE LAMB
hands-on application of what you’ve learned before you look for a job in the real world.” The students love it too, said Jack Friesen ’18, an economics major. “My favorite part of the class was the buying and selling portions,” he said. “It was the most interactive and thoughtprovoking part, filled with discussion and critical thinking.”
BE ATI N G T H E O D DS Lehmann and some of his best students update the Hamline board of trustees investment committee annually on how the student funds are doing. In the past, Margaret Tungseth, vice president of finance and administration, has visited the class to explain how the university’s endowment is invested, how it’s managed, and how the student funds fit into the big picture. In the 17 years since the class began, Hamline finance class students have taken the fund from $35,000 to $250,000, said Lehmann, who has taught the course since 2008. Each student must make two presentations per semester—an update on a stock or fund and an update on the purpose behind a buy or sell. The students “have done a fantastic job managing this fund,” Doty said. “They’ve beaten the Standard & Poor’s 500 routinely. “They’ve tended to choose big, good, well-known companies,” he added, “and they’ve liked technology, so we’ve ridden the Google, Amazon, Apple wave. And then there’s the pizza company that showed a 1,000 percent increase!” The investment success of the class— coupled with a challenge before the board of trustees to come up with some big ideas
for the university’s upcoming fundraising campaign—has led Lehmann and Doty to propose to the board that it increase the size of the students’ fund from $240,000 to $5 million. This amount, Doty said, would allow for two investing classes in the future—the existing one and a more elite class composed of finance majors. “That second course would provide an amazing opportunity for business school students, would increase the amount of endowment money we have to pay bills, and would mean we would have one of the largest student-managed funds in the country, certainly at the undergraduate level,” Doty said. “It would really put our business school on the map.”
L I F E L ES SO N S Although the investment part of FIN 1010 gets the most attention, the financial literacy component is also invaluable, Friesen said. “The information we got about retirement savings and life expenses is hard to find within the structure of modern schooling. These are generally things people have to learn on their own, so a class that teaches these elements would be useful for anyone attending Hamline.” Financial literacy is one of Lehmann’s chief goals for his students, as well. “I don’t pretend that I’m encouraging them all to become traders or stock pickers,” he said. “But by the end of this class, my students should know enough to put together a reasonable portfolio with a 401(k) and know how to budget for cars, homes, and retirement.” If the steadily growing Hamline funds are any indication, they’ve learned well. ■
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BY JULIE KENDRICK
E A R LY C A R E E R
LEADERSHIP
LEGACY OF
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Whether just beginning their careers or capping a lifetime of achievement, Hamline grads succeed and lead in countless ways
CAT POLIVODA ’10 Owner, Cake Plus-Size Resale Majors: German and global studies Age: 31 Hometown: LaCrescent
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er story is a modern twist on the traditional retailing blueprint for success. For Cat Polivoda, it’s a journey that’s allowed her to be creative and strategic while staying true to her values. Polivoda’s clothing shop operated online for three years before she completed a successful crowdfunding campaign, secured loans, and moved to a brick-and-mortar location in South Minneapolis. “It’s a joy to create a space where plus-size shoppers are seen and valued,” said Polivoda, who describes herself as a “shop owner, consultant, and woman on a mission.”
Cory Ryan
Fall 2018
How are you using your leadership skills day to day as an entrepreneur? Every job I’ve ever worked at, I have gone above and beyond, given more than I needed to, kept my mind busy with ways the company could improve, and taken on projects outside the scope of my role because they were a fun challenge. At some point, I decided that I’d rather take that energy and put it toward my own business that’s aligned with my values. What challenges are you encountering at the start of your career? How did Hamline help prepare you? I’ve had to learn a lot of business skills as I’ve gone. Some things have come very naturally to me. Others I’ve had to work at and have had to find resources to support me. My time at Hamline helped me become more creative, inquisitive, critical, and strategic. Plus, I had the opportunity to practice all of those things through work and leadership positions while I was a student. ■
MID CAREER
Her entrepreneurial advice? “Have a plan! Your plan can grow, modify, pivot, or be tweaked, but you’re infinitely more well-positioned for success if you have one.”
MAYKAO HANG DPA ’14 President and CEO, Amherst H. Wilder Foundation Age: 46 Hometown: Saint Paul
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ayKao Hang took on her current leadership role at Amherst H. Wilder Foundation—which has more than 450 employees and an annual budget of nearly $50 million—while still a student in Hamline’s Doctorate of Public Administration program. “My first year on the job, the organization was in the midst of a big transition,” she said. “I needed to help set a vision for where we would go in the next three to five years, downsize by 15 percent, and complete the comprehensive exam. “As challenging as it was to be on those parallel tracks,” she added, “I found synergy between what I was learning and where I was leading. My academic experience gave me a window into how to provide leadership in a community context. I was able to use what I was learning about serving people in the community and making new things happen in intensely practical ways.” As you look back on your career, what would you have done differently? I would have asked for help earlier and used my own judgment to make decisions earlier too. Now, when I find myself wading into waters I don’t fully understand, I gather those far smarter and wiser than I am for advice. Leadership continued on page 24
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“I FOUND SYNERGY BETWEEN WHAT I WAS LEARNING AND WHERE I WAS LEADING. MY ACADEMIC EXPERIENCE GAVE ME A WINDOW INTO HOW TO PROVIDE LEADERSHIP IN A COMMUNITY CONTEXT.” — M AY K AO H A N G D PA ’ 1 4
Leadership continued from page 23
KATIE MATTIS SARVER ’98
As a naturally reserved person, I’ve learned to push out of my comfort zone to socialize more in groups. That was one of my biggest professional hurdles my first few years at Wilder—to be visible and to be social to so many people wanting to get to know me. In an externally facing role, the expectations for social engagement are numerous. I should have done it more and earlier to build relationships sooner.
Vice president of partnership sales and activation, Minnesota United FC Major: communications studies Age: 42 Hometown: Anoka
How have you effected change in your community and/or workplace? I’ve worked hard to not be in an echo chamber of my own ideas, to listen deeply to different perspectives, and to be a resource for people and the community to succeed on their own terms. I’ve worked to create a purpose-driven and effective organization, which means more diverse teams, collaboration, and a culture of cross-disciplinary learning. If we see problems from just one perspective, it limits our solutions. I also helped start the Coalition of Asian American Leaders (CAAL), recognizing that, though Asian Americans are one of the fastest growing demographics in the state of Minnesota, this emergent and powerful force was largely invisible on education, workforce, leadership, or any policy issues. CAAL is in its fourth year with about 2,000 leaders. ■
JOEL OBERSTAR ’97 Executive vice president, PrairieCare Majors: English and biology Age: 43 Hometown: Chisolm
F
inding a community need and working to fill it—that’s a common life experience for many Hamline graduates. Child psychiatrist Joel Oberstar has directed his career in response to a lack of sufficient mental health resources for children and adolescents. After six years as CEO of PrairieCare, a physician-owned and -led provider of mental health services for youth and family, he’s taken on a new role overseeing a collaboration between PrairieCare and Bay Area Clinical Associates (BACA), splitting his time between Minnesota and California. “I learned so much about leadership at Hamline by working on The Oracle and serving on student government and advising faculty committees,” he said. “I saw different leadership styles in action, and I learned to admire those who were leading toward consensus but who also understood when it was time for a decision.” How have you effected change in your community and/or workplace? Beyond helping patients and their families overcome psychiatric illnesses, I hope I’ve been successful in helping combat stigma related to mental illnesses. ■
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atie Mattis Sarver’s student work in Hamline's Communications Office gave her early opportunities to engage diverse communities. For professional soccer team Minnesota United FC, she’s built on her undergraduate experiences to reach even larger audiences. Sarver has moved up the ladder of leadership for a number of professional sports teams, including the Timberwolves, the Lynx, and Real Salt Lake soccer club. In that last position, she opened the team’s new stadium, a career highlight she’ll be replicating when Minnesota United begins playing at Allianz Field in spring 2019. Sarver and her team are already working to integrate with the neighborhood in an authentic way. “To be opening a mile down the road from Hamline means something special to me,” she said. “I’m excited to see how we can become a hub for the community.” What career advice would you offer for those just starting out? Be humble, be honest, and—most importantly—don’t be afraid to be who you really are. ■
Fall 2018
L AT E C A R E E R TOM VAN HORN ’68 Lawyer Major: economics Age: 72 Hometown: South Saint Paul
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hen students are surrounded by people who want them to succeed, they’re setting a strong foundation for future leadership. That was the experience of attorney Tom Van Horn during his years at Hamline. “Because my professors cared about me, they provided knowledge, encouraged me to work hard, and taught me how to succeed,” he said. After graduating from law school, Van Horn went on to become head of the Criminal Division in the Dakota County Attorney’s Office and special metropolitan prosecutor for the seven-county metropolitan area. He has successfully handled more than 50 cases in which an innocent person was killed by the negligence or intentional acts of another. Van Horn’s leadership philosophy is simple and direct: “I always saw my job as a search for the truth with an emphasis on fairness.” What advice would you share specifically as it relates to leadership? You will make mistakes—count on it. If you make a mistake, don’t be afraid to admit you were wrong. ■
Fall 2018
DAVID KAPLAN ’82 Sportscaster Major: English Age: 57 Hometown: Skokie, Illinois
D
ubbed “the sports media king of Chicago” by the Chicago Sun Times, David Kaplan has built an impressive career. He hosts daily radio and television shows on ESPN and NBC Sports Chicago as well as Chicago Cubs pregame and postgame shows, and he provides basketball coverage for NBC Sports. Kaplan describes his management style as “boiler room, not top-down,” and he encourages everyone on his staff to present him with their best thinking. “I understand that people have different work styles, and I try to manage to that to help them do their best,” he said. What advice would you share specifically as it relates to leadership? Never ask someone on your team to do something you wouldn’t do yourself. And, if you want to enjoy life and be successful, the single most important thing is finding what it is you’re passionate about and then not giving up on it. It takes guts to chase a dream. In your experience, how is leadership best developed? Expect greatness out of everyone and see who exhibits the leadership qualities you seek in your company. ■
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ALUMNI
CLASS NOTES Undergraduate
50s
60s
70s
1950 Victor Vriesen is the chaplain for United Hands Hospice, the lead chaplain for United Hospital District, and the chaplain at the Winnebago Adolescent Treatment Center in Blue Earth.
1961 The Hamline School of Nursing class of 1961 held its 56th reunion in October 2017 at Cedar Valley Resort in Whalen. In attendance were Barbara Johnson Orr, Carole Grabau Trotter, Dorothy Hauger Haffely, Karen Wilson Acers, Susan Wishart Baude, Barbara Beck Max, Margaret Pool Comstock, Kathleen Spike Sarles, Nancy Bunnell Peterson, Carol Rupp Steiner, Karen Klein Tracy, Eleanor Sykes Peterson, Merna Maibauer Hesse, Marilyn Phillips Hall, Martha Haase Strecker, Joyce Sorum Kisch, and Lois Bostrom Brown.
1970 Christine Blackburn is a community educator for the Napier Initiative, a program offering intergenerational classes at the Claremont Colleges. Ross Donehower has been on the faculty of the John Hopkins School of Medicine since 1980. He was awarded the American Society of Clinical Oncology Excellence in Teaching Award for 2017.
1957 John Otis and his wife, Maxine Kruse Otis ’58, celebrated their 60th wedding anniversary in October. 1958 Maxine Kruse Otis and her husband, John Otis ’57, celebrated their 60th wedding anniversary in October. Joan Lindsey Wishart attended the Hamline School of Nursing class of 1958 reunion on June 26.
1967 Diane Badman Cornell established a scholarship fund for Hamline students. She retired from practicing law in 2007.
1958 Alvan Schrader’s autobiography, No Respect At All—A Path To Million$, was published. He also was elected to the National Hall of Fame for the Manufactured Housing and Recreational Vehicle Industry.
1971 Mary Greiner was awarded the U.S. Army Achievement Medal for Civilian Service. Frank Milnar was voted Top Dentist and was included in Mpls.St.Paul Magazine’s Top Dentists Hall of Fame for the last six years by his peers. He was selected by Dentistry Today as one of the top 100 dentists contributing to dental education. He also was nominated to the University of Minnesota School of Dentistry Continuing Education Advisory Board. 1975 Carol Cummins was reappointed to the Board of Judicial Standards.
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1
2
3
4 1. Mary Greiner ’71 2. Frank Milnar ’71 3. Melinda Stanford Demott ’81 4. Son of Michael Schuster ’10 5. Caren Simon Umbarger ’88 6. Brian Hart ’02 7. Pamela Johns Danforth ’86
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80s 1981 Melinda Stanford Demott went on a trip to Spain last fall. 1982 Leslie Kimes (also JD ’85) received the 2017 Stu Webb Award at the Collaborative Law Institute of Minnesota Annual Forum in recognition of outstanding contributions to collaborative practice. 1984 Robert Trench completed his documentary Dodging Bullets, about the impact of historical trauma on the lives of Native peoples. 1986 David Knutson was invited to give a plenary lecture at the Tenerife Noir crime fiction conference in the Canary Islands in March. Pamela Johns Danforth graduated from the University of Minnesota College of Education and Human Development in December 2017 with a doctorate in curriculum and instruction, a major in literacy education, and a supporting area in second languages and cultures.
Fall 2018
90s 1987 Dawn Malerich Erlandson was named vice chair of the board of trustees and chair elect of the Association of Community College Trustees of the Minnesota State Colleges and Universities Board of Trustees. She is also the president and founder of Aurora Strategic Advisors in Minneapolis. Anne-Marie Donaldson Hendrickson is a major gifts officer at Second Harvest Heartland in Saint Paul. 1988 Caren Simon Umbarger’s second novel, The Passion of Marta, was named a 2017 Nautilus Silver Winner for the fiction: self-published and small press category. The Passion of Marta also was a finalist in the 12th Annual National Indie Excellence Awards and on the short list for the 2017 Chanticleer Goethe Award for historical fiction post-1750. Steven C. Anderson’s album Emotive was nominated for best neoclassical album by Zone Music Reporter. 1989 Lars Erickson, an associate professor of French and director of the French International Engineering Program at the University of Rhode Island, was named a Chevalier of the Ordre des Palmes Académiques by the French government in recognition of his dedication to the study of French language and culture. Erik Beckler received the Junior NBA Coach of the Year award.
1993 Jodie Knudsen Wilson was awarded the Minnesota Campus Compact Presidents’ Community Partner Award for her work as liaison to the Hamline Collaboration. 1994 Jeffrey Bruce Duncan has been traveling around the United States and Asia performing as a professional actor and singer over the last 20 years. He recently completed the second national Broadway tour of the musical Kinky Boots and plans to continue with Kinky Boots for another tour next year. 1994 Gary Norman is vice president of operations at People Incorporated in Minneapolis. 1997 Sara Larson (also MNM ’03) is a contacts specialist at the Minnesota Pollution Control Agency. 1998 Aaron Tinklenberg is communications director at Burnsville-Eagan-Savage School District 191. 1999 Cole Gibas and his wife, Nicole Bachman Gibas ’06, had a baby, Haaken Anthony Steven, on May 2.
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10s 2010 Michael Schuster’s baby, Martin James, was born on August 24, 2017. Lincoln Hughes married Kayla Osowski Hughes ’12. Professor Mark Berkson officiated their wedding.
Professor Mark Berkson officiated at several weddings of Hamline alumni and staff recently, including the weddings of Emily Hager-Garman ’09 and her husband, Dan (left), and Lincoln Hughes ’10 and Kayla Osowski Hughes ’12.
00s 2000 Eric Chelstrom has been awarded tenure and promoted to associate professor in the Department of Philosophy at St. Mary’s University in San Antonio, Texas.
2004 Patty Yumi Cottrell won a 2018 Whiting Award for her book Sorry to Disrupt the Peace. 2005 Graham Lampa is deputy director of digital communications at the Atlantic Council in Washington, D.C.
2002 Maria Surma Manka had her book Next-Level Digital Nomad published. Brian Hart is a cyberwarfare engineer for the U.S. Navy.
2006 Nicole Bachman Gibas and her husband, Cole Gibas ’99, had a baby, Haaken Anthony Steven, in May.
2003 Artika Tyner won the Women in Business Award from the Minneapolis/St. Paul Business Journal.
2007 Kimberly Arleth (also MNM ’14) started a new position as acquisitions and resource management librarian at Loyola Notre Dame Library.
2004 Crischelle Navalta Barnes and her husband, Michael, celebrated their first anniversary on March 18. They live in Texas with their three children. 2004 Steve Koehn, a captain in the Army, was deployed to Afghanistan as part of the First Security Force Assistance Brigade. He’s married and has four children.
S UBMIT C L AS S N OT E S A ND P H OTOS
1. O nline: everywhere.hamline.edu Please send high-resolution photos separately to magazine@hamline.edu.
2008 Kristen Drewski completed visual effects work on the movies Justice League, Black Panther, and Tomb Raider. Jamilyn Brown Coleman accepted a position as report developer at Novu Health in Minneapolis. Carley Luse (also MPA ’12) started a position as quality improvement data analyst and corporate compliance officer at Northpointe Behavioral Health in Kingsford, Michigan. 2009 Emily Hager-Garman married her husband, Dan. Professor Mark Berkson officiated their wedding. Natalie Self is a program officer at the Ewing Marion Kauffman Foundation in Kansas City, Missouri.
2011 Megan Olson Inman had a baby, Edward Gregory, on July 11. 2012 Kayla Osowski Hughes married Lincoln Hughes ’10. Professor Mark Berkson officiated their wedding. 2013 Breanna Thompson Taft had a baby, Daxton, on April 16. Lynne Chung (also MAED ’17) is a senior business partner at Target. 2014 Brandon Zeman is interim chief financial officer at BioRegentech. Elizabeth Otto is associate director of curriculum at the Anti-Defamation League in Chicago. Savannah Dotson Hanson is a software engineer at Digital River in Minnetonka. Ellie Remick Whiteaker started a position as operations support for Headway Emotional Health Services in Golden Valley. 2016 Hayley Goddard is area coordinator for residential life at Coe College in Cedar Rapids, Iowa. She completed her graduate program at The University of Kansas. 2017 Maura Rivard-Hoster is an associate marketing underwriter at Amerisure Insurance. 2018 Daniel Minor accepted a position at Bay Equity Home Loans in Rogers. Teylen Sheesley is a paralegal for Motors Management in Saint Louis Park. Alexander Kolyszko is a government reporting/customer service specialist at SuperFabric in Oakdale.
2. Email: magazine@hamline.edu 3. Mail: Hamline Alumni Magazine MS-C1916 1536 Hewitt Avenue Saint Paul, MN 55104
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CLASS NOTES Graduate
80s 1985 Leslie Kimes (JD) (also CLA ’82) received the 2017 Stu Webb Award in recognition of outstanding contributions to collaborative practice at the Collaborative Law Institute of Minnesota Annual Forum in December.
90s 1995 Maureen Kucera-Walsh (MPA) was elected to the Mid-Minnesota Legal Aid board of directors. She also became a member of the President’s Advisory Council of the Ordway Center for the Performing Arts in Saint Paul.
00s 2001 Amy Crawford (MPA) has been named to the board of directors of Cultural Jambalaya, an educational nonprofit that uses global photography in classrooms to broaden worldviews of students and break down cultural barriers. 2003 Sara Larson (MNM) (also CLA ’97) started a position as contacts specialist at Minnesota Pollution Control Agency.
10s 2006 Geoff Herbach (MFA) had his book Hooper published. Maya Washington’s (MFA) films CLEAR and Through the Banks of the Red Cedar were shown at the 37th Annual Minneapolis-Saint Paul International Film Festival. Amy Kettunen-Jahnke (MAED) is principal of Cedar Ridge Elementary School in Eden Prairie. 2007 Caitlin Gilmet (MFA) is communications director at The Emanuel and Pauline A. Lerner Foundation. Donna Isaac (MFA) published her first full collection of poetry, entitled Footfalls. 2009 Angela Larson (MAM) is director of development at UnitedHealthcare Children’s Foundation. Barbara Herkert’s (MFAC) book A Boy, a Mouse, and a Spider: The Story of E.B. White was included in The Best Children’s Books of the Year, 2018 Edition. Tracy Nelson Maurer’s (MFAC) books John Deere, That’s Who and Noah Webster’s Fighting Words were listed in The Best Children’s Books of the Year, 2018 Edition. Tamera Will Wissinger’s (MFAC) book Gone Camping: A Novel in Verse was listed in The Best Children’s Books of the Year, 2018 Edition. Jane O’Reilly’s (MFAC) book The Notations of Cooper Cameron was included in The Best Children’s Books of the Year, 2018 Edition.
2011 Mandy Davis’s (MFAC) book Superstar was included in The Best Children’s Books of the Year, 2018 Edition. 2012 Carley Luse (MPA) (also CLA ’08) is a quality improvement data analyst and corporate compliance officer at Northpointe Behavioral Health in Kingsford, Michigan. Caitlin Bailey Thompson’s (MFA) collection Solve for Desire was a finalist in poetry for the 30th annual Minnesota Book Awards. 2013 Asad Aliweyd (MBA) was a recipient of the 2018 Bush Fellowship. 2014 Kimberly Arleth (MNM) (also CLA ’07) is an acquisitions and resource management librarian at Loyola Notre Dame Library. Miriam Busch’s (MFAC) book Raisin, the Littlest Cow was included in The Best Children’s Books of the Year, 2018 Edition. 2016 Sarah Ahiers (MFAC) is a finalist in the 30th annual Minnesota Book Awards in the category of young adult literature for her book Thief’s Cunning. 2017 Lynne Chung (MAED) (also CLA ’13) is a senior business partner at Target. Blair Thornburgh’s (MFAC) book Who’s That Girl was included in The Best Children’s Books of the Year, 2018 Edition. 2018 Patricia Sutton (MFAC) recently published her book Capsized!: The Forgotten Story of the SS Eastland Disaster.
editor's n ote Class notes are submitted by alumni and are not verified by the editor. While we welcome alumni news, Hamline Alumni Magazine is not responsible for information contained in class notes. Fall 2018
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ALUMNI
IN MEMORIAM Hamline Alumni Magazine extends its deepest sympathy to the families of the following alumni, faculty, and friends.
Lorraine Skubinna Rankin ’53
Undergraduate
Duane Murray ’56
Nellie Magee Ramer ’40
Donald Johnson ’57
Delores “Casey” Holm Heyer ’54 Charles Hoelzel ’54 Ronald Finwall ’55 John Alfred Wolbert ’55 Robert Kaupa ’56
VIVIAN SEIBERT MCGONAGLE ’49 1927–2018 Scholarship creator and Hamline benefactor Vivian McGonagle ’49, a lifelong supporter of Hamline who established an endowed scholarship, died on February 19. She was 90. Born in St. Cloud on February 28, 1927, Vivian taught junior high in the Hopkins school district for many years. “She was just the quintessential teacher, always looking for a teachable moment to pass some knowledge along to anybody who would listen,” said her son, Todd McGonagle ’86. After her father’s death, Vivian succeeded him as president of Ickler Company, a machine shop her father founded in St. Cloud, for nine years. She had a passion for history and was a member of several local and state historical societies. Vivian also enjoyed the arts, theater, and music, and she volunteered with the Methodist Church, the University of Minnesota Landscape Arboretum, and her son’s school. “Hamline was a very important part of her life,” Todd said. A generous donor, she established an endowed scholarship in education. Todd also created an endowed scholarship for theater majors. (See related story on page 31.) She was preceded in death by her husband, Lewis. She is survived by her son, Todd, and her grandson, Duncan.
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Phyllis Soltau Dick ’41
Dorothy Howe Nordvall ’57
James “Pinky” Boyd ’43
Patricia Childs Cohen ’58
Phyllis Rowland Matz ’43
Jean Hanson ’58
James Dahl ’44
Mardelle Petrick Lambert ’58
Harriet Randolph Tagye ’44
Barbara Nigra Sandberg ’58
Wayne Tate ’44
Lowell Sando ’60
Eleanor Jacob Swisher ’45
Allan Wolter ’60
Kenneth Carpenter ’46
Donald Sarles ’61
Virginia Prall Lovness ’46
Phillip Stokes ’61
Roderick Starz ’46
Ruthann Knudson ’63
Bruce “John” Broady ’47
Fred H.W. Schmiesing Jr. ’64
Vincent Carpenter ’47
Richard Strohkirch ’66
Jean Palmer Herman ’47
Joel Torgerson ’67
Arnold “Arnie” Bauer ’48
Gretchen Radatz Zell ’67
Irene Russell Hochmayr ’48
Mary Radke Meggitt ’69
Ada Mathes Erickson ’48
Linda Vetter ’69
Marjorie Clark Olsen ’48
Russell Bergquist Jr. ’70
Charles Dunham ’49
Donna Berry Buzicky ’70
Vivian Seibert McGonagle ’49
Bruce Robert Moore ’70
William Peter ’49
David Delano ’73
Arvid Bollesen ’50
Fayetta Maki ’73
William “Bill” Fierke ’50
Paul Anderson ’74
Richard Lindeke ’50
James Mims III ’74
Stanley Peterson ’50
Marelyn Deyo Morgan ’75
John Connelly ’51
Linda Brustman Perri ’75
Carolyn Fisher Richards ’51
Janette Hansen Strathy ’77
Clifton Gustafson Jr. ’52
Janet Conniff Alan ’78
Jacqueline Metcalf ’52
Thayer Butler ’80
Frank Winsor ’52
Steven Keller ’80
Rita Monson Woolson ’52
Ronald Melas ’80
Mary Welfare Bergman ’53
Margaret Lawrence ’81
Elizabeth “Betty” Pagels Dziuk ’53
Marjorie Pike Gardner ’84
Robert Gussner ’53
Craig Felton ’87
Beryl Bennett Linnerooth ’53
Mark Grundy ’87
Morten Olson ’53
Keith “Jon” Hempel ’93
Marie Grittner Proctor ’53
Elizabeth Bernini Dopp ’14
Fall 2018
FOR OBITUARIES, VISIT HAMINE.EDU/ MAGAZINE
To learn how you can create an endowed scholarship to support current and future Pipers, contact Elsa Scheie at 651-523-2565 or escheie01@hamline.edu.
Graduate
LEGACY
BEST SUPPORTING ACTOR
Michael Walz JD ’76 Leo Daly JD ’77
Former theater major’s gift enables students to pursue their passion
David Olson JD ’78 John McNamee JD ’79 Mary Hemp Bartz JD ’80 Julie Anderl JD ’84 Jeffrey Thompson JD ’85
BY JULIE CARROLL
Michael Antoline JD ’89 J. Aron Allen JD ’94 Michael Herold JD ’94 Lisa Marie Fournier DePauw
Hannah Coleman ’20 is passionate about theater. So much so that she can’t imagine her life without it. “Theater holds the key to everything I’ve been trying to communicate my whole life,” she said. “The complexity and nuance of the art form is the only way I can see to truly relate to other people.” Thanks to donor Todd McGonagle ’86, Coleman has the opportunity to pursue her passion at Hamline as a theater and German major. She’s the 2018 recipient of a scholarship McGonagle established for theater students. (His mother also created a scholarship for students pursuing careers in education. See obituary on page 30.) “This scholarship is incredibly helpful for me,” said Coleman, who is from Richfield. “It’s what will allow me to continue doing art while I’m at Hamline.” McGonagle, himself a theater major, said he created the scholarship to give other students the same opportunities he had at Hamline. Now CEO of Ickler, the St. Cloud machine shop his grandfather founded, McGonagle said his theater degree taught him to be a problem-solver. “I believe in the people who are going to take their education and change the world,” he said, “and I want to make sure that those people get enough funding.”
MALS ’95 Mark Breneman JD ’07 Mark Mrnak JD ’07 Marc Henderson MAED ’08 Faculty and staff Rute Maija Zarins Helmen Betty Frye Leach Friends Rufus Brown Richard Ireland, emeritus trustee Thomas Green Lois Hammelman Gerald Needham, life trustee Douglas Rowley Francenia Eaton Wilson
Fall 2018
Cory Ryan
hamline.edu/magazine | H A M L I N E A L U M N I M A G A Z I N E | 31
What’s in a name?
Illustration by Bill Ferenc
FIND OUT MORE ABOUT THE PEOPLE BEHIND THE NAME S YOU SEE ON CAMPUS
KLAS CENTER
Bob Klas ’52 is founder and chairman of Tapemark, a pressure sensitive label and medical products company in Saint Paul. He and his wife, Sandy Klas, both life trustees, donated for the building of the Klas Center, completed in 2004, and the renovation of Klas Field. The couple are known for their philanthropic work, particularly on behalf of those with special needs.
HUT TON ARENA
Joe Hutton coached basketball at Hamline from 1931–1965. He holds the record for most wins by a Hamline coach with a record of 588-186, and he won three National Association of Intercollegiate Athletics national championships. Seven of Hutton’s players went on to play professional basketball, and one of his players, Vern Mikkelsen ’49, was named to the Naismith Memorial Basketball Hall of Fame in 1995.
KENNETH H. DAHLBERG MEMORIAL TO SERVICE
Kenneth Dahlberg served as a fighter pilot and triple ace in World War II, then became a successful entrepreneur. He was a Hamline University trustee who received an honorary doctor of humanities degree from the university in 2002. The memorial dedicated in his honor in 2012 is a fivepointed star to represent the star of the Army Air Corps planes and Hamline’s highest values: service, humanity, education, community, and faith.
ROBERT PAGE LABORATORY
Inside Drew Science Center is a laboratory dedicated to Robert Page ’27, one of the inventors of radar. Page was head of the Naval Research Laboratory, and he helped foster the Goddard Space Agency until it became part of NASA in 1958. In 1960, Page was awarded the President’s Award for Distinguished Federal Service, the highest honor that can be given to a government employee.
C AROL YOUNG ANDERSON AND DE NNIS L . ANDERSON CENTER
Carol Anderson ’46 and her husband, Dennis, established two scholarships and helped fund the Anderson Center, which was dedicated in 2012. “My memories of Hamline are intertwined with memories of World War II, as the war impacted our college years from start to finish,” Carol said. “One effect may have been that women had opportunities for leadership we might not have had in more normal times.”
PAT PATERSON FIELD
Pat Garletz Paterson ’30 began working at Hamline after her graduation, and she continued working in physical education until 1971. Known for developing opportunities for women in athletics and playing and coaching every sport at Hamline with the exception of football, Paterson was the first woman inducted into the Hamline University Hall of Fame. The soccer, softball, and baseball field named for her was dedicated in 1998.
SUNDIN MUSIC HALL
Lloyd Sundin ’23 coached football, basketball, and track at Hamline from 1925–1929. Both he and his wife, Mildred Sundin ’24, were involved in fine arts productions. Following his coaching career, Lloyd joined with fellow Hamline alumnus and football teammate Dan Gainey ’21 to transform Jostens, then a small Owatonna based watch repair company, into the largest manufacturer of class rings and yearbooks in the United States. Sundin Music Hall was dedicated in 1989. An endowed fund established by the couple covers the building’s operating expenses. Visit HAM LI NE .E D U/ M AGAZINE
for more information behind the names on campus.
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One person has the power to make a difference, but together we can change the world.
Do all the good you can. hamline.edu/oneday